EED12: EDUKASYONG PANTAHANAN

AT PANGKABUHAYAN WITH
ENTREPRENEURSHIP
REY JOHN B. REBUCAS, LPT
E P P with
ENTREPRENEURSHIP

Rey John B. Rebucas

COMPOSTELA VALLEY STATE COLLEGE-MONTEVISTA
Teacher Education Department (TED)
CoursePack
EPP WITH ENTREPRENEURSHIP
FOREWORD
Welcome to the second semester of academic year 2020-2021 here at Compostela
Valley State College. The global pandemic may hinder you from going back to your
classrooms but it will not hinder you from furthering your learning and education.
Through the collaborative and dedicated effort of its administrators, faculty, and staff,
the Compostela Valley State College offers its first blended learning modality or flexible
learning modality (FLM) through its Learning Management System and faculty- made
Course Packs so as to deliver quality education at the comfort of your homes.
In lieu of the aforementioned, this course pack serves as your guide in the teaching
of the different components of EPP/TLE such as Industrial Arts, Home Economics,
Information Communication and Technology, Entrepreneurship, and Agriculture and
Fishery Arts. The objectives of each lesson in the component areas will serve as your
gauge as to the teaching skills and knowledge you will hone upon completing this
module as the instructional material for self-directed learning in the course EED12:
Edukasyong Pantahanan at Pangkabuhayan with corresponding 3 units. As this course
is offered through blended learning modality, there shall be asynchronous and scheduled
synchronous learning sessions. During asynchronous sessions, you are expected to do
independent learning using the course pack. You can either access the weekly learning
materials online through the CVSC Learning Management System at
https://lms.cvsc.edu.ph or download and print the entire course pack all at once for
offline learning. All references are specified in this course pack to aid you during
asynchronous sessions. On the other hand, synchronous sessions are conducted through
video conferencing. These sessions are specifically scheduled for consultations and
output presentations and evaluations. All course requirements are specified in this
course pack and in the LMS. You are encouraged to submit the requirements at the
scheduled week and on or before the specified deadline for immediate feedback and
guided learning. All course requirements must be submitted via the LMS
I genuinely encourage you to accomplish this course pack, its tasks, and
requirements, from which your progress will be evaluated, with fairness and honesty
through fair and honest means. Spend your time wisely, and do not think that you are
alone in this learning process. You are encouraged to consult your instructor, form study
groups with your classmates, and browse the internet for additional resources, tutorials,
and practice tests. We are in this together. We will learn as one.
Have fun learning!

The Author

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CoursePack
EPP WITH ENTREPRENEURSHIP
MODULE OVERIEW

This course introduces students to the Edukasyong Pantahanan at

Pangkabuhayan (EPP) with Entrepreneurship that encompasses the field of
Home Economics (HE); Industrial Arts (IA); Agri-Fishery Arts (AFA); and
Information, Communication and Technology (ICT). The students will
become technologically proficient at demonstrating an understanding of the
basic knowledge and skills, values, and attitudes (KSVA) in Technology
and Livelihood Education (TLE) in Entrepreneurship, ICT, Agriculture, and
Fishery Arts, Home Economics, and Industrial Arts, which will enable
him/her to gain employment, become an entrepreneur, middle-level
workforce and pursue higher education toward the improvement of
personal life, family, and community.

In order for students to achieve competency in this course, this course

pack is structured into six modules. These are as follows:
Module 1: K-12 Curriculum Framework of EPP/TLE
Module 2: Entrepreneurship
Module 3: Home Economics (HE)
Module 4: Industrial Arts (IA)
Module 5: Agriculture and Fishery Arts (AFA)
Module 6: Information Communications Technology (ICT)

Furthermore, at the end of this course pack, students should be able to

demonstrates increased knowledge, skills, values and attitudes (KSVA) in
Entrepreneurship, ICT, Agriculture and Fishery Arts, Home Economics, and
Industrial Arts toward improving family life and the community.

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CoursePack
EPP WITH ENTREPRENEURSHIP
TABLE OF CONTENTS

Foreword i
Course Overview ii
Table of Contents iii
Learner’s Guide v
Pre-Assessment vii
Answer Key of Pre-Assessment ix

MODULE 1: K-12 CURRICULUM FRAMEWORK OF EPP/TLE

Module Overview 1
Lesson 1: Revisiting the K-12 EPP/TLE Curriculum Framework 2
Lesson 2: The Standards of K-12 TLE Curriculum and MELCs 7
Lesson 3: The Approaches and Methods of Teaching EPP/TLE 15
Lesson 4: Teaching and Learning Materials in Teaching TLE 21
Module Assessment 29
Module Summary 30
References 30

MODULE 2: ENTREPRENEURSHIP
Module Overview 31
Lesson 1: The Ideal Entrepreneur 32
Lesson 2: The Buyers and Sellers 37
Module Assessment 43
Module Summary 44
References 44

MODULE 3: HOME ECONOMICS (HE)

Module Overview 45
Lesson 1: Sewing of Households Linens 46
Lesson 2: Food Preservation 53
Module Assessment 60
Module Summary 61
References 61

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CoursePack
EPP WITH ENTREPRENEURSHIP
TABLE OF CONTENTS
MODULE 4: INDUSTRIAL ARTS (IA)
Module Overview 62
Lesson 1: Enhancing/Decorating Products 63
Lesson 2: Recycling of Waste Materials 69
Module Assessment 75
Module Summary 76
References 76

MODULE 5: AGRICULTURE AND FISHERY ARTS (AFA)

Module Overview 77
Lesson 1: Propagating Trees and Fruit Trees 78
Lesson 2: Animal/Fish Raising 84
Module Assessment 91
Module Summary 92
References 92

MODULE 6: INFORMATION COMMUNICATIONS TECHNOLOGY (ICT)

Module Overview 93
Lesson 1: Gathering and Organizing Information 94
Lesson 2: Creating Knowledge Products 103
Module Assessment 109
Module Summary 110
References 110

APPENDICES
Appendix A 111
Appendix B 112
Appendix C 113
Appendix D 114
Appendix E 115
Appendix F 116
Appendix G 117
Appendix H 118

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CoursePack
EPP WITH ENTREPRENEURSHIP
LEARNER’S GUIDE
BEFORE YOU PROCEED with the first module of this course pack, I encourage you to
familiarize yourself with how the lessons are structured. In each module, lessons are organized
into four main sections, namely, Activity, Analysis, Abstraction, and Application. Each section
is systematically designed to help you take in the lessons with ease and to ensure the attainment
of the lesson’s objectives. Short descriptions of these sections are given below.

An assessment to be taken by students before starting the course to find out what the
students already know about the course subject. It provides the teacher with the basis for
monitoring students' progress, measuring growth, focusing on students' attention on specific
learning goals, and communicating expectations for students' performance.

The quotation will summed up the entirety of the thought in a particular lesson.

In this part stipulated the intended learning outcomes of the lesson in the domain of
cognitive, affective and psychomotor in order to meet the competencies of the course.

The students are hospitably welcomed and setting the mood of the learners. It reiterates
the objectives and challenges the student to enjoy learning.

Every lesson starts with an activity. Through these learning activities, you are expected
to apply what you already know and acquire new knowledge and skills. This will bring
understanding on what you learned from the previous lessons or courses and give clarity on
what you are about to learn as you go further with the lesson.

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CoursePack
EPP WITH ENTREPRENEURSHIP
LEARNER’S GUIDE

Analysis precedes every activity. This section will enable you to process or analyze
the knowledge gained in the previous activity. It promotes a broader view of the lesson and
at the same time draws you closer to the main topics. Questions will be provided to you to
facilitate this particular thought process. You are encouraged to write your answer on the
spaces provided for each question. You can use additional sheets of paper if necessary..

The discussion proper begins in the abstraction. This section is entirely focused on
the presentation of the lesson reinforced with solved examples. In this section, you are
expected to demonstrate understanding of the lesson. Answers to the questions asked in the
‘analysis’ will also be addressed in this section as you go further with the lesson.

These are a collection of educational videos and articles provided to encourage

exploratory and additional learning. These are optional, not required, and may be utilized
as suggested in the module or at any point you prefer.

The last section of each lesson is the application. This section encourages the practical
application of the lessons previously discussed. It describes how you are going to use what
you have previously learned. For the purpose of this module, this section shall be considered
as your graded quizzes. Specific submission instructions (i.e. format, deadline, etc.) are
discussed and provided accordingly in this section.

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 Hi, dear students! I know you are so eager to start learning on this
course, but let us assess first if you can still remember your
Professional Education (ProfEd) course subject lessons, especially in
EED5: Edukasyong Pantahanan at Pangkabuhayan I.
Instructions: Choose the letter of the correct or best letter among
the given choices.

1. In what specific subject is EPP/TLE incorporated in the 2002 Basic Education Curriculum
(BEC) of the Department of Education?
a. Science b. Makabayan c. Filipino d. Mathematics

2. What will the EPP/TLE teacher do before conducting a laboratory class?

a. Set up the EPP/TLE laboratory room properly.
b. Clean the laboratory room.
c. Open the tool cabinet.
d. Switch on the electric current source.

3. Proper arrangement of furniture, tools and equipment in the EPP/TLE laboratory room is
important. The best reason is it _____________________________.
a. provides beauty in the laboratory room
b. provides space and ease in working
c. provides serenity and calmness
d. provides security and safety

4. What is to be done in order to determine the supplies, tools, and equipment available in the
EPP/TLE laboratory room?
a. Inspect tool cabinets.
b. Look for available equipment.
c. Inspect the supply shelves/cabinet.
d. Make an inventory list of supplies, tools and equipment.

5. Under the 2002 BEC, how many component areas are there in EPP/ TLE?
a. 3 b. 4 c. 5 d. 6

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 Hi, dear students! I know you are so eager to start learning on this
course, but let us assess if you can still remember your Professional
Education (ProfEd) course subject lessons, especially in EED5:
Edukasyong Pantahanan at Pangkabuhayan I.
Instructions: Choose the letter of the correct or best letter among
the given choices.

6. How many areas are there in Home Economics under the 2002 BEC?
a. 3 b. 4 c. 5 d. 6

7. What should you do if the school has no provisions for a laboratory site for Agriculture and
Fishery Arts?
a. be flexible in teaching
b. conduct field trips
c. teach only limited skills
d. don’t teach the area; instead, replace it with other areas of EPP/TLE.

8. What should you consider in teaching Agriculture and Fishery Arts with reference to the
learners?
a. Teach according to what facilities are available in the school.
b. Strictly follow the BEC.
c. Be flexible considering the level of the learners.
d. Consider leniency in teaching.

9. What should you do as the teacher of computers when the computer units and the students have a
ratio of 1:6?
a. Lecture to some students while others are on “hands on.”
b. Let some students go to the library.
c. Let some students do their homework in other subjects.
d. Make a rotational schedule of computer use among the students.

10. What should be done before going into actual entrepreneur activity?
a. Allocate the budget for capital.
b. Make a business proposal or feasibility study.
c. Look for a venue/room for the business.
d. Set up and obtain the merchandise and products for the business.

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 1. b. Makabayan

2. a. Set up the EPP/TLE laboratory room properly.

3. b. provides space and ease in working

4. d. Make an inventory list of supplies, tools and equipment.

5. b. 4

6. d. 6

7. a. be flexible in teaching

8. c. Be flexible considering the level of the learners.

9. d. Make a rotational schedule of computer use among the students.

10. b. Make a business proposal or feasibility study.

What does your score mean? How much do you

know? Refer to the score and its descriptive ratings.

9 – 10 Your rating is EXCELLENT! You have

sufficient prior knowledge as an EPP/TLE
teacher.

7–8 Your rating is GOOD. You will perform well but

you still have to learn more from this
module.

6 or lower Your rating is FAIR. You will need to study

this module carefully; it will be better if
you do this with a senior EPP/TLE
teacher.

Photo Credits: https://www.google.com/search?sa=G&hl=en-PH&tbs=simg:CAQSnwIJixVTe_11BfZUakwILELCMpwgaYgpgCAMSKNcDoAm9Ap

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 MODULE
K-12 CURRICULUM
FRAMEWORK OF
EPP/TLE
1
MODULE
This module will introduce you to the
K to 12 Curriculum Framework and Guide CONTENTS
of Edukasyong Pantahanan at
 LESSON 1: Revisiting the K-12
Pangkabuhayan (EPP) and Technology and Curriculum Framework of
Livelihood Education (TLE), Learning Area EPP/TLE
Standards, Key Stage Standards, Grade
Level Standards, and especially the Most  LESSON 2: Unpacking the
Essential Learning Competencies (MELCs) Standards of the K-12 EPP/TLE
in the era of the pandemic from Grade 4 to Curriculum and MELCs
6. Thus, it delineates the philosophy, goals,
objectives, learning experiences,  LESSON 3: The Approaches and
instructional approaches and resources, and Methods in Teaching EPP/TLE
assessments that comprise teaching EPP
/TLE in elementary graders. It represents an  LESSON 4: Teaching and
articulation of what students should know Learning Materials in Applying
Technological-Pedagogical
and can do and support teachers in learning
Content Knowledge in Teaching
how to achieve these goals.
EPP/TLE
Intended Learning Outcomes
At the end of Module 1, you should be able to:
a. describe the curriculum framework of EPP/TLE;
b. identify the four core areas or components of EPP/TLE;
c. explain the key stage, grade level, learning area standards ;
d. analyze the guidelines in lesson planning and learning competencies under
MELCs and it’s teaching-learning materials; and
e. distinguish the effective methodologies, approaches, strategies, techniques
in teaching EPP/TLE.

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 LESSON
“Not to teach the whole curriculum
1 REVISITING THE
K-12 EPP/TLE
is to give up on the whole man.” CURRICULUM
- Paul Goodman
FRAMEWORK
TIME FRAME
Week 2 of Prelim Coverage

TAKE THE CHALLENGE!

