Week 2

Agricultural Tools, Farm implements, and Farm Equipment

Lesson Title
Occupational Safety Measures in The Farm

Learning Area/s TLE (AFA)

Name of Teacher/s

Grade Level and Section GRADE 7

No. of Sessions Session 1 Session 2 Session 3

References TLE 7 (AFA) LESSON EXEMPLAR (Lesson 2-3)

(books, websites, toolkits, etc.)

Declaration of AI use AI was utilized to format the lesson plan and scaffold learning activities and instructional materials based on
Cite how AI was used in the the provided lesson exemplar.
formulation of the lesson plan.

See DO 3 s.2026 Annex A.

Meaningful learning experiences are anchored in how we frame them. Start by deciding what you want
learners to master by the end of the lesson – keep it clear and simple.
Intentions.
Remember: Understanding your learners’ evolving context and designing around it ensure that your lessons
connect with and are relevant to them.

Learning Competency and Content Standard:

Curriculum Standards: The learners demonstrate an understanding of the concepts and skills in agri-crops and animal production.
Write the competency/ies from Performance Standard:
the curriculum that we are After this lesson, learners are expected to perform agricultural practices in crop production based on industry
targeting, and the content or standards.
performance standards Learning Competencies:
applicable to the sessions.  Identify different tools and equipment used in agriculture.
 Discuss safety procedures in farm operations

Learning Objectives: Identify common agricultural tools, Differentiate among agricultural tools, Classify a specific workplace
 Write the smaller implements, or equipment by farm implements, and farm equipment by situation into its correct farm
knowledge, skills, or mapping their illustrations to their categorizing technical definitions and hazard type physical, mechanical,
tasks from the exact functional uses. operational characteristics into three chemical, biological, psychosocial,
competency that the distinct groups. or ergonomic based on safety
learners will work on principles.
and be able to show Classify agricultural tools and implements
by the end of the into their functional subgroups.
sessions.
Learner Context: The learners exhibit high visual The learners enjoy working in The learners respond deeply to real-
Write your engagement and enthusiasm for collaborative peer groups and show strong world visual scenarios, though
observations of your localized, hands-on tasks, though verbal communication skills. However, graphic or overly intense material
learners, and how several students struggle with they sometimes confuse the boundaries can cause anxiety for a few
they have been technical terminology retention when between "implements" and "equipment" individuals. They understand
performing or reading text-heavy materials. A few because both are often made of metal and practical concepts well when
responding to learning individuals face language-processing used in land preparation. connected directly to daily routines
experiences recently. challenges, but they show excellent or household tasks, but they
Include strengths, focus when concepts are linked require structural support to
interests, and possible directly to familiar household objects differentiate between a "hazard" and
barriers to learning. or community farming experiences. a "risk".

Learning Experience. A learning experience is like a thoughtfully designed journey. Each activity and interaction builds towards meaningful
understanding and growth. Identify activities and interactions to help learners gain knowledge, skills, or understanding
in a purposeful way.

Pre-Lesson: The teacher will prepare the The teacher will draw a large three-part The teacher will set up the viewing
Describe how you will classroom by posting large, colorful graphic organizer on the board with area to display the educational video
help the learners get illustrations of a crowbar, a shovel, headings for "Agricultural Tools," "Farm resource and write the terms
ready for the lesson. a plow, a water pump, and a hand Implements," and "Farm Equipment". "Occupational Safety," "Hazard,"
tractor around the room. and "Risk" on the board.
The teacher will prepare a short review by
The session will begin with an asking the class to recall the names of the The session will begin with an
interactive, welcoming activity titled five items discovered during Monday's introductory activity called "The
"Getting to Know Them" where session. Safety Picture Clue," where the
the teacher invites the learners to teacher shows illustrations of farm
quietly look at the images and think The teacher will set up a "Shop and Hop" operations to help the learners think
about where they might have seen activity by establishing five distinct about safe working conditions.
these items in their community. learning stations around the classroom.