In this lesson, challenge yourself to:

a. familiarize the K-12 EPP/TLE Basic Education Curriculum;

b. analyze the EPP/TLE description of framework; and
c. make a concept map based on the TLE/EPP Framework.

G E TTING STA RTE D

Hello, dear student! Welcome to the first lesson of this course- Revisiting the K-
12 EPP/TLE Curriculum Framework! In this lesson, we will focus on the K to 12
EPP/TLE Basic Curriculum, its description of framework, and its effect and essence
from knowledge to skills to the learners’ holistic dimension. Enjoy 

A CTIVITY

SCHEMATA ACTIVATION
Hi! Have you observed Table 1.1 on the next page? This activity
has something to do with reminiscing your past learnings and
experiences during your elementary, secondary, or tertiary education in
your TLE/EPP class before. I know you can do it! Are you ready? Now,
let us get started!

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 A CTIVITY

THE STRUCTURE OF A CURRICULUM FRAMEWORK

Table 1.1 illustrates some standard components of the Curriculum Framework. Share
your learnings and personal experiences in your TLE/EPP class; I know you remembered a
lot, so start writing it on the box provided. I know you can do it!

1. Introduction: Current Context

Reflects the findings of the contextual scan. It
describes the social and economic environment in
which teaching and learning occur.

2. Educational Policy Statements

Describes the Government’s goals for
education, such as universal literacy and
numeracy, the development of skills needed for
economic prosperity and the creation of a stable
and tolerant society.

3. Statement of Broad Learning Objectives and

Outcomes / Standards for Each Level/Cycle
Describes what students should know and be
able to do when they complete their school
education. Outcomes should be
expressed in a range of domains, including
knowledge, understanding, skills and
competencies, values and attitudes.

4. Structure of Curriculum Content,

Learning Areas and Subjects
Describes the organization of content within
the framework and the extent to which schools and
students can make choices.

5. Standards of Resources Required for

Implementation to Teachers, Students and
Learning Materials

6. Teaching Methodology
Describes the range of teaching approaches
that might be employed in the implementation of
the framework.

7. Assessing Student Achievement

Describes the importance of assessing the
extent to which students achieve the outcomes
established for each subject, and recommends or
prescribes types of assessment strategies (such as
written, oral, performance and practical skills
demonstration).

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 A N A L Y S I S

Hello, dear student! How was your experience with the activity? Are you having fun? If so,
that is great. Right now, let us try to wrap up your experience with the action taken earlier. Let us
try to answer the following questions:

1. What are the common elements of a curriculum framework?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________
_________________________.

2. What purpose(s) do curriculum frameworks serve?

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________
_________________________.

A B S T RA C T I O N

Photo Credits: https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.deped.gov.ph%2Fwp-content%2Fuploads%2F2019%2F01%2FEPP-CG.pdf

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Lesson 1 of Module 1 | 0 4

 ABSTRACTION

K-12 BASIC CURRICULUM

EPP/TLE DECSRIPTION OF FRAMEWORK

Edukasyong Pantahanan at Pangkabuhayan (EPP) is the name of the subject in

Technology and Livelihood Education (TLE) from Grades 4 to 6. Filipino is the medium of
instruction for Grades 4 to 5. English is used as medium of instruction in Grade 6 EPP in
preparation for the teaching of TLE in English starting Grade 7. Technology and Livelihood
Education encompasses the field of Home Economics (H.E.); Industrial Arts (IA); Agri-Fishery
Arts (AFA); and Information, Communication and Technology (ICT). The 24 TLE courses can
be categorized under any of these fields.
TLE as a course has two streams—the TR-based TLE and the Entrepreneur-based TLE—
and every school has a choice as to which stream to offer, with consideration for faculty,
facilities, and resources. Both streams are based on the Training Regulations, but the
Entrepreneur-based TLE embeds entrepreneurship concepts in the teaching of the various
subjects in HE , IA, AFA, and ICT.
TLE is geared toward the development of technological proficiency and is anchored on
knowledge and information, entrepreneurial concepts, process and delivery, work values, and
life skills. This means that the TLE that works is one which is built on adequate mastery of
knowledge and information, skills and processes, and the acquisition of right work values and
life skills. The TLE that is functional is one which equips students with skills for lifelong
learning. TLE that is concerned only with mere definition of terms is meaningless and shallow.
TLE that is focused on mastery of skills and processes without right work values is anemic and
dangerous. An effective TLE is one that is founded on the cognitive, behavioral, or psychomotor
and affective dimensions of human development. Therefore teaching TLE means teaching facts,
concepts, skills, and values in their entirety.

The diagram likewise shows that entrepreneurial concepts also form part of the
foundation of quality TLE. It is expected that TLE students, after using the Learning Modules
on Entrepreneurship-based TLE, imbibe the entrepreneurial spirit and consequently set up their
own businesses in the areas of Agri-Fishery Arts, Industrial Arts, Home Economics, and
Information and Communication Technology.

TLE by its nature is dominantly a skill subject; hence the teacher must engage students in
an experiential, contextualized, and authentic teaching-learning process. It is a subject in which
students learn best by doing. It is integrative in approach. For instance, it integrates
entrepreneurship with all the areas of TLE. It integrates concepts, skills,
and values.

Photo Credits: Snipped from file:///C:/Users/Administrator/Desktop/EED12%20OUTLINE%20FOR%20M ODULE/module6-130827040925phpapp02.pdf

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 A P P L I C A T I O N

APPLICATION TIME!

Hey! You are almost done with this lesson. Let us now apply your
knowledge on the lesson discussed.

In this activity, create a concept map explaining the concept or idea of

EPP/TLE Curriculum Framework. For you to be guided, please see the attached
rubrics, Appendix A, found at the end of this course.

CLOSURE

Congratulations, my dear! You have

successfully finished the first lesson of Module 1.
In this lesson, you were able to familiarize and
analyze the K-12 EPP/TLE Curriculum Framework.
With this, you successfully drew your own concept
map showing the things you learned on the concepts
K-12 EPP/TLE Curriculum Framework.
In the second lesson of this module, you will learn
about the Standards of the K-12 EPP/TLE
Curriculum and MELCs.

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 LESSON
“Effective teachers don’t cover the
2 THE STANDARDS
OF K-12 EPP/TLE
CURRICULUM
curriculum yet they uncover it.”
- Ann Parker AND MELCS
TIME FRAME
Week 3 of Prelim Coverage

TAKE THE CHALLENGE!

In this lesson, challenge yourself to:

a. identify the EPP/TLE Learning Area, Key Stage, and Grade Level Standards;
b. distinguish the vital considerations of unpacking and combining MELCs; and
c. make a semantic webbing map that summed up the standards of K-12 EPP/TLE
Curriculum and the unpacking and combining of MELCs.

G E TTING STA RTE D

Hello, dear student! Welcome to the second lesson of this course- Unpacking the
Standards of the K-12 EPP/TLE Curriculum and MELCs! In this lesson, we will focus
on the standards of K to 12 EPP/TLE Basic Curriculum and in unpacking and
combining of MELCs during this era of the pandemic. Enjoy 

PICTURE ANALYSIS
A CTIVITY

Hi, dear student!

Observe the details of the
depicted still picture on the
left side analytically and
synthetically. I know you can
do it! Are you ready? Now,
let us get started! Photo Credits: https://www.google.com/url?sa=i&url=https%3A%2F%2Ftechcrunch.com%2F2016%2F03%2
F04%2Fcomputer-science-is-the-key-to-americas-skills

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 A N A L Y S I S

Hello, dear student! How was your keen observation with the depicted still picture? Are you
thinking about it analytically or synthetically? If so, that is great. Right now, let us try to wrap up
your experience by writing down your observations into five statements below.

1. ____________________________________________________________________________
______________________________________________________________________________
2. ____________________________________________________________________________
______________________________________________________________________________
3. ____________________________________________________________________________
______________________________________________________________________________
4. ____________________________________________________________________________
______________________________________________________________________________
5. ____________________________________________________________________________
_____________________________________________________________________________

A B S T R A C T I O N

K-12 BASIC CURRICULUM

EPP/TLE LEARNING AREA, KEY STAGE
& GRADE LEVEL STANDARDS

I. LEARNING AREA STANDARDS

The learner demonstrates the knowledge, skills, values, and attitudes (KSVA) in Technology
and Livelihood Education (TLE), which will enable him/her to gain employment, become an
entrepreneur, a middle level manpower and/or pursue higher education.

II. KEY STAGE STANDARDS

Photo Credits: Image was snipped from file:///C:/Users/Administrator/Desktop/EED12%20OUTLINE%20FOR%20

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 ABSTRACTION

K-12 BASIC CURRICULUM EPP/TLE

LEARNING AREA, KEY STAGE & GRADE
LEVEL STANDARDS

III. GRADE LEVEL STANDARDS

IV. TIME ALLOTMENT

An excerpt of the K-12 EPP/TLE Curriculum Guide from grades 4 to 6 as retrieved from
file:///C:/Users/Administrator/Desktop/EED12%20OUTLINE%20FOR%20MODULE/EPP-
CG.pdf. You may download the pdf for better understanding of K-12 EPP/TLE Curriculum
Guide in teaching EPP/TLE in elementary graders.

Photo Credits: Images were snipped from file:///C:/Users/Administrator/Desktop/EED12%20OUTLINE%20FOR%20

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 ABSTRACTION

K to 12 EPP and TLE Curriculum Guide, May 2016

Learning Materials are uploaded at http://lrmds.deped.gov.ph.

DEVELOPMENT AND DESIGN OF THE

MOST ESSENTIAL LEARNING
COMPETENCIES (MELCs)
The education sector is not spared from the COVID-19 pandemic which continues to
gravely affect various governments and economies around the world. The current global health
crisis poses a profound impact on the basic education system, as approximately 87% of the
world’s student population, or 1.5 billion learners, have been affected by school closures
(UNESCO, 2020). While interim distance and remote learning programs are being put in place in
many locations, the most marginalized, poverty stricken and vulnerable children are also the most
disadvantaged.
In the Philippines, ensuring the welfare of more than 27 million learners in basic education
alone requires indomitable commitment especially amidst this crisis. However, UNESCO
reiterates its stand in spite of the circumstances: “Education cannot wait. If learning stops, we will
lose human capital.” Meeting the needs of the most vulnerable populations during these times is
essential to achieving SDG4 (UNESCO, 2017).
The Department of Education echoes UNESCO’s belief that educational quality, access,
and system strengthening cannot be compromised in times of crisis (UNESCO, 2017) and that
doing the opposite will negatively affect human capital. Thus, the Department of Education
affirms its commitment to sustaining the delivery of quality, accessible, relevant, and liberating
Philippine basic education services anchored on the Sulong Edukalidad framework. It will
continue to strive to produce holistic Filipino learners with 21st century skills. Consequently, the
Bureau of Curriculum Development ensures that learning standards are relevant and flexible to
address the complex, disruptive, volatile, and ambiguous impact of COVID-19 in the Philippines
particularly in the basic education sector.
Working on the said premise, the Department came up with the Most Essential Learning
Competencies (MELCs) to be used nationwide by field implementers for SY 2020-2021. The
release of the MELCs is not just a response to addressing the challenges of the current pandemic
but is also part of the Department’s long-term response to the call of SDG4 to develop resilient
education systems, most especially during emergencies.
The MELCs can be used under similar circumstances as a mechanism to ensure education
continuity (curriculum dimension). However, releasing the MELCs does not downplay the
standards set by the K to 12 curriculum guides. Rather, they serve as one of the guides for
teachers as they address the instructional needs of learners while ensuring that curriculum
standards are maintained and achieved. Furthermore, the MELCs intend to assist schools in
navigating the limited number of school days as they employ multiple delivery schemes by
providing them ample instructional space.
The content and performance standards can be found in Annex C. Guidelines on the Use of
Most Essential Learning Competencies (MELCs) of DepEd Order No. 12, s. 2020 for field
implementers to recognize that the MELCs are anchored on the prescribed standards.

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Lesson 2 of Module 1 | 10

 ABSTRACTION

FROM ESSENTIAL LEARNING COMPETENCIES (ELCS)

TO MOST ESSENTIAL LEARNING COMPETENCIES (MELCS)

As the Department anticipates the challenges in employing various schemes in the delivery
of the learning standards due to COVID-19, the number of the identified essential learning
competencies per quarter were further reduced, thus the term “most essential learning
competencies.”
In determining the criteria for the selection of the MELCs, the Department collaborated
with stakeholders from ACTRC, during which the descriptor – ENDURANCE – was considered
the primary determining factor. A learning competency is considered enduring if it remains with
learners long after a test or unit of study is completed or if it is useful beyond a single test or unit
of study. Examples of such learning competencies include research skills, reading comprehension,
writing, map reading, and hypothesis testing, which are essential in many professions and in
everyday life (Reeves, 2002; Many & Horrell, 2014).
Necessary in this process is the decision whether a learning competency is to be retained,
merged, dropped, or rephrased. As a general rule, a learning competency is retained if it satisfies
the endurance criterion which greatly contributes to life-long learning and is a prerequisite skill to
the next grade level. Two or more learning competencies are merged or clustered if they have the
same objective or learning intention and can therefore be combined into one comprehensive
learning competency. However, learning competencies are removed/dropped due to the
following reasons:
● They are too specific (and the articulation is similar to that of a learning objective).
● They are deemed appropriate to be introduced in an earlier quarter or grade level or
moved to a later quarter or grade level.
● They are recurring.
● They are subsumed in another learning competency
Finally, a learning competency is rephrased to be more concise.

Photo Credits: Image was snipped from file:///C:/Users/Administrator/Desktop/EED12%20OUTLINE%20FOR%20

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Lesson 2 of Module 1 | 11

 ABSTRACTION

UNPACKING AND COMBINING THE MOST ESSENTIAL

LEARNING COMPETENCIES (MELCs)

In UNPACKING the MELCs into learning objectives, you need to consider the following:
● Alignment on the Content and Performance Standards - The MELCs are not a departure
from the standards-based design, which is one of the main features of the K to 12 Curriculum. In
fact, there are no MELCs without the content and performance standards.
● Prerequisite knowledge and skills - It is worth noting that the identified MELCs cater to
higher order cognitive demands. As such, lower cognitive demand may be considered first in
creating learning objectives. This ensures that prerequisite knowledge and skills that would enable
the achievement of MELCs, and eventually the content and performance standards, are addressed.
● Logical sequence of learning objectives - Since the intention of unpacking the MELCs is to
provide systematic learning experiences for learners, it is incumbent that the unpacked learning
objectives follow a logical sequence.
Consider the following examples:

Photo Credits: Snipped from file:///C:/Users/Administrator/Desktop/EED12%20OUTLINE%20FOR%20

The MELCs could likewise be combined to observe efficiency in the development of learning
resources, which include but are not limited to SLMs, textbooks, teacher’s guides, activity sheets,
and television and radio scripts.
In COMBINING the MELCs, field implementers should take note of the following criteria:
● Commonality of content, topic, or theme - MELCs to be combined should show commonality
and relatedness in content, topic, or theme. This ensures that essential content and topic will not
be watered down.
● Alignment with the Content and Performance Standards - Just like in the unpacking of
MELCs, combining two or more should aid in the achievement of the content and performance
standards.

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Lesson 2 of Module 1 | 12

 ABSTRACTION

MELCS IN TEACHING EPP/TLE/TVL

The identified MELCs in EPP/TLE are intended only for School Year 2020-2021 to
accommodate the necessary adjustment due to the shortened academic year. The curriculum was
not revised and the identified MELCs are lifted from the existing curriculum guide without any
enhancement or modification. The following are the premises to be considered in utilizing
MELCs in the teaching of EPP/TLE:
 Entrepreneurship is embedded in the four components of EPP/TLE;
 There are MELCS that have broad stroke competencies which have to be unpacked by the
teachers;
 Sub learning competencies that are redundant or recurring were removed to satisfy the 8 to 9
weeks’ allotment per quarter;
 For Grades 4-6 of Edukasyong Pantahanan at Pangkabuhayan (EPP) / Technology and
Livelihood Education (TLE), there is a quarter 0, again this is consistent with the coding of
EPP/TLE Curriculum Guide as it gives leeway to the school of which among the components
needed emphasis per quarter.
 For Grades 7/8 Exploratory, there is an option to choose four mini courses in ICT/AFA/HE/IA
or one of the components may be chosen for the
duration of the whole year. Each mini course is good for 8 to 9 weeks per quarter.
 For Grades 7/8 Exploratory, the last two to three weeks are allotted for entrepreneurship.
 In addition to Exploratory TLE 7 and 8, MELCs for these Grade Levels are similar to that of
Grades 4 to 6 in a way that these grade levels contain quarter 0. Furthermore, modifications
below were made to show a clearer articulation of standards.

An excerpt of the EPP/TLE MELCs with complete codes as retrieved from

1.file:///C:/Users/Administrator/Desktop/EED12%20OUTLINE%20FOR%20MODULE/epptlem
elcs-200919172904.pdf and for the teacher’s guide as briefer on using the EPP/TLE MELCs
from
2.file:///C:/Users/Administrator/Desktop/EED12%20OUTLINE%20FOR%20MODULE/TLE-
EPP%20FROM%20TEXTBOOK/Guide-for-Teachers-in-Using-the-MELCs-in-EPP-TLE.pdf
You may download the pdf for better understanding of MELCs in teaching EPP/TLE in
elementary graders.

Photo Credits: Snipped from file:///C:/Users/Administrator/Desktop/EED12%20OUTLINE%20FOR%20

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Lesson 2 of Module 1 | 13

 A P P L I C A T I O N

APPLICATION TIME!

Hey! You are almost done with this lesson. Let us now apply your
knowledge on the lesson discussed.

In this activity, create a semantic web that summed up the standards of K-

12 EPP/TLE Curriculum and the unpacking and combining of MELCs. For you
to be guided, please see the attached rubrics, Appendix A, found at the end of
this course.

CLOSURE

Congratulations, my dear! You have successfully

finished the second lesson of Module 1.
In this lesson, you were able to identify the EPP/TLE
Learning Area, Key Stage, and Grade Level Standards
and distinguish the vital considerations in unpacking and
combining MELCs.
In the third lesson of this module, you will learn about
the Approaches and Methods in Teaching EPP/TLE
through Experiential, Contextualized, Authentic
Teaching-Learning Process, Constructivist and Integrative
Approaches, and Entrepreneurial Learning.

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Lesson 2 of Module 1 | 14

 LESSON
“More important than the curriculum
is the question of the methods of
3 THE APPROACHES
AND METHODS IN
teaching and the spirit in which the TEACHING
teaching is given.”
- Bertrand Russell EPP/TLE
TIME FRAME
Week 4 of Prelim Coverage

TAKE THE CHALLENGE!

In this lesson, challenge yourself to:

a. identify the 21st century Approaches and Methods in Teaching EPP/TLE EPP/TLE;
b. discuss the difference between Experiential, Contextualized, Authentic Teaching-
Learning Process, Constructivist and Integrative Approaches, and Entrepreneurial
Learning; and
c. list out the effective TLE/EPP Teaching Techniques and Strategies in the 21st
Century and in the Period of Pandemic.

G E TTING STA RTE D

Hello, dear student! Welcome to the third lesson of this course- The Approaches and
Methods in Teaching EPP/TLE EPP/TLE based on the Curriculum Framework! In this
lesson, we will focus on the effective 21st century methodologies, approaches, strategies
and techniques in teaching EPP/TLE to elementary graders before and during pandemic
period. Enjoy 

A CTIVITY

COMPARE AND CONTRAST

Hi, dear student! Are you familiar with the Venn Diagram? If so, that will
be great because our activity will be about listing the differences and
similarities between the still picture depicted on the second page. All you need
to do is to write your answers on the Venn Diagram provided. Do not forget to
check the label, okay? I know you can do it! Are you ready? Now, let us get
started!

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Lesson 3 of Module 1 | 15

Photo Credits: https://www.google.com/url?sa=i&url=https%3A%2F%2Fernestbasquez.wordpress.com%2F2013%2F11%2F02%2Fold -vs-new-teachingmethods%2F&psig

A NA LY SIS

Hey student! Congratulations for finishing the activity. Right now, let us wrap up your experience
in the activity through answering the following questions:

1. How does the 21st century classroom look like?

_________________________________________________________________________________
_________________________________________________________________________________
__________________________________.
2. How to promote active learning in the traditional classroom?
_________________________________________________________________________________
_________________________________________________________________________________
__________________________________.

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Lesson 3 of Module 1 | 16

 ABSTRACTION

THE APPROACHES AND METHODS

IN TEACHING EPP/TLE

DEFINITION OF TERMS
1. TEACHING APPROACH is a set of principles, beliefs or ideas about
the nature of learning into the classroom. It springs from a teacher’s own
philosophy of education, the nature of education, the roles of the teacher
and that of the student.
2. TEACHING STRATEGY is a long-term plan of action designed to
achieve a particular goal.
3. TEACHING METHOD is a systematic way of doing something. It
implies an orderly logical arrangement of steps and its is more on
procedural.
4. TEACHING TECHNIQUE is a well-defined procedure used to
accomplish a specific activity or task. It is a teacher’s style or trick used to
accomplish an immediate objective.

The framework of TLE teaching in the K to 12 Curriculum made by the TLE experts of
the Department of Education cited the following in relation to teaching approaches, methods
and techniques-entrepreneurial, contextualized, integrative, experiential, authentic and
constructivist learning.

ENTREPRENEURIAL
LEARNING
Entrepreneurial Learning is providing TLE students with an entrepreneurial mindset.
TLE students should be taught to be innovative to generate innovative business ides and to use
information and communication technologies (ICT) to achieve better business results. That is
why entrepreneurship concepts are taught as early as Grade 4 until Grade 10 and as a separate
applied track subject in the Senior High School Curriculum.

CONTEXTUALIZED
LEARNING
Contextualized Learning is learning in context such as teaching entrepreneurship
concepts and the common competencies in the context of the TLE specialization.
Contextualized learning may also mean internship, apprenticeship and the on-the-job training
(OJT). It is actual or hands-on learning by working on the job-site. For OJT, special
arrangements are made by school with industry for this purpose.

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Lesson 3 of Module 1 | 17

 ABSTRACTION

THE APPROACHES AND METHODS

IN TEACHING EPP/TLE

EXPERIENTIAL
LEARNING
Experiential Learning is learning by doing, learning by action, learning through
experience, by discovery and exploration. It is clearly explained by the following maxims:

 “What I hear, I forget; what I see, I remember; what I do, I understand.”-Confucius

 “Tell me and I forget; teach me and I remember; involve me and I will learn.”-Benjamin
Franklin
 “There is an intimate and necessary relation between the process of actual experience and
education.”-John Dewey

AUTHENTIC
LEARNING
Authentic Learning is making students learn real-life tasks in real-world context. It is
learning by solving real-world problems. Authentic learning makes use of problem-based
activities and case studies. It is a real-world application of content learned. Necessarily, authentic
learning brings into play multiple disciplines, multiple perspectives, different ways of working
which are true of a real community.

Research distilled the essence of authentic learning to the following elements:

1. Real-world tasks
2. Ill-defined problem- no single solution; open to multiple interpretations
3. Sustained investigation- problem is not simplistic and so requires time for investigation
4. Multiple sources- no clear cut solution; problem requires a variety of resources
5. Collaboration- problem resolution calls for collaborative work of all concerned
6. Reflection- authentic activities make students reflect on their choices and on their learning
7. Interdisciplinary perspective- resolution of real-life problem calls for an interdisciplinary
approach
8. Integrated assessment- assessment is not only done at the end nor is it merely a paper-and-
pencil test; assessment is seamlessly woven into the learning process and is a direct real-
world task assessment of what was learned
9. Polished product- authentic learning ends with a valuable and useful product
10. Multiple interpretations and outcomes- authentic activities welcome diverse
interpretations and competing solutions.

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Lesson 3 of Module 1 | 18

 ABSTRACTION

THE APPROACHES AND METHODS

IN TEACHING EPP/TLE

INTEGRATIVE
LEARNING
Integrative Learning is authentic. Integrative TLE teaching make use real-world problems
and real-world tasks. On-the-job training is authentic learning because it makes use of real-world
tasks and presents real-world problems.

CONSTRUCTIVIST
LEARNING
Constructivist Learning means TLE teachers facilitate learning by encouraging TLE
students to engage in inquiry such as questioning procedures, tacit assumptions as TLE teachers
coach them in the construction of new knowledge and understanding. This is in contrast of the
TLE teachers lecturing on topics and students passively receive information. Constructivist TLE
teachers are more concerned with uncovering meanings than in covering prescribed material.

DIRECT METHOD
OF INSTRUCTION
Since TLE is a skill subject, direct instruction is most appropriate. The demonstration
method is a direct method of instruction. It is referred as the “show and tell” method. The teacher
simply shows to the students how a thing is done and explains as he/she demonstrates. For an
effective demonstration, it is necessary that the teacher mentions the dos and don’ts of the
process from emphasis and clarity. It is important that as teacher demonstrates a process, he/she
cautions students on steps of a skill where students are most often mistaken or which are most
often missed.
It is expected that after teacher demonstration of a process, the students are given the
opportunity to demonstrate the process or the skill themselves. However, students should not
expected to demonstrate the process or the skill immediately on their own after the teacher has
shown it. This has to be done gradually. The steps are:
1. Teacher demonstrates. – “Watch me and listen to me.”
2. Student demonstrates with scaffolding from the teacher. –”Lets do it together.”
3. When student can do the process by himself/herself, student demonstrates the skill or
process. –”Do it as I watch.”
4. Teacher gives more opportunity for practice for skill mastery.
5. Teacher assesses to determine skill mastery by all students.
It goes without saying that at all times, while students practice the newly learned skill,
teacher must be visibly supervising students while they practice for mastery.

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Lesson 3 of Module 1 | 19

 A P P L I C A T I O N

APPLICATION TIME!

Hey! You are almost done with this lesson. Let us now apply your
knowledge on the lesson discussed.

In this activity, create an expository essay of the discussed approaches

and methods wherein you’ll include listing the practical strategies and
techniques in the 21st century and the pandemic period. For you to be guided,
please see the attached rubrics, Appendix B, found at the end of this course.

CLOSURE

Congratulations, my dear! You have successfully

finished the third lesson of Module 1.
In this lesson, you were able to identify, discussed and
list out the 21st century Approaches, Methods,
Techniques and Strategies in Teaching EPP/TLE
EPP/TLE.
In the fourth lesson of this module, you will learn
about Teacher and Learner’s Materials in Applying
Technological Pedagogical Content Knowledge in
Teaching EPP/TLE.

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Lesson 3 of Module 1 | 20

 LESSON
“Tell me and I forget; teach me
and I remember; involve me and I
4 TEACHING AND
LEARNING
MATERIALS IN
will learn.”
-Benjamin Franklin TEACHING EPP/TLE
TIME FRAME
Week 5 of Prelim Coverage

TAKE THE CHALLENGE!

In this lesson, challenge yourself to:

a. identify the aims, purpose and characteristics of the teaching and learning
materials (TLMs); teaching resources (TRs) and learner's resources (LRs);
b. discuss the guidelines in lesson planning to make a DLL and DLP; and
c. analyze the grade-level appropriate learning materials for the teacher and
learner as anchored in the 21st century in teaching EPP/TLE.