Each station will display clear illustrations

 of specific tools and implements from the
reading resources.

The teacher will print or draw a worksheet

template for each student to record their
findings.

Flow: The teacher will state the day's The teacher will clarify that today's goal is The teacher will explicitly connect
Describe the activities objective, explaining that learning to learn how to categorize these items the session to previous knowledge by
that you can implement to match these items with their based on how they operate and what they stating: "In our yesterday’s lesson,
in 1 or more sessions to functions helps build basic skills are made of. The teacher will check the we studied about the different
meet the learning needed for agricultural activities. learners' well-being by facilitating a brief careers and job opportunities
objectives. The teacher will check the learners' breathing exercise to help them focus. related to agriculture. Based on
well-being by asking for a quick the photos that were presented a
Apply the Learning thumbs-up or thumbs-down to The teacher will guide the class to while ago, what do you think will
Design Principles by gauge their physical readiness and complete a short Mind Map and Graphic be our lesson focus for today?"
thinking about how to: energy levels for the lesson. Organizer. The learners will provide their
● make the objectives initial ideas regarding words or phrases The teacher will share the day's
clear for the learners The teacher will lead the class associated with agricultural tools, farm objective and check the learners'
● guide learners before through the "Getting to Know implements, and farm equipment. well-being through a brief check-in
letting them try the Them" activity, presenting each to ensure a safe learning space
task on their own illustration one by one. The teacher Discussion: before starting the video
● check the state of the will read the function aloud, prompt presentation.
learners’ well-being, the class to connect it to their own Agricultural Tools- These are commonly
understanding, and backyard observations, and then light tools that are being utilized in The teacher will play the video
mastery over the reveal the accurate technical name. performing farm activities. They are resource titled "Farm Accident Re-
lesson classified as digging tools, cutting tools, enactment."
● connect today's new cultivating tools, harvesting tools, The learners will watch the
concepts to past carpentry tools, and measuring tools. simulation of a farm accident
competencies involving unsecured bales on a
● encourage Farm Implements- These are commonly trailer.
collaboration among made of metals that serve as accessories
learners for draft animals or mounted to The teacher will pause after the
● invite learners to machineries. They are usually used in incident to point out how rushing
reflect on why this land preparation. before the weather breaks can lead
matters to them to unsafe choices.
● ensure inclusion for Farm Equipment- These are machineries
learners’ varied used in land preparation and The teacher will review the medical
abilities, learning transportation of farm inputs and summary presented in the video
styles, and contexts Answer Key: products. These machineries require noting the severe injuries like severe
1. Crowbar highly skilled operator to properly perform head trauma, skull fractures, and rib
2. Shovel their respective use/s. fractures caused by a falling bale to
3. Plow emphasize why farm safety practices
4. Water pump Think – Pair - Share: The teacher will ask matter.
5. Hand tractor the learners to pair up and complete the
following statements: Discussion:
The teacher will ask the learners to
turn to a seatmate for a brief  The different agricultural tools, Occupational Safety When in the
discussion using the guide implements, and equipment are Farm – safety practices set by farm
questions: important because... owners that involves production and
 We need to properly identify the work process of farmworkers.
1. Which of these agricultural uses and functions of agricultural Farmers should
tools, implements, and tools, implements, and equipment always take extra measures to
equipment are familiar to because... ensure their safety while working in
you? the farm.
2. Have you used them The teacher will facilitate a class sharing
already? How and when do session, highlighting how understanding Hazards and Risk in the Farm -