G E TTING STA RTE D

Hello, dear student! Welcome to the third lesson of this course- Teacher and Learner’s
Materials in Applying Technological Pedagogical Content Knowledge in Teaching
EPP/TLE! This lesson will focus on the teacher and learner’s materials, guidelines in
making a DLL and class plan, and grade-level appropriate learning materials for the
teacher and learner as anchored in the 21st century in teaching EPP/TLE. Enjoy 

ACTIVITY

CLASSIFYING USING T-CHART

Hi, dear student! Are you familiar with the T-Chart? If so, that will be
great because our activity will be about classifying teaching materials from
the learning materials from the poll of words, which is found on the next
page. All you need to do is to write your answers on the labeled portion of
the T-Chart provided. I know you can do it! Are you ready? Now, let us get
started!

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Lesson 4 of Module 1 | 21

 Pictures, Models, Puppets, IT devices, Diorama,
Posters, Textbooks, Workbooks, Compact Discs,
Charts, Worksheets, Replica, Specimen, Planetarium,
Realia, Activity Sheets, Ruler & Protractor, Computer,
Films/Recorded Videos, Hammer, Needle, Scissors,
Power Point Presentations, Puzzles, Indigenous Materials,
Printed Materials, Microscope, Modules, Brochures

TEACHING MATERIALS LEARNING MATERIALS

A NA LY SIS

Hey student! Congratulations for finishing the activity. Right now, let us wrap up your experience
in the activity through answering the following questions:

1. What are your primary considerations in categorizing the materials, whether for teacher or
learner?
______________________________________________________________________________________________
______________________________________________________________________________________.

2. Why is it that learner’s manual and teacher’s guide essential? Does it need to be grade-level
appropriate, and why?
______________________________________________________________________________________________
______________________________________________________________________________________.

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Lesson 4 of Module 1 | 22

 ABSTRACTION

THE TEACHING AND LEARNING

MATERIALS (TLMs)
Teaching Learning Materials (TLMs) are educational materials that teachers use in
classroom to support specific learning objectives, as set out in their lesson plans or daily lesson log.
The terms learning resource, learning aid, manipulatives and open educational resources (OER)
refers to TLMs.
Teaching materials are the aids used by the facilitator to help him/her in facilitating his/her
lesson effectively. Learning materials are the aids used by the learner to help him/her learn
effectively. When teachers use a uniform learner's material, they assume that all students have the
same learning styles and learning outcomes which must not be the case because they should
account for inclusion and diversity in the classroom (Voltz, Sims, & Nelson, 2010). To embrace
diversity, a 21st century classroom necessitates and encourages the development and use of diverse
teaching strategies (Saravia-Shore, 2008) which involves developing learner’s materials to address
students’ individual needs.
An education research in Ghana and across sub-Saharan Africa provides evidence that TLMs
are an important part of a productive learning environment: The use of TLMs helps pupils learn
better. While the use of TLMs is an integral part of effective teaching and learning, TLMs are also
effective when used in conjunction with other effective teaching practices, such as discussions for
learning, questioning, and collaborative learning.

What are the benefits, aims and characteristics of TLMs?

1. TLMs attract the attention/interest of pupils: TLMs can make the classroom lively and
active, and can add variety and excitement to a subject. Pupils will learn better when they are
motivated and interested.
2. TLMs clarify abstract ideas: Teachers can clarify abstract or conceptual subject matter more
easily through a model or picture/diagram. By making abstract ideas more concrete, pupils’
understanding and learning will improve.
3. TLMs allow pupils to practice and apply new skills: TLMs that require pupils to ‘do’
requires pupils to take new knowledge/skills and apply it/them. The process of ‘doing’ (as
opposed to simply memorizing facts) makes learning interesting and meaningful.
4. TLMs help pupils remember more: TLMs helps pupils to retain content by allowing them to
relate new ideas to their environment or through a memorable experience of ‘doing’.
5. TLMs make teachers’ work easier: By using TLMs, teachers do not have to stand at the
board and talk for a long time. Instead, TLMs allow pupils to do interactive and independent
learning. They supplement and reinforce content that teachers provide, and they encourage a
healthy classroom environment.
Good Characteristics of TLMs
TLM is relevant and helps in the realization of learning objectives, TLM is used strategically
within a game or activity to facilitate participation and interactive learning, TLM is prepared and
planned in advance, TLM can be accessed (seen or used) equally by all pupils in the class, TLM is
interesting, informative and accurate and TLM is gender responsive – it does not reinforce
traditional gender roles or stereotypes.

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Lesson 4 of Module 1 | 23

 ABSTRACTION

LEARNER’S RESOURCE (LR) FROM LEARNING

RESOURCES MANAGEMENT AND DEVELOPMENT SYSTEM
(LRMDS) FRAMEWORK OF D.O. NO. 76 S. 2011

 Learner’s Resource (LR) is any educational resource with a learning purpose and must be
aligned to the K to 12 Curriculum. This resource is designed to be used directly by the student
learners and or integrated into teacher-developed lesson plans.
A. Print-based Learning Resources
 Activity Sheets (AS) are consumable learning resources with practice exercises for
learners to work on.
 Workbook is a compilation of worksheets used by the learners to practice what they are
learning in a class.
 Modules are learning resources that provide course materials in a logical, sequential
order, guiding the learners through the content and assessments in the order specified by
the learning facilitators. It is conceptualized as a self-contained, self-instructional, self-
paced, interactive learning resource for learning a specific topic or lesson.
 Storybook is a developed contextualized teacher-made reading learning resource that
support the implementation of the Mother Tongue Based Multilingual Education (MTB-
MLE) and development of literacy domains in the K to 12 Curriculum.
 Strategic Intervention Materials (SIMS) meant to re-teach the concept/s and skill/s. It is
a material given to the learners to help them master a competency- based skill which they
were not able develop during regular classroom teaching (Bunagan, 2012).
 Learner’s Materials (LMs) is a prototype learning resource that is completely and
sufficiently developed based on the prescribed learning competencies and curriculum
standards for a specific grade level in a target subject area.
 Reader is a comprehensive but brief learning resource that provides authoritative
information on a specific topic representing the best example of knowledge in a discipline
and presentation of specific ideas of authors with different perspectives. A reader is used
by learners to read, reflect, and respond. Materials are already written about the topics and
are available.
 Learning Tools And Equipment (LTE) are the constructed prototypical tools or
equipment patterned to an object which can be used in the teaching-learning processes to
help improve learning outcomes.
 Model is a reproduction of a real object in a small scale, large scale or exact size but made
of synthetic, indigenous and/or recycled materials. It is a substitute for a real object which
may or may not be operational (adapted from Brown, et al 1969).
 Diorama is a three-dimensional representation of events, ideas or concepts either in
miniature or a large-scale by placing objects, figures, etc., against a scenic background.
B. Non-Print (Types of Media) Digital Presentation (Audio Video presentation, Slides, Audio
Materials), Digital Interactive (Learning Platform, Interactive presentation), Realia

C. Charts (Posters, Drill/Flashcards, Manipulatives)

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Lesson 4 of Module 1 | 24

 ABSTRACTION

TEACHING RESOURCE (TR) FROM LEARNING

RESOURCES MANAGEMENT AND DEVELOPMENT SYSTEM
(LRMDS) FRAMEWORK OF D.O. NO. 76 S. 2011

 Teaching Resource (TR) is any educational resource digital or non-digital that supports
teachers in curriculum development, delivery and pedagogy or teacher trainers in the delivery of
professional development programs.
 Daily Lesson Log, Daily Lesson Plan, Lesson Exemplar

A. Professional Development Material (PDM) is any digital or non-digital education

training and development resource or program designed with a training and development
purpose. Such programs may contain or reference LRs and TRs.
 Manual contains step-by-step instructional procedures in the development of a skill. (e.g.
Professional Development Workbook & Professional Development Activities for
Teachers)
 Alternative Delivery Modules Or Self-learning Modules (SLMs) is a self-contained,
self-instructional, self-paced, and interactive learning resources for public schools
intended for learning a specific topic or lesson. SLMs have been used by DepEd for its
ADMs during disasters or in situations where learners have difficulty for daily school
attendance. Covid-19 has compelled the use of SLMs on a large scale.
 Teacher’s Guide (TG) is a prototype K to 12 teacher’s resource with learning objectives,
suggested teaching-learning strategies, developmental activities, and evaluative measures
that complement with the contents of the accompanying Learner’s Material for a specific
grade level in a specific subject area.

You may download the pdf for better understanding on TLMs in teaching EPP/TLE in
elementary graders.
1.file:///C:/Users/Administrator/Desktop/EED12%20OUTLINE%20FOR%20MODULE
/TG_EPP%206_Q1%20lesson%20plan.pdf for the EPP Teacher’s Guide.
2.file:///C:/Users/Administrator/Desktop/EED12%20OUTLINE%20FOR%20MODULE
/TLE%206%20WORKSHEETS%20(1).pdf for the EPP Learner’s Activity Material.

DAILY LESSON LOG (DLL), DETAILED LESSON

PLAN (DLP) AND LESSON PLANNING BASED
ON DEPED ORDER NO. 42, S. 2015

What is DLL?
The Department of Education (DepEd) underscored the crucial role of well-prepared
and well-planned lessons in the delivery of quality teaching and learning in schools, in view
of the appeal to put a halt on the implementation of the DepEd Order No. 42, s. 2016, or the
Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic Education Program.

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Lesson 4 of Module 1 | 25

 ABSTRACTION

A Daily Lesson Log (DLL) is a standard template that covers a week’s worth of lessons
in one tabular format and contains the following parts: Objectives, Content, Learning
Resources, Procedures, Remarks and Reflection. The use of a DLL supports teachers in
upholding quality education standards and helps them plan lessons efficiently and effectively.
DLLs are used by teachers with at least one year teaching experience, including teachers with
prior experience in private schools or higher education institutions.
Teachers who have been in the service for at least one year, handling learning areas
with available LMs and TGs provided by DepEd. Teachers are allowed to work together,
seasoned teachers shall mentor new/novice teachers

You may download the pdf for better understanding on DLL and DLP in
teaching EPP/TLE in elementary graders.
1. file:///C:/Users/Administrator/Desktop/DLL_TLE-HE%206_Q2_W9.pdf for the
sample DLL in teaching TLE-Home Economics 6 of the second quarter.
2. https://www.scribd.com/document/400153481/DLL-TLE6-ENTREP-ICT-WK-1-10-
docx a sample DLL in teaching TLE-Entrepreneurship and ICT 6 of the first quarter.

What is DLP?
Detailed Lesson Plan (DLP) is a teacher’s “roadmap” for a lesson. It contains a detailed
description of the steps a teacher will take to teach a particular topic. A typical DLP contains
the following parts: Objectives, Content, Learning Resources, Procedures, Remarks and
Reflection.
Only newly-hired teachers without professional teaching experience are required to
prepare Detailed Lesson Plans (DLPs) for a year. Teacher applicants as well as the teachers in
the service including Master Teachers who will conduct demonstration teaching shall be
required to prepare DLP. This practice helps them organize and manage their lessons better
and further develop their lesson planning skills. Once the newly-hired teacher obtains a Very
Satisfactory or Outstanding rating, they will be allowed to transition to the use of a DLL,
which incentivizes them to perform better.
Lesson Planning
According to Scrivener (2005), planning a lesson entails “prediction, anticipation, sequencing,
and simplifying.” Lesson planning is a critical part of the teaching and learning process. By planning
lessons, teachers are able to see to it that daily activities inside the classroom lead to learner progress
and achievement or the attainment of learning outcomes.
Lesson planning is a hallmark of effective teaching. As mentioned, effective teachers organize
and plan instruction to ensure learners’ success inside the classroom. According to Stronge (2007),
research shows that instructional planning for effective teaching has the following elements:
a. Identifying clear lesson and learning objectives while carefully linking activities to them,
which is essential for effectiveness;
b. Creating quality assignments, which is positively associated with quality instruction and
quality student work;
c. Planning lessons that have clear goals, are logically structured, and progress through the
content step-by-step;

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Lesson 4 of Module 1 | 26

 ABSTRACTION

d. Planning the instructional strategies to be deployed in the classroom and the timing of these
strategies;
e. Using advance organizers, graphic organizers, and outlines to plan for effective
instructional delivery;
f. Considering student attention spans and learning styles when designing lessons; and
g. Systematically developing objectives, questions, and activities that reflect higher-level and
lower-level cognitive skills as appropriate for the content and the student therefore, have
learner-centered objectives that are aligned with the standards of the curriculum.
How should learning be assessed?
As defined in DepEd Order No. 8, s. 2015 entitled Policy Guidelines on Classroom
Assessment for the K to 12 Basic Education Program, formative assessment “refers to the ongoing
forms of assessment that are closely linked to the learning process. It is characteristically informal
and is intended to help students identify strengths and weaknesses in order to learn from the
assessment experience.” Once the objectives of the lesson have been identified, teachers need to
prepare a formative assessment plan integrated into the lesson and aligned with the lesson
objectives. DepEd Order No. 8, s. 2015 presents a list of formative assessment methods that teachers
can use during different parts of a lesson.
Parts of a Lesson Plan
A. Before the Lesson. This is the lesson opening or the “beginning” of lesson implementation.
Before the actual lesson starts, the teacher can do a variety of things including but not limited to
the following: a) review the previous lesson/s; b) clarify concepts from the previous lesson that
learners had difficulty understanding; c) introduce the new lesson; d) inform the class of the
connection between the old and new lesson and establish a purpose for the new lesson; and e)
state the new lesson’s objectives as a guide for the learners.
B. The Lesson Proper. This is the “middle” or main part of the lesson. During this time, the
teacher presents the new material to the class. This is the time when a teacher “explains,
models, demonstrates, and illustrates the concepts, ideas, skills, or processes that students will
eventually internalize” (Teach for America 2011). This is also the part of the lesson in which
teachers convey new information to the learners, help them understand and master that
information, provide learners with feedback, and regularly check for learners’ understanding. If
teachers require more time to teach a certain topic, then this part of the lesson can also be a
continuation of a previously introduced topic.
C. After the Lesson. This is the lesson closing or the “end” of the lesson. This can be done
through different “wrap-up” activities. Teachers can provide a summary of the lesson or ask
students to summarize what they have learned. Teachers can also ask learners to recall the
lesson’s key activities and concepts. The lesson closing is meant to reinforce what the teacher
has taught and assess whether or not learners have mastered the day’s lesson.
4 As (Activity-Analysis-Abstraction-Application)
On the other hand, an example of instruction that proceeds inductively is the 4As in the
andragogy by Malcolm Knowles (1984). The 4 As are 1) Activity, 2) Analysis, 3) Abstraction and 4)
Application. In the 4 As, you begin with a concrete experience which is subjected to students’
analysis. Then, you lead the students to the information of abstraction based on their analysis and
you end with the application phase where you ask your students t transfer their learning in real world
task.