we properly use them? these categories helps farmers manage farmers are exposed to a lot of risk,
their work efficiently, develop better which can lead to major accidents or
The teacher will wrap up the organizational systems, or creatively injuries.
session by encouraging the learners improvise when resources are limited.
to think about how these items Risk is the possibility of a hazard to
make farm labor easier, ensuring The teacher will remind the class of the exist. It may cause injury or health
that students of all backgrounds definitions established last meeting, problems. It is important that
see the historical and practical emphasizing that tools are divided into workers are properly trained and
value of agriculture in the specialized sub-groups like digging, properly guided by the management.
Philippines. cutting, cultivating, harvesting, carpentry,
and measuring. Types of Hazards:
Hazard can potentially harm or
Discussion: injure workers. In any workplace,
 Digging Tools: Shovel (removing hazard exists. Over fatigue, improper
trash, digging soil, transferring posture while harvesting the crops,
soil), Crowbar (digging holes, and using unguarded machineries
stones, stumps), Pick-mattock are some of the common hazards.
(digging canals, breaking hard
topsoil), Spading fork (loosening  Physical Hazard – it includes
soil, turning compost), Grab-hoe weak platform, slippery stairs
 (breaking hard topsoil, pulverizing). or floorings, falling objects,
 Cutting Tools: Bolo (cutting weeds, excessively loud music,
bamboo), Spade (digging ditches, prolonged vibration, poor
mixing), Axe (cutting trunks or ventilation, extreme
branches). temperatures, and poor air
 Cultivating Tools: Rake (cleaning, quality.
leveling topsoil), Hand cultivator  Mechanical Hazard – is
(loosening, removing weeds), Light caused by electrically operated
hoe (loosening, digging furrows), machineries or devices that
Hand trowel (cultivating around can cause electric shock or
plants), Hand fork. electrocution. Pressure
 Harvesting Tools: Knives, Scythe vessels, tractors, and cranes
(harvesting rice, cutting grass), are all used in farm
Pruning shear (cutting branches of operations.
planting materials).  Chemical Hazard – are
 Carpentry Tools: Hammer typical of hazardous chemicals
(drawing, driving nails), Cross-cut that can cause fire and
saw (cutting wood), Screwdrivers, explosion that came from
Pliers, Chisel. pesticides, cleaning agents,
 Measuring Tools: Weighing acids, and poisons. Exposure
balance (weighing harvests/inputs), to certain chemicals or
Meter stick, Tape measure improper handling and use of
(measuring planting distance), those chemicals, can cause
Ruler. acute or long-term adverse
 Other Tools & Implements: health effects. Main
Knapsack sprayer, Trigger sprayer, classifications of chemical
Sprinkler, Wheelbarrow, Crates, hazards include: asphyxiants,
Seed trays, Seed boxes, Pail. Farm corrosives, irritants,
implements include the Native sensitizers, carcinogens,
plow, Disc plow, and Native wooden mutagens, teratogens,
harrow. Long term exposure to
chemical hazards such as
The learners will be divided into five silica dust, engine exhausts,
collaborative teams. Each group will start tobacco smoke, and lead may
at an assigned station, then rotate to the result to increase risk of heart
next station on the teacher's signal. At disease, stroke, and high
each stop, learners work together to blood pressure. Use of
correctly name the illustrations and protective personal equipment
classify them into their specific functional (PPE) is advised because it
subgroups using their worksheet may reduce the risk of damage
template. from contact with hazardous
chemicals and materials.
The teacher will lead a reflective  Biological Hazard – includes
discussion using the guide questions: bacteria, viruses, mold,
mildew, insects, and vermin,
 Which of the agricultural tools among others.
or implements were easy to  Psychosocial Hazard – is the
name? stresses that farmers get from
 Which made you confused, and work, family, or even among
what made them confusing? friends.
 Ergonomic Hazard- refers to
any physical condition that
can be experienced in the
workplace due to incorrect
body movement/s
that can cause injury or other
health concern that may affect
musculoskeletal system
causing aches and sprains
that may appear not too
serious at first but may
develop into serious health
problem which can cause
permanent damage to the
body.