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Lesson 4 of Module 1 | 27

 You may download the pdf below for better understanding on DLP and lesson planning.
1.file:///C:/Users/Administrator/Desktop/EED12%20OUTLINE%20FOR%20MODULE/a-
detailed-lesson-plan-in-tle-2.pdf a sample detailed lesson plan using 4As format.
2.file:///C:/Users/Administrator/Desktop/EED12%20OUTLINE%20FOR%20MODULE/D
ETAILED%204AS%20LP.pdf a sample detailed lesson plan using 4As format.
3.file:///C:/Users/Administrator/Desktop/EED12%20OUTLINE%20FOR%20MODULE/m
odule6-130827040925-phpapp02.pdf List of lesson plans and banghay-aralin in EPP/TLE
in all core areas in pages 55-108.
4.file:///C:/Users/Administrator/Downloads/Rebucas_Health-6-Detailed-Lesson-Plan.pdf
Sample Detailed Lesson Plan in Health 6 integrated in teaching EPP/TLE using the CVSC
LP format as anchored to the DepEd’s Lesson Planning

A P P L I C A T I O N

APPLICATION TIME!

Hey! You are almost done with this lesson. Let us now apply your knowledge on
the lesson discussed.
In this activity, make a reflective essay on the importance of teacher and learner’s
materials especially in the 21st century and pandemic eras. For you to be guided, please
see the attached rubric in Appendix B found at the end of this course.

CLOSURE

Congratulations, my dear! You have successfully

finished the last lesson of Module 1.
In this lesson, you were able to identify the aims,
purpose and characteristics of the teaching and learning
materials (TLMs); teaching resources (TRs) and learner's
resources (LRs), the guidelines in lesson planning to make a
DLL and DLP; and create a grade-level appropriate detailed
lesson plan using 4As format in teaching EPP/TLE.
Great job for completing this module!

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Lesson 4 of Module 1 | 28

 MODULE ASSESSEMENT

I. Multiple-Choice Test Items

Instructions: Encircle the correct or best answer among the given choices. Answer key is
found on Appendix F.
1. Instructional objectives guide students by helping them to ___________________.
a. identify important high level skills c. monitor their own learning
b. discuss the lesson with each other d. create teachable moments
2. In what way do instructional objectives serve as the foundation for a lesson?
a. They define the lesson’s content.
b. They are the first thing a teacher considers when preparing a course of study.
c. They help everyone understand when the goal of the lesson has been attained.
d. They describe with precision what will take place during the interactive phase of
instruction.
3. The lesson plan format that works best is _____________________.
a. The one that is required by your university supervisor.
b. Different for a middle school teacher than it is for a high school teacher.
c. The lesson plan that includes details of all seven components presented in this module.
d. The format that the teacher can most effectively implement, which means the students
learn.
4. What is the major reason for planning your instruction?
a. Provide curriculum continuity.
b. Have lesson plans available for a substitute teacher.
c. Prepare for teaching students who are different from you.
d. Design student experiences that are direct learning activities.
5. The authors of our textbook define curriculum as _______________________.
a. that which is intended to be taught
b. he combined specified courses of study
c. the sequence of courses that students take
d. all the planned experiences student encounter while at school
a. Integrative b. Authentic c. Experiential d. Entrepreneurial

II. Outcomes-Based Item

Instructions: Create a detailed lesson plan (DLP) using 4 As format based on the
discussed TLMs, TRs, LRs, DLL, DLP and Lesson Planning. For you to be guided, please see the
attached rubrics, Appendix C, found at the end of this course. This output is worth 70 items.

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Lesson 4 of Module 1 | 29

 MODULE SUMMARY

Hello, my dear student! It has been a long journey exploring through this module. Now, you are
about to close this module and learn new lesson as you go on through this book. Further, I will take this
opportunity to wrap up all the lesson we have learn. These are some important highlights in this module:
 The teaching of Technical and Livelihood education has legal bases, the 1987 Philippine Constitution
Article II, Section 17 and RA 10647, an Act Strengthening the Ladderized Interface Between Technical-
Vocational Education and Training in Higher Education.
 The Curriculum Guide shows that the teaching of TLE starts at Grade 4 and culminates in Grade 12.
Edukasyong Pantahann at Pangkabuhayan, TLE in Grades 4 to 6 teach basic concepts in TLE along
areas of home economics, agriculture and fisheries, industrial arts and ICT. In Grades 7 and 8, TLE
course are exploratory and in Grades 9 and 10, students begin with specialization that is expected to be
continued in Senior High School whose students chooses the tech-voc track. Entrepreneurial concepts
are taught as early as Grade 4 and become intensified in Grades 9 and 10.
 For most of the TLE/TVL specializations, the Curriculum Guides remain as is. MELCS were not
identified because the competencies are based on the Training Regulations of TESDA; hence, omitting
some learning competencies may have an impact on the National Certification Assessment.
 Section 5 of RA 10533 or the Enhanced Basic Education Act of 2013 states that the K to 12 curriculum
shall be learner-centered, inclusive and developmentally appropriate, relevant, responsive, research-
based, culture-sensitive, contextualized, global, and flexible enough to allow schools to localize,
indigenize, and enhance the same based on their respective educational and social contexts. K to 12
teachers are allowed to use contextualization strategies in their lessons.

REFERENCES
Bureau of Elementary Education (1988). Minimum Learning Competencies (MLC). Pasig City: Department of
Education, Culture and Sports.
Caparas, H. (2020). Curriculum and Instruction: The Teaching of Technology and Livelihood Education.
Teacher Education Council, Department of Education. Retrieved from
file:///C:/Users/Administrator/Desktop/EED12%20OUTLINE%20FOR%20MODULE/module6-
130827040925-phpapp02.pdf on December 04, 2020.
Department of Education (n.d.). EPP/TLE MELCs with Complete Codes. Department of Education. T ayo para sa
Edukasyon. Retrieved from file:///C:/Users/Administrator/Desktop/EED12%
20OUTLINE%20FOR%20MODULE/epptlemelcs-200919172904.pdf on December 02, 2020.
Department of Education (2016). K to 12 Curriculum Guide Edukasyong Pantahanan at Pangkabuhayan
(EPP) and Technology and Livelihood Education (TLE)-Grade 4 To Grade 6. DepEd Complex, Meralco
Avenue, Retrieved from file:///C:/Users/Administrator/Desktop/EED12%20OUTLINE%20FOR%20
Pasig City. on December 03, 2020
Department of Education (n.d.). LDM2: Learning Delivery Modalities Course for Teachers and Module 2:
Most Essential Learning Competencies (MELCS). Retrieved from
file:///C:/Users/Administrator/Desktop/EED12%20OUTLINE%20FOR%20MODULE/LDM2%20-
%20Module%202_%20Most%20Essential%20Learning%20Competencies.pdf on December 5, 2020
Llego, M. (2020). TeacherPH. Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic Education
Program.teacher.ph.com Retrieved from https://www.teacherph.com/policy-guidelines- daily- lesson-
preparation-k-12-basic-education-program/ on December 02, 2020.
Lombardi, M. (2007). Authentic Learning for the 21st Century. Retrieved from https://Educause.edu on December
7, 2020

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Lesson 4 of Module 1 | 30

 MODULE
ENTREPRENEURSHIP
Starting up a business is transforming a thought or an idea into business
opportunity, and requires a clear vision where setting the objectives and
2
examining the barriers that might be encountered during the process that will
ensure the success of the firm. The procedure of building a startup is
engendered by an individual or group of individuals which organizes operates
and assumes risks; these individuals are frequently labeled as entrepreneurs
(Landström, 1999).
This module will introduce you to
entrepreneurship concepts, businessman and
entrepreneur, qualities of ideal entrepreneur,
MODULE
different kinds of entrepreneurship, products CONTENTS
and services, buyers and sellers, and buy and
sell products based on needs and demands of
school and community. Students will
become technologically proficient based on
LESSON 1: The
knowledge and information, entrepreneurial Ideal Entrepreneur
concepts, process and delivery, work values,
and life skills. Thus, equip students with
skills for lifelong learning and demonstrate
expanded knowledge in entrepreneurship LESSON 2: The
toward improving the family’s economic life Sellers and Buyers
and the community.
Intended Learning Outcomes
At the end of Module 2, you should be able to:
a. define entrepreneurship;
b. identify the characteristics of an ideal entrepreneur;
c. distinguish the difference between businessman and entrepreneur;
d. determine the different kinds of entrepreneurship;
e. differentiate product and services and buyers and sellers; and
f. analyze the buy and sell products based on needs and demands in school
and community.

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Module 2 | 31

 LESSON
“The best way to predict the future
is to create it.”
1 THE IDEAL
- Peter Drucker
ENTREPRENEUR
TIME FRAME
Week 7 of Midterm Coverage

TAKE THE CHALLENGE!

In this lesson, challenge yourself to:

a. define entrepreneurship;
b. identify the qualities of an ideal entrepreneur;
c. discuss the different kinds of entrepreneur; and
d. recognize the eight successful Filipino entrepreneurs who started small
enterprise .

G E TTING STA RTE D

Hello, dear student! Welcome to the first lesson of this course- The Ideal Entrepreneur!
This lesson will focus on the definition of entrepreneurship, qualities or characteristics of
an ideal entrepreneur, the different kinds of entrepreneurs and recognize the eight
successful Filipino entrepreneurs who started small enterprise . Enjoy 

A CTIVITY

WORD CLOUD INTERPRETATION

Hi, dear student! Are you familiar with a word cloud, text cloud or tag cloud? If not,
let me define it. Word clouds also known as text clouds or tag clouds appear in a source of
textual data such as speech, blog post, or database. A word cloud is a collection, or cluster
of words depicted in different sizes. The bigger and bolder the word appears, the more often
it’s mentioned within a given text and the more important it is. Thus, all you need to do is to
write down at least five ideas that come to your mind when you see the word cloud on the
next page. I know you can do it! Are you ready? Now, let us get started!

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Lesson 1 of Module 2 | 32

 Photo Credits: https://www.google.com/url?sa=i&url=https%3A%2F%2Fit-it.facebook.com%2FEtgarEL%2F&psig

List down your five ideas based on your interpretation of the word cloud above.

1. ____________________________________________________________________________
2. ____________________________________________________________________________
3. ____________________________________________________________________________
4. ____________________________________________________________________________
5. ____________________________________________________________________________

A NA LY SIS

Hey student! Congratulations for finishing the activity. Right now, let us wrap up your
experience in the activity through answering the following questions:

1. Why do these ideas come to your mind?

___________________________________________________________________________________________
_________________________________________________________________________________________.

2. How do these ideas come to your mind?

___________________________________________________________________________________________
_________________________________________________________________________________________.

3. Among all your interpretations on the word cloud above, for you, what is entrepreneurship?
___________________________________________________________________________________________
_________________________________________________________________________________________.

4. What are the words in the word cloud that convinced you about entrepreneurship, and why?
_____________________________________________________________________________________________________________
___________________________________________________________________________________________________________.

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Lesson 1 of Module 2 | 33

 ABSTRACTION

ENTREPRENEURSHIP AND THE

IDEAL ENTREPRENEUR
Entrepreneurship
Entrepreneurship, according to Onuoha (2007), “is the practice of starting new organizations
or revitalizing mature organizations, particularly new businesses generally in response to identified
opportunities.” Also, Robert D. Hisrich and Michael P. Peters (1998) said, “Entrepreneurship is the
process of creating something new with value by devoting the necessary time and effort, assuming
the accompanying financial, psychic and social risks and receiving the resulting rewards of
monetary and personal satisfaction and independence.” However, according to Cole (1959),
“entrepreneurship is the purposeful activity of an individual or a group of associated individuals,
undertaken to initiate, maintain or aggrandize profit by production or distribution of economic
goods and services.” Recognizes entrepreneurship as a deliberate human activity for earning profit
through economic activities of production and or distribution of goods and services and it may be
an individual or a group activity. But the central focus is profit-making.
Moreover, Thomas and Mueller (2000) argue that the study of entrepreneurship should be
expanded to international markets to investigate the conditions and characteristics that encourage
entrepreneurial activity in various countries and regions. It is reasonable to expect that
entrepreneurs reflect the dominant values of his or her national culture and national culture has
definite effect on entrepreneurship (Thomas & Mueller, 2000).
Entrepreneur
According to Bolton and Thompson (2000) have defined an entrepreneur as “a person who
habitually creates and innovates to build something of recognized value around perceived
opportunities”. Also, Hisrich (1990) defined that an entrepreneur is characterized as “someone who
demonstrates initiative and creative thinking, is able to organize social and economic mechanisms
to turn resources and situations to practical account, and accepts risk and failure”.
Thus, Merriam-Webster Dictionary defines entrepreneur as a person who starts a business
and is willing to risk loss in order to make money. He/she organizes, manages, and assumes the
risks of a business or enterprise. This mean that an entrepreneur is someone who is willing to put
up the capital needed to set-up a business fully aware of the risks involved.

QUALITIES OF AN IDEAL
ENTREPRENEUR
1. Industrious displays hard work and perseverance in the face of challenges; utilizes skills to
diligently carry out tasks or make goods.
2. Innovative has the ability to envision future needs or demands and create new opportunities,
products, and services to meet these demands.
3. Honest does not engage in deceptive or fraudulent acts and displays sincerity at all times.
4. Persistent does not easily give up or let go.
5. Caring understands the feelings, concerns, and needs not only his or her customers but also
his or her workers.

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Lesson 1 of Module 2 | 34

 ABSTRACTION

6. Helpful is always available t provide assistance.

7. Faith in Goodness and Righteousness conduct business fairly and cultivate a culture of
righteousness.
8. Organized yet Flexible is able to adapt to any change yet remain logical and organized.
9. Confident feels or shows certainty, as of success.
10. Strategist is a careful planner; sets long-term goals and plans and executes a well thought of
strategy in order to achieve them.
11. Proactive acts immediately on new ideas, insights, and opportunities; always step with changes
in one’s environment and applying them to one’s business and does not engage in procrastination
and other unproductive work habits.
12. Prudent is never wasteful and always ensures that all resources are used wisely and every bit
of raw material does not got to waste.
13. Determined is a go-getter and an achiever; acting on a dream, vision, and plan no matter how
hard it may seem at first.
14. Knowledgeable is well-trained and possesses information and understanding of concepts
necessary to run a business venture.
15. High Quality Philosophy strives for excellence and perfection to exceed customer satisfaction.
16. Risk-taker takes calculated risks and knows how to match opportunities with market realities
an take on risks anticipating business profitability and chances of success.
Types of Entrepreneur
1. Social Entrepreneur-this type of entrepreneur offers products and services with the overall
intention of creating social good. The profit is often reinvested into the business venture
rather than being distributed to the shareholders.
Examples: Mark Zuckerberg, Facebook Founder; Bill Gates, Founder of Microsoft
Corporation; and Steve Jobs, Founder of Apple Incorporation.
2. Serial Entrepreneur-this type of entrepreneur sets up business and brings them to a stage of
development from where they can move on to the next project either by selling or handling
over the business to a successor while retaining some degree of investment.
Examples: Elon Musk of Zip2, PayPal, Space X, Tesla and Solar City and Jack Dorsey of
Twitter and Square.
3. Lifestyle Entrepreneur-this type of entrepreneur would choose a business that would reflect
their passion simply such as a hobby or favorite sports rather than pursuing profit.
Examples: Tim Ferris as the 3-time best selling author of practical books and Pat Flynn, a
blogger from podcast smart passive income.
4. Solopreneur- this type of entrepreneur operates alone and manages all aspects of the business,
made possible with the use of ICT tools. ICT tools make multitasking easier.
Examples: Allenn Walton, a successful online solo enterprise and the individuals who
usually engages in business through online selling.
Eight Successful Filipino Entrepreneurs Who Started Small Enterprise
1. Socorro Ramos – National Book Store
2. Tony Tan Caktiong – Jollibee Foods Corporation
3. Edgar Sia – Mang Inasal 6. Joe Magsaysay – Potato Corner
4. Cresida Tueres – Greenwich Pizza 7. Araceli and Jun Manas – Hen Lin Store
5. Asiang Reyes – The Aristocrat 8. Milagros, Clarita, and Doris Leelin – Goldilocks

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Lesson 1 of Module 2 | 35

 A P P L I C A T I O N

APPLICATION TIME!

Hey! You are almost done with this lesson. Let us now apply your knowledge
of the lesson discussed.
In this activity, you will think of your small enterprise as if you are an
entrepreneur and make an infographics of your desired business using your available
art materials at home. For you to be guided, please see the attached rubrics found on
Appendix D.

CLOSURE

Congratulations, my dear! You have successfully

finished the first lesson of Module 2.
In this lesson, you were able to define
entrepreneurship; identify the qualities of an ideal
entrepreneur; discuss the different kinds of
entrepreneur; and recognize the eight successful
Filipino entrepreneurs who started small enterprise.
In the second lesson of this module, you will learn
about the buyers and sellers.

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Lesson 1 of Module 2 | 36

 LESSON
“Selling is a sacred trust between
buyer and seller.”
2 THE
SELLERS
― Richie Norton
AND BUYERS
TIME FRAME
Week 8 of Midterm Coverage

TAKE THE CHALLENGE!

In this lesson, challenge yourself to:

a. identify buyers and sellers;
b. differentiate products and services, needs from wants;
c. recognize the three levels of buyer and seller relations and the art of selling needs;
d. discuss the Abraham Maslow’s hierarchy of needs from the original to the expanded
model; and
e. examine products for buying and selling based on demands in school and community.

G E TTING STA RTE D

Hello, dear student! Welcome to the second lesson of this course- The Buyers and Sellers!
This lesson will focus on the buyers and sellers; products and services, needs from wants, the
three levels of buyer and seller relations and the art of selling needs, the Abraham Maslow’s
hierarchy of needs from the original to the expanded model and examine products for buying
and selling based on demands in school and community. Enjoy 

A CTIVITY

COMIC STRIPS READING

Hi, dear student! Had you've been already to your neighbor's sari-sari
store or a prominent restaurant in your hometown? How many times were
you there? Who was with you those times? Read and analyze the comic
strips on the second page and answer the questions in the analysis section. I
know you can do it! Are you ready? Now, let us get started!

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Lesson 2 of Module 2 | 37

 Photo Credits: Project EASE TLE Entrepreneurship of the Bureau of Secondary Education, Manila

A NA LY SIS

Hey student! Congratulations for finishing the activity. Right now, let us wrap up your
experience in the activity through answering the following questions:

1. How did you find the activity?

_____________________________________________________________________________________________
_______________________________________________________________________________________.

2. After reading the comic strips, what are your impressions to the entire conversation?
_____________________________________________________________________________________________
_______________________________________________________________________________________.

3. How will you react to Kim’s message based on the two entrepreneurs she stated?
_____________________________________________________________________________________________
_______________________________________________________________________________________.

4. What is the now the relationship being portrayed in the comic strips between Kim, Aling Lina
and the Lasang Pinoy Restaurant?
______________________________________________________________________________________________________________

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Lesson 2 of Module 2 | 38

 ABSTRACTION

BUYERS AND
SELLERS
A business involves selling a product or service or both. Product is something that is
manufactured following a process, or grown and nurtured in order to be sold for a profit. Examples:
Canned goods, soft drinks, shampoo, soap, tissue and etc. Service is a facility supplying a public
or market demand. Examples: Hair Salons, Bus Companies, Spa and Wellness Center and etc.
Buyers
• Persons or organizations who agree to purchase the finished products or services presented
with the prescribed or correct features.
• Persons or organizations that purchase materials from suppliers for products and services.
• Manufacturers who purchase raw materials needed for production.
• Consumers who make use of goods to meet his/her needs and wants.
Sellers
• Persons or group of persons who transfer goods and services to the buyers in exchange for
money.
• Persons who offer things to buyers in return of something which most of the time is money.
• Vendors, creditors, dealers, merchants and suppliers who dispose things in return for money.
• Seller must learn the art of selling.
Duties of a Seller are to make business fairly with buyers, deliver on time, with proper care
and place of delivery, and provide warranty for the product sold to the buyer.
The Art of Selling Needs
1. Persuasion-you will try to convince the customer that the product or service is the best and
effective.
2. Good Relations with People-you have to be consistent and manage your emotion when you are
trying to sell something. Be open and always pay attention to the customers.
3. Patience-you must have the ability to tolerate problem or suffering without getting angry or
upset.
4. Courtesy towards the Buyers-you must respond quickly to inquiries and use friendly and create
communication and do not forget to say thank you.
Three Levels of Buyer-Seller Relations
1. Adversarial Relationship- the traditional transactional relationship between the buyer and
seller. The buyer works by persistently asking for every possible discount and deal from the seller.
2. Barometric Relationship- this involves constant monitoring of relationship or attitudes and
potentials between the two which develops distrust and may eventually end in just a short-length
contract.
3. Complementary Relationship- the highest level of relationship where both buyer and seller
engage in a true business partnership because matched with each other’s “vision and values”. Both
parties understand each other’s needs and work closely together to achieve their respective goals.
To be a successful seller, you must consider building relationship to buyers. This is important
specially f you want “repeat sales” from the buyer. Trust is the key factor in this approach.
Sellers are also buyers because they buy goods or products they sell. Buy goods from the
right source at the right quality and quantity to the right time and the right price.

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Lesson 2 of Module 2 | 39

 ABSTRACTION

THE ABRAHAM MASLOW’S

HIERARCHY OF NEEDS
Needs are the basic necessities of people such as food, clothing and shelter. People cannot
survive without them.
Abraham Harold Maslow an American Psychologist who is best known as one of the
founders of humanistic psychology and for his famous hierarchy of needs where he proposed the
different levels of needs of human beings. Maslow’s Hierarchy of Needs is a motivational theory in
psychology comprising a five-tier model of human needs, often depicted as hierarchical levels
within a pyramid. From the bottom of the hierarchy upwards, the needs are: physiological, safety,
love, esteem, and self-actualization.
Photos Credits: https://www.google.com/url?sa=i&url=https%3A%2F%2Fmedium.com%2F%40superheroacademy%2Fthe-necessity-of-vulnerability-cb83a1dcf116&psig

The Original Five-Tier Model of Human Needs of Maslow’s Growth and Deficiency Needs of Maslow’s
Hierarchy of Needs (1943-1954) Hierarchy of Needs

1. Biological and Physiological Needs - air, food, shelter, sex, sleep, etc.
2. Safety Needs - security, order, law, stability, freedom from fear, etc.
3. Love and Belongingness Needs - friendship, intimacy, trust, and acceptance, receiving
and giving affection and love. Affiliating, being part of a group (family, friends, work).
4. Esteem Needs - which Maslow classified into two categories: (i) esteem for oneself
(dignity, achievement, mastery, independence) and (ii) the desire for reputation or
respect from others (e.g., status, prestige).

5. Cognitive Needs - knowledge and understanding, curiosity, exploration, need for

meaning and predictability.
6. Aesthetic Needs - appreciation and search for beauty, balance, form, etc.

7. Self-Actualization Needs - realizing personal potential, self-fulfillment,

seeking personal growth and peak experiences. A desire “to become
everything one is capable of becoming”(Maslow, 1987, p. 64).

8. Transcendence Needs - A person is motivated by values which

transcend beyond the personal self (e.g., mystical experiences and
certain experiences with nature, aesthetic and sexual experiences,
service to others, the pursuit of science, religious faith, etc.).
The Expanded Eight-Tier Maslow’s Hierarchy of Needs (1960-1980)

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Lesson 2 of Module 2 | 40

 ABSTRACTION

WANTS AND
DEMANDS
The knowledge of the needs of people helps entrepreneurs market their products and
services. Products and services are bought because they satisfy the needs and wants of the
customers.
Wants are things or goods that people desire or wish to have. People can still survive
without these products or services. Electronic products and entertainment industry fall to his
category.
Demands
Quantity of goods that a buyer or customer can afford to buy based on his/her needs and
wants. Demands are a step ahead of wants. It is the amount of interest to a given product that
consumers are willing to buy at a given price, at a given period.
Buying and Selling Products Based on Needs and Demands in School and Community
1. Bottled Water is one of the most in-demand products in school and community that can
provide a solution to the need.
2. Used Clothing known as Ukay-ukay business offers imported products and sometimes
overruns sold at lower price.
3. Street Foods such as fish balls, siomai and assorted kakanin ca be sold the whole day and are
offered at a lower price.
4. Baked Products such as pandesal, ensaymada, loaf bread, cakes, and other pastries are
equally saleable.
5. Breakfast Food and Merienda and School Supplies are also in-demand products in school
and community that can provide a solution to the need

01 02

03 04

Photo Credits: All images were snipped from https://www.youtube.com/watch?v=bSlSTA1az2U&t=653s

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Lesson 2 of Module 2 | 41

 A P P L I C A T I O N

APPLICATION TIME !

Hey! You are almost done with this lesson. Let us now apply your knowledge of
the lesson discussed.
In this activity, you are going to recall and list at least 10 the different business
enterprises in your community or barangay. Classify them into micro or macro business.
Just place check mark in the corresponding column where the type of business belongs
and indicate also the owners of business. For you to be guided, please see the attached
format below.
Business Enterprises Micro Macro Name of Owners

1.
2.
3.
4.
5.

CLOSURE

Congratulations, my dear! You have successfully finished

the second lesson of Module 2.
In this lesson, you were able to identify buyers and sellers,
differentiate products and services, needs from wants,
recognize the three levels of buyer and seller relations and the
art of selling needs, discuss the Abraham Maslow’s hierarchy
of needs from the original to the expanded model, and
examine products for buying and selling based on demands in
school and community.
Great job for completing this module!

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Lesson 2 of Module 2 | 42

 MODULE ASSESSEMENT

I. Essay Test Items

Instructions: Read each question carefully and answer comprehensively. Each question
must be answered in paragraph form with not less than 100 words. Refer to the rubric in
Appendix B.
1-15. Based on an ideal entrepreneur's qualities, which of them convince you the most that an
entrepreneur should possess, and why?

16-20. Why is it that the art of selling need is vital in seller-buyer relations?