The teacher will group the learners

into small teams to analyze the video
incident. The teams will determine
that a falling bale constitutes a
physical hazard, while improper
manual lifting techniques or worker
exhaustion represent ergonomic and
psychosocial hazards.

The teacher will invite the learners to

reflect on how safety rules protect
families and workers in the local
 community, ensuring that all
students understand the value of
safety in agricultural work.

Learning Resources:  MATATAG TLE Grade 7  MATATAG TLE Grade 7 Lesson  Teagasc. (2023, July 13).
List down the learning Lesson Exemplar Quarter 2 Exemplar Quarter 2 Lesson 2. Farm accident re-enactment
resources that will help Lesson 2.  Chalkboard and multi-colored YouTube.
you reach your  Printed illustrations of basic chalk for the graphic organizers. [Link]
objectives. Ensure that agricultural tools,  printed tool illustrations for the ch?v=ykMaCLZe-8I
they are available and implements, and equipment. stations.  Alternative: Detailed printed
inclusive.  Alternative: Hand-drawn  Alternative: Pre-written paper narrative transcripts and
illustrations on the charts if chalkboard space is freeze-frame photo printed
Include options and chalkboard if power or print limited. sheets of the video scenario
alternatives in case of media is unavailable. for classrooms without an
emergencies. active internet connection.

Opportunities for Social Studies/Araling Science/Physics: Integration of simple Health Education: Integration of
integration: Panlipunan: Integration of the and complex machines, showing how occupational health, personal safety
Write down any historical and cultural aspects of hand tools leverage human force, whereas habits, emergency first-aid
possibilities to traditional farming practices in the equipment relies on mechanical power awareness, and the long-term impact
meaningfully another Philippines by looking at how plows and engines to accomplish heavy farm of environmental hazards on the
learning area, special and crowbars have been used tasks. human respiratory and
topic, or technology. across generations. musculoskeletal systems.
Write N/A if none. Mathematics: Integration of exact linear
measurements, scale, and weight
distribution when discussing the explicit
uses of tools like the meter stick, tape
measure, and weighing balance on a farm.

Assessments reveal what learners have gained and what they still need help with. These are helpful in providing you
Assessment.
with information to guide your future instruction throughout the entire session.
Formative Assessment: Activity Title: The Functional Activity Title: The Tri-Category Read each situational scenario occurring
Create a task, activity or Match-Up Challenge Definition Sorting Activity on a local farm. On your paper, write
questions to evaluate down the specific type of hazard being
learning and provide Read each statement describing Read each definition or characteristic described (Physical, Mechanical,
feedback every now and a farm task. On a sheet of carefully. Write whether it describe an Chemical, Biological, Psychosocial, or
then. Include ways for paper, write down the name of Agricultural Tool, a Farm Implement, Ergonomic).
learners to ask for the correct tool, implement, or or Farm Equipment on your paper.
guidance or support equipment from our discussion. 1. A farmworker experiences painful
throughout each 1. These are commonly light and back sprains and muscle aches
session. 1. What tool is used handy instruments that are after spending four continuous
primarily for digging utilized by hand to perform daily hours harvesting crops using an
Remember to provide holes and removing farm tasks. improper, bent-over body posture.
appropriate heavy stones or tree 2. These are accessories usually 2. A line worker experiences severe
accommodations so all stumps? made of metal that must be dizziness and breathing difficulties
learners can 2. What tool is used for pulled by draft animals or because the storage facility has
demonstrate their removing trash, mounted to larger machines to poor ventilation, high temperatures,
understanding (e.g., transferring loose soil, do work. and a buildup of thick silica dust.
varied response and mixing soil media? 3. These are complex machineries 3. An operator works near an old,
formats, small group 3. What farm item is used for transportation and land unguarded tractor engine and
options, visual or utilized for tilling wide preparation that strictly require experiences a sudden electrical
auditory supports) areas, making furrows, a highly skilled operator. shock due to exposed wiring on the
and managing inter-row 4. This specific category is further machine's power system.
cultivation? divided into smaller groups like 4. A worker develops a skin rash after
4. What mechanical item is digging, cutting, cultivating, accidental contact with a strong
used to draw water from harvesting, carpentry, and liquid pesticide that was stored
a natural source to measuring. without a clear label or proper
irrigate a field? 5. These items act strictly as non- safety containers.
5. What machine is used to motorized mechanical 5. A field hand experiences high
prepare the field by attachments specifically for land stress, anxiety, and sleeplessness
pulling a plow and a preparation, such as a native due to heavy workloads combined
harrow before any plow or a wooden harrow. with pressing family problems at
planting begins? Answer Key: home.
1. Agricultural Tool
Answer Key: 2. Farm Implement Answer Key:
1. Crowbar 3. Farm Equipment 1. Ergonomic Hazard
2. Shovel 4. Agricultural Tool 2. Physical Hazard
3. Plow 5. Farm Implement 3. Mechanical Hazard
4. Water pump 4. Chemical Hazard
5. Hand tractor Learners may complete this assessment 5. Psychosocial Hazard
in pairs.