21-25. Do you agree with the newly added hierarchical levels in the Expanded Eight-Tier
Maslow’s Hierarchy of Needs? State your reasons.

II. Output-Based Item

Instructions: Make a project plan for the product you want to sell based on needs and
demands in school and community using the project format below. This output is worth of 100
points.

I. Name of the Project: Your desired project.

II. Objectives: At least three essential objectives.
III. Sketch: Draw the raw materials and the finished products.
IV. Materials and Tools Needed: Write the materials and tools needed.
V. Procedure: Write the steps in doing the project comprehensively.
VI. Recording. Prepares schedule of work for processing, and marketing of products. Records
potential income, expenses, and gains.

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Lesson 2 of Module 2 | 43

 MODULE SUMMARY
Hello, my dear student! It has been a long journey exploring through this module. Now, you are
about to close this module and learn new lesson as you go on through this book. Further, I will take this
opportunity to wrap up all the lesson we have learn. These are some important highlights in this
module:
 Buyers are persons who purchase products or services while sellers are persons who transfer
products or services to buyers in exchange for money.
 The knowledge of the needs of people helps entrepreneurs market their products and
services. Products and services are bought because they satisfy the needs and wants of the
customers.
 To be a successful seller, you must consider building relationship to buyers. This is
important specially f you want “repeat sales” from the buyer. Trust is the key factor in this
approach. Sellers are also buyers because they buy goods or products they sell. Buy goods
from the right source at the right quality and quantity to the right time and the right price.
 Entrepreneurship as a deliberate human activity for earning profit through economic
activities of production and or distribution of goods and services and it may be an
individual or a group activity. But the central focus is profit-making.
 Duties of a Seller are to make business fairly with buyers, deliver on time, with proper care
and place of delivery, and provide warranty for the product sold to the buyer.

REFERENCES

Boris, R. (2020). QUARTER III - EPP VI Sewing of Household Linens. Retrieved from
https://www.youtube.com/watch?v=93srtU6gy9A on November 13, 2020.

EZ Link (2019). TLE 6 - Unit 2 - Lesson 4 - Tools and Materials in Sewing (LM). Retrieved from
https://www.youtube.com/watch?v=ZwsytcpCUHc on November 13, 2020.

EZ Link (2019). TLE 6 H.E. - Pattern Drafting and Cutting Fabric for Household Linens
(TLE6HE -d-8). Retrieved from https://www.youtube.com/watch?v=-FCwMBIUIWc
November 13. 2020.

EZ Link (2019). TLE 6 - H.E. Tools, Utensils and Equipment in Food Preservation (TLE6HE-0g-
11). Retrieved from https://www.youtube.com/watch?v=8hqW_RUeTqQ on November 14,
2020.

EZ Link (2019). TLE 6 - H.E. Processes in Each of the Food Preservation (TLE6 HE-0f-10).
Retrieved from https://www.youtube.com/watch?v=Fy40xDcgVjI on November 13, 2020.

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Lesson 2 of Module 2 | 44

 MODULE
HOME ECONOMICS
Home Economics comprises significant areas of study on food, clothing,
home, and family, which intertwine with the knowledge contexts in the Livelihood
3
Technology Education Key Learning Area Curriculum Guide. Moreover, it
provides students with opportunities to understand basic human necessities and
study individuals, families, and societies' well-being, building up their awareness of
the various dimensions affecting well-being through the study of basic human
requirements for food, clothing, and sufficient resources management.
This module will enable you to be a
responsible citizen and informed consumer MODULE
willing to fair use of management and
organizational skills in handling physical and CONTENTS
socio-economic resources for self, family,
community, and society in terms of meeting
basic human needs. Analyze contextual LESSON 1:
factors contributing to the well-being of
individual, family, and society with the Sewing of
application of knowledge from the food Households Linens
science and technology, fashion, and textiles
and clothing also, demonstrate and critically
evaluate the impact of social, cultural,
economic, scientific and technological
LESSON 2:
developments as a whole in lifelong learning Food Preservation
in food-fashion-related fields.
Intended Learning Outcomes
At the end of Module 3, you should be able to:
a. classify the sewing tools and materials according to their use (measuring,
cutting, sewing);
b. discuss the steps in pattern, drafting, cutting fabric and sewing creative and
marketable household linens to augment family income; and
c. explain the different ways of food preservation (drying, salting, freezing, and
processing); and
d. create a project plan for household linens and make a preserved product.

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Module 3 | 45

 LESSON
“Sewing mends the soul.”
1 SEWING OF
HOUSEHOLDS
– Unknown.
LINENS
TIME FRAME
Week 9 of Midterm Coverage

TAKE THE CHALLENGE!

In this lesson, challenge yourself to:

a. classify the tools and materials according to their use (measuring, cutting,
sewing);
b. identify the tips on how to keep the sewing tools and equipment’s longer;
c. discuss the steps in pattern, drafting, cutting fabric and sewing creative and
marketable household linens to augment family income; and
d. create a project plan for household linens.

G E TTING STA RTE D

Hello, dear student! Welcome to the first lesson of this course- Sewing of Household
Linens! This lesson will focus on the sewing tools and materials, tips on how to keep the
sewing tools and equipment’s longer, and discuss the steps in pattern, drafting, cutting
fabric and sewing creative and marketable household linens to augment family income.
Enjoy 

ACTIVITY

HOUSEHOLD LINENS INVENTORY

Hi, dear student! Are you familiar with an inventory list? A home inventory list makes it
easier for insurance companies to review a complete record of what was damaged, as well as the
value, and determine what needs to be replaced in the event of a significant loss. An adequate home
inventory includes a detailed list of your possessions, including receipts, descriptions, and photos
of your home contents. Start with new purchases and add older items or group your possessions
into logical categories. What about household linens? If not, linens are fabric household goods
intended for daily use, such as beddings, tablecloths, towels, etc. What will you do with your linens
at home? All you need to do is make an inventory of all the available linens you have at home using
the next page's inventory sheet format. I know you can do it! Are you ready? Now, let us get
started!

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Lesson 1 of Module 3 | 46

 Name of
Household:
Complete
Address:
Date of
Inventory:
Previous
Month’s Data
List of House Stock/Linen Quantity & Inventory Damaged/Loss New Items Updated Total
Linens Code Unit/s (indicate the Inventory
date)
1. Apron
2. Bed Sheet
Fitted
3. Bed Sheet Flat
4. Bed Skirt
5. Bedspread
6. Blanket
7. Curtain
8. Dishcloth
9. Dishtowel
10. Doily
11. Duvet Cover
12.
Handkerchief
13. Mattress
Pad/Cover
14.Oven
Glove/Path
Holder
15. Placemat
16. Pillowcase
17. Pillow cover
18. Tablecloth
19. Table
Runner
20. Tea Towel
21. Bath Towel
22. Others

ANALYSIS

Hey student! Congratulations for finishing the activity. Right now, let us wrap up your experience
in the activity through answering the following questions:

1. How did you find the activity?

____________________________________________________________________________________________.

2. How many linens are damaged and new? What is the difference between the previous inventory
and the updated inventory? What is the total inventory count of your household's linens?
____________________________________________________________________________________________
____________________________________________________________________________________________.
3. Is linens inventory at home necessary? State your reasons.
_______________________________________________________________________________.

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Lesson 1 of Module 3 | 47

 ABSTRACTION

TOOLS AND MATERIALS

FOR SEWING
It is easy to look for sewing tools you need when the sewing tools are well-placed in a clean
well-organized sewing box. With the right needle, the appropriate thread, and the needed fasteners
or buttons, one can save time and energy. Having the complete basin on hand, tools greatly
contribute in making garment construction easier, faster, more efficient, and enjoyable.
Measuring Tools
1. Tape Measure is a measuring tool used for taking body
measurements to produce well-fitting clothes and pants. This is usually
made of cloth or plastic.
2. Ruler is a measuring tool used to measure and draft line on a fabric
or pattern.
3. Metal Gauge is a movable marker that measures short distances and
correct thickness such as distance between buttons, pleats, and hems.
4. Hem Gauge is a measuring tool used to measure the correct hem
(the edge of a piece of cloth or clothing which has been turned under
and sewn) for a piece of clothing or linen.
5. French Curve is a measuring tool used in drafting curves in the
pattern of the arm, neckline, and crotch.
6. Meter or Yard Stick this is used to measure fabric.

7. Tailor’s Square is used for drawing straight line and true angles.

8. Curve Stick is used to have curved linens on necklines and

armholes.
Cutting Tools
1. Embroidery Scissors are small scissors designed for needle work.
2. Dressmaking Shears is used for cutting heavy fabric. It has uneven
shapes of handles.
3. Pinking Shears are scissors with serrated blade or zigzag edges
(similar to saw) used for cutting the fabric edge and prevent it from
fraying or raveling.
4. Light Trimmer is used for cutting small corners or portions of the
fabric. This tool has one point blunt to prevent the fabric from
snagging.
5. Bent-handled Shears are shears with straight blades and a handle
that is off-set at an angle to allow the lower blade to stay flat in a
cutting surface. Photo Credits: All images were snipped from https://www.youtube.com/watch?v=ZwsytcpCUHc

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Lesson 1 of Module 3 | 48

 ABSTRACTION

TOOLS AND MATERIALS

FOR SEWING
6. Cutting Scissors is a cutting tool used for trimming seams and
facings.
7. Thread Clippers is a small cutting tool used for snipping thread.
8. Seam Ripper is a cutting tool used to open seams as well as other
detailed work.
9. Stitch Ripper is a small tool made of meta used to remove stitches.
Marking Tools
1. Tracing Wheel is a marking tool with saw tooth blade used to
transfer the marks from the pattern paper to the cloth.
2. Tailor’s Chalk is an orange colored hard square wax used for
marking guidelines or sewing lines in fabric.
3. Tracing Paper is used with the tracing wheel to transfer marks from
pattern paper to the cloth.
4. Soft Pencil is used in drawing line in pattern construction.
Sewing Tools
1. Needle is a sewing tool that has one sharp end and a hole at the
other end to make the thread pass through. They come in different
sizes and are used in sewing to pass the thread through the cloth either
by hand or machine.
2. Pins are tiny tools with a sharp pointed tip used for a variety of
purposes such as holding pattern pieces in place, fit fabric or garment
on the body, hold fabric together and secure lace, sequins and beads.
3. Pin Cushion is used to keep needles and pins in place when not in
use.
4. Emery Bag is similar to a pin cushion but with a rougher content
such as finely ground broken plate or very fine dried sand to sharpen
the tips of pins and needles and to prevent them from getting rust.
5. Thread is used for stitching cloth either by hand or machine and
comes in different colors and thickness. It can be also used for surface
cotton. Thread can be made of cotton, nylon or silk. Sizes may range
from 40 (heavy sewing, thicker thread) to 100 (finer thread for sheer
materials such a silk r organza).
6. Needle Threader aids in inserting the thread into the eye of the
needle.
7. Thimble is a small, durable, protective cap made of metal or plastic,
used to protect the finger from being pricked when pushing the needle
through the cloth. Photo Credits: All images were snipped from https://www.youtube.com/watch?v=ZwsytcpCUHc

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Lesson 1 of Module 3 | 49

 ABSTRACTION

TIPS TO KEEP YOUR SEWING

TOOLS ANDvEQUIPMENT’S
LONGER
1. Keep in a storage box when not in use.
2. Place the pins and the needles in the pin cushion.
3. Oil the scissors especially the screw to prevent rust and have them sharpened
regularly.
4. Arrange threads neatly.
5. Fold the tape measure.
6. Make an inventory of your materials, tools, and equipment.
7. Be sure your hands are clean and dry before starting to sew. Use handkerchief or
face towel to wipe your sweat.

PATTERN, vDRAFTING,
AND CUTTING FABRIC
Patterns are important making sewing projects. Pattern drafting is the process of
creating a pattern by taking measurements from a person. Household linens are items made of
cloth such as tablecloths, sheets, and pillowcases that are used at home.
Patterns for Tablecloth comes with different shapes such as rectangle, square, round and
oval.
Steps in Laying the Pattern on the Fabric
1. Fold the fabric with the wrong side out and lay it on the table.
2. Hold the fabric with your left hand.
3. Do not hold the pattern and material up or place your hand under the fabric while cutting.
For long spaces, use long strokes and for short spaces, curved spaces use short strokes.
4. Make sure the pins are placed at the right angles to the edge of the pattern, one inch from
the edge. About six inches apart for straight edges.
5. Avoid lifting the cloth while putting the pins on their places. It might change the position of
the grain line.
Steps in Drafting a Square/Rectangle Tablecloth
1. Measure the square/rectangle tabletop to determine the approximate size of the cloth
needed.
2. Get the length and width of the tabletop. Add approximately 18-24 inches depending upon
how much fabric you want to overhang the edge of the table.

You may watch or visit the YouTube links below for clearer understanding
on how to draft for a pillow case.
1. https://www.youtube.com/watch?v=wrjquQeV--o&t=1s
2. https://www.youtube.com/watch?v=8LrSC948dh4
3. https://www.youtube.com/watch?v=-FCwMBIUIWc&t=185s

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Lesson 1 of Module 3 | 50

 ABSTRACTION

PATTERN, vDRAFTING,
AND CUTTING FABRIC
Steps in Drafting Pattern for the Pillowcase

1. For the front, the length of the

pillow is plus 5 inches and the width
of the pillow is plus 10 inches.

2. For the back, the length of the

pillow is plus 10 inches and the width
of the pillow is plus 5 inches.

Photo Credits: Images were snipped from https://www.youtube.com/watch?v=93srtU6gy9A

Sewing is a worthwhile hobby but it can also be a means of livelihood or a way to

augment the family income. Sewing can give you a profitable livelihood. The success of the
business or livelihood will depend on the cost and quality of the product to be sold. We have to
follow the rules of pricing the products. It should cover all costs and profit.
Product Costing is the cost-plus pricing that covers all overhead expenses plus the
desired profits.
Competitive Pricing is used when there is an established market price of a particular
product or services.
Mark-up Pricing is used by manufacturers, wholesalers and retailers.

Steps on how to sew a two –toned case for marketable household linens to augment
family income:
1. Prepare all the following needed materials: one body fabric with 27 inches wide and
44 inches long, dream piece with 9 inches wide and 44 inches long, scissors, pins,
needles, tape measure and tailor’s chalk;
2. Lay-out the fabric for your pillow case;
3. Roll-up the fabric;
4. Fold and pin the bottom of the fabric;
5. Sew along the raw edges;
6. Unroll the folded fabric inside the roll fabric;
7. Side and bottom seams; and
8. Final side and bottom seams.

You may watch and learn the video on the YouTube link below for clearer
understanding on how to sew a two-toned case for marketable household
linens to augment family income and how to prepare a project plan.
1. https://www.youtube.com/watch?v=8LrSC948dh4
2. https://www.youtube.com/watch?v=1Q34962OxgM

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Lesson 1 of Module 3 | 51

 A P P L I C A T I O N

APPLICATION TIME !

Hey! You are almost done with this lesson. Let us now apply your knowledge of the
lesson discussed.
In this activity, you are going to make a project plan for the chosen household linen
using the project format below.
I. Name of the Project: Ex. Place at with Cross Stitch Design
II. Objectives: At least three essential objectives.
III. Sketch: Draw the raw materials and the finished products.
IV. Materials and Tools Needed: Write the materials and tools needed.
V. Procedure: Write the steps in doing the project comprehensively.
VI. Evaluation: Use the scorecard below to evaluate your project.

Photo Credits: The image was snipped from https://www.youtube.com/watch?v=1Q34962OxgM

CLOSURE

Congratulations, my dear! You have successfully finished the

first lesson of Module 3.
In this lesson, you were able to classify the tools and materials
according to their use, identify the tips on how to keep the sewing
tools and equipment’s longer, discuss the steps in pattern, drafting,
cutting fabric and sewing creative and marketable household linens
to augment family income; and create a project plan for household
linens. In the second lesson of this module, you will learn about
food preservation.

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Lesson 1 of Module 3 | 52

 LESSON
“The preservation of health is a duty.
Few seem conscious that there is
2 FOOD
such a thing as physical morality.”
- Herbert Spencer PRESERVATION
TIME FRAME
Week 10 of Midterm Coverage

TAKE THE CHALLENGE!

In this lesson, challenge yourself to:

a. identify the tools/utensils and equipment and their substitutes in food preservation
processing
b. recognize the guidelines and reasons for food preservation;
c. explain the different ways of food preservation (drying, salting, freezing, and
processing); and
d. make your own preserved product by applying the principles and skills in food
preservation processing to be done at home.

G E TTING STA RTE D

Hello, dear student! Welcome to the second lesson of this course- Food Preservation!
This lesson will focus on the tools/utensils and equipment and their substitutes in food
preservation processing, the different food preservation methods (drying, salting, freezing,
and processing), and preserving food by applying the principles and skills of food
preservation processing to be done at home. Enjoy 

A CTIVITY

CARTOON ANALYSIS
Hi, dear student! Are you an avid cartoon character lover? Who is your
favorite cartoon character? Well, your activity today has something to do with
cartoons. All you need to do is study and analyze the still cartoon pictures on the
second-page and answer the following questions. I know you can do it! Are you
ready? Now, let us get started!

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Lesson 2 of Module 3 | 53

 Photo Credits: https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.dreamstime.com%2Fillustration%2Fcute-pickle.html&psig

A NA LY SIS

Hey student! Congratulations for finishing the activity. Right now, let us wrap up your experience
in the activity through answering the following questions:

1. What are the messages of the cartoon pictures from left to the right?
____________________________________________________________________________________________

____________________________________________________________________________________________.

2. Identify the cartoon’s symbols and notice how they are drawn.
____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________.

3. What are the similarities and differences between the two cartoon pictures depicted above?
____________________________________________________________________________________________

____________________________________________________________________________________________.

4. As the cartoon pictures emphasize, have you tried doing it at your home? If not, have your mother
did it? And if yes, what are the reasons why did you undergo that processing?
____________________________________________________________________________________________

____________________________________________________________________________________________.

5. To sum up, make a slogan that provokes the portrayed cartoon pictures in revealing the cultural
assumptions, prevailing moods, and even real insights about trends.
____________________________________________________________________________________________

____________________________________________________________________________________________.

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Lesson 2 of Module 3 | 54

 ABSTRACTION

TOOLS AND EQUIPMENT NEEDED

IN FOOD PRESERVATION
1. Knife is a cutting tool used in paring, peeling, and cutting food.

2. Mixing Bowl is used for placing and mixing

ingredients.

3. Tray is a rectangular, shallow container where ingredients are

placed during preparation.
4. Chopping Board is where food is placed when cut.

5. Colander is where vegetables and fruits are drained.

6. Glass Measuring Cup is used in measuring liquid ingredients.

7. Measuring Spoons are used for measuring ingredients in small

quantity.

8. Preserving Bottles it is where food to be preserved are placed.

9. Grater it used for grating fruits or vegetables.

10. Funnel is used for liquid in containers with small opening.

11. Strainer is used in straining food to remove lumps or drain food in

small quantity.

12. Weighing Scale is used to weigh required ingredients.

13. Hand Towel is used for wiping bottles and hands while working.
Photo Credits: All images were snipped from https://www.youtube.com/watch?v=8hqW_RUeTqQ

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Lesson 2 of Module 3 | 55

 ABSTRACTION

GUIDELINES AND REASONS

FOR FOOD PRESERVATION
Guidelines in Preserving Food
1. Use food in season.
2. Use properly sanitized and appropriate equipment.
3. Be clean and wear clean kitchen outfit.
4. Have all needed ingredients and equipment on hand before starting to work.
5. Select the best process and method for your product.
6. Be well organized, systematic, and quick while working.
7. Follow the recommended time and temperature in the recipe.
8. Seal the jars tightly, put proper labels, and store in a cool, dry place.
Food Preservation is the process of preparing food for future consumption by preventing
its spoilage.
Reasons in Preserving Food
1. To prevent spoilage.
2. To prevent wastage.
3. To retain the nutritive value, natural color and texture of the food.
4. To maintain the sanitary quality of food.
5. To contribute to better nutrition for the family.
6. To help increase family income with the excess products that can be preserved and
sold.
7. To help in the economic development of the country because the farmers are
encouraged to produce more for others.
8. To make food available throughout the year which may be used for events, like town
fiestas and other occasions.

FOOD PRESERVATION
PROCESSES
1. Freezing Food is the art of preparing, packaging, and
freezing foods at their peak of freshness. You can freeze most
fresh vegetables and fruits, meats and fish, breads and cakes,
and clear soups and casseroles. Freezing might be the easiest
method of food preservation.
The keys to freezing food are to make sure its absolutely
fresh, that you freeze it as quickly as possible, and that keep it
at a proper frozen temperature (0 degrees). Properly packaging
food in freezer paper or freezer containers prevents any
deterioration in its quality. Damage occurs with the dry air of a
freezer. Photo Credits: The image was snipped from https://www.youtube.com/watch?v=Fy40xDcgVjI

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Lesson 2 of Module 3 | 56

 ABSTRACTION

FOOD PRESERVATION
PROCESSES
2. Bottling and Canning are process or preserving food by
heating and then sealing it in an airtight container. The food is
boiled to kill microorganisms and then sealed to prevent other
microorganisms from getting in. It s the most popular method
of food preservation.
Canning has been around for many years since 1825.
People can store foods in can for a very long time. The food in
the can must be boiled to kill the bacteria and the can must be
sealed-can be either before or while the food is boiling. Once
you open the can, you have to refrigerate its contents because
bacteria will begin destroying the food.
3. Pickling is the method of saturating food into a solution
comprising of alt, alcohol, or acid. Food in vinegar or other
acids, makes it difficult for microorganisms to live. It can be
done with most food, like fruits, vegetables, legumes, eggs,
meats, and seafood. Commonly, pickled foods include onions,
soya beans and chilies.
Pickling in the past was widely used to preserved meat,
fruits and vegetables. Today, it is used to make pickles as
pickled cucumbers. Preservation qualities of vinegar and salt
are combined to produce pickles. And inhibits the growth of
bacteria.
4. Drying or Dehydrating is a process of exposing food to a
certain temperature enough o remove moisture but it will not
cook it. A lot of food is preserved by drying under the sun.
Drying remove most water from food. Most bacteria die or
become inactive when the food is dried.
It can be done with most food including vegetables,
fruits, grains, legumes, seafood, meats and nuts. It may be the
oldest method for food preservation. Raisins are dried grapes.
5. Salting is an age-old way of preserving food. The salt draws
out moisture and prevents microorganisms from growing In
this process, food such as fresh fish are gutted, washed and
coarse salt is rubbed into it.
Salting is a sub-classification of the drying technique.
The fundamental distinction is that salt is added to items, for
the most part, meat, and fish, to draw out dampness. This
brings down the microbes substance and makes food versatile
for later use. Photo Credits: The images were snipped from https://www.youtube.com/watch?v=Fy40xDcgVjI

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Lesson 2 of Module 3 | 57

 ABSTRACTION

FOOD PRESERVATION
PROCESSES
6. Smoking is the process of drying food with smoke for a
long period of time. This method is mainly used for fish, meat
and fruit such as banana. The drying effects of smoke and the
chemicals produced from the smoke help to preserved the
food.
Heat and smoke mix an exquisite flavor into fish, meat,
ham, and poultry. It can obstruct the growth of microorganism
that causes food spoilage. Smoking is a very efficient way of
food preservation, however, proper care must be done to
prevent contamination and food-related illness. Smoking, as a
method of food preservation, is most likely as old as cooking
with fire.
7. Root Cellaring
In its most essential frame, a root cellar is a dark, cool,
generally damp territory intended to support stockpiling
conditions suited to root crops. Today, it can be as complex as
a custom-built cold room, a detailed root basement with proper
ventilation, a kind of storage room with an electronic cooling
system or basically an area with shelving.
Root cellaring has been vitally important in various eras
and places for winter food supply. Although, present-day food
distribution systems and refrigeration have rendered root
cellars unnecessary for many people, they remain important for
many people who value self-sufficiency, whether by economic
necessity or by choice and for personal satisfaction.
8. Fermentation
Fermented food preservation is made through allowing
one kind of microorganism to interact n the food essence so it
can transform some of its elements into acids or alcohols.
Yeasts are used to ferment alcohol, while the lactic acid
bacteria are commonly used to most foods.

9. Jellying or Jamming is the process of preserving food

through cooking it in sugar until it thickens into a gel form
consistency. Fruits are generally preserved as jam or jelly, fruit
preserves or marmalade.

Photo Credits: The images were snipped from https://www.youtube.com/watch?v=Fy40xDcgVjI

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Lesson 2 of Module 3 | 58

 A P P L I C A T I O N

APPLICATION TIME !

Hey! You are almost done with this lesson. Let us now apply your knowledge of
the lesson discussed.
In this activity, you will make your own preserved product by applying the
principles and skills in food preservation processing to be done at home. You may
choose one process of preserving food. The food you will preserve is the most common
food found in your kitchen, garden, or farm, such as fruits, vegetables, legumes, fish,
meat, etc. You will take clear pictures and selfies before, during, and after you have
sealed your preserved product in a clean bottle with a tight cover on the top.
Make a label or packaging of your product using any available materials you
have at home. And in making your narrative report, put captions of every photo you
will attach indicating the procedures you do. For you to be guided, please see the
attached rubric found in Appendix E for grading your output.

CLOSURE

Congratulations, my dear! You have successfully finished the

second lesson of Module 3.
In this lesson, you were able to identify the tools/utensils and
equipment and their substitutes in food preservation processing
recognize the guidelines and reasons for food preservation, explain
the different ways of food preservation (drying, salting, freezing, and
processing), and make your own preserved product by applying the
principles and skills in food preservation processing to be done at
home.
Great job for completing this module!

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Lesson 2 of Module 3 | 59

 MODULE ASSESSEMENT

I. Essay Test Items

Instructions: Read each question carefully and answer comprehensively. Each question
must be answered in paragraph form with not less than 100 words. Refer to the rubric in Appendix
B.
1-10. How can a person’s knowledge and skills in using the sewing tools help in garment
construction?
__________________________________________________________________________________________

___________________________________________________________________________________________
11-20. Is an industrial sewing machine the same as a household sewing machine? State your
reasons.
__________________________________________________________________________________________

___________________________________________________________________________________________
21-30. Why do some products have shorter life cycle than others? State your reasons.
__________________________________________________________________________________________

___________________________________________________________________________________________

_
31-40. How do manufacturers main consumer interest in their food products?
__________________________________________________________________________________________

__________________________________________________________________________________________

II. Output-Based Items

Instructions: Make a video portfolio of your household linen’s project plan and your own-
made preserved product with packaging. This output is worth of 100 points. Please refer to the
rubric below in grading your output.
CRITERIA EXCELLENT GOOD FAIR NEEDS
(25-21) (20- 16) (15-10) IMPROVEMENT
(9-0)

CONTENT It covers all the topic It includes basic It includes essential The content includes
in depth with details knowledge about the information about the minor details and it
and examples. The topic. The content topic, but it has 1-2 has several mistakes
knowledge of the seems to be good. mistakes in the facts. in the facts.
topic is excellent.
ORIGINALITY The output shows The output shows The output uses He/ She uses ideas
great originality. The certain originality. It ideas from other from other people
ideas are creative shows the use of new people (quoting without quoting them.
and witty. ideas and them), but there