QUIZ:
Identify the specific sub-classification
or exact name of the tool described in
each statement. Write the answer on
your paper.

1. This specific cultivating tool is

used for cleaning the ground and
leveling the topsoil.
1. This tool belongs to the
harvesting group and is
traditionally used for harvesting
rice and cutting grasses for
animal feeds.
2. This carpentry tool is used by
the farmer to draw, remove, and
drive nails into fencing wood.
3. This specific measuring tool is
utilized for checking garden plots
and monitoring the heights of
growing plants.
4. These items serve as structural
containers specialized for raising
and growing fragile young
seedlings.

Answer Key:
1. Rake
2. Scythe
3. Hammer
4. Meter stick
5. Seed trays (or Seed boxes)

Learners’ Takeaways
Completing the Graphic Organizer:
 Complete the boxes by supplying it with
your initial idea on the following terms.

Ways Forward. Meaningful learning can also happen beyond the classroom – for both the learners and the teacher.
Pause and reflect on what happened today.

Extended learning Learners are encouraged to look Learners are encouraged to share Learners can complete an optional safety
opportunities: around their homes or nearby their category definitions with their walk around their kitchen or home garden
Suggest other learning backyards tonight to see if they parents or guardians to see if their with a parent. They can note any slippery
experiences outside the can find at least one of the items family classifies household garden spots, exposed wires, or unlabeled cleaning
classroom/class hours discussed today and verify its tools using these same distinctions. liquids to create a simple home safety plan.
that learners may use with a family member.
want to access to Optional Community Inventory
reinforce what they Homework: Learners can go to their
have learned, to spark family’s stock room, a farmer’s stock
their curiosities further, room, or any available resource in
or that may provide their community to create a simple
them support in their inventory matrix. They will list the
areas of difficulty. illustration, name, use, and category
of the tools they find to reinforce what
they have learned.

Reflections:
Think about what you
need to change for the
next session based on
what happened today.
Is there something the
learners are interested
in exploring?

Are there some things

you would like to share
with your co-teachers,
parents, or school
leaders about your
classroom experience?
What would you like
your instructional
coach to help you
with?
 RUBRIC FOR LESSON PLANNING SELF-CHECK AND/OR PEER COACHING

Not
I can say that in my lesson plan… Yes Why?/ What will make it better?
Yet

Intentions are clearly stated, with

appropriate learning competencies
articulated.

Intentions are evident across all

sections, there is coherence.

Learning experience is clear – another

teacher can implement this lesson
without additional explanation.

Learning experience is well-designed,

with intentionally embedded Learning
Design Principles.

Learning experience maximizes

available opportunities for integration.

Learning experience is inclusive,

provides opportunities to support
learners with disabilities, barriers, and
unique contexts.

Assessment strategies are integrated

throughout the session to see learners’
progress or if they need support.

Assessment strategies generate

evidence if learning is successful.

The following interventions are

actionable, providing ways to extend or
adjust learning based on reflections.

Notes for my instructional coaching session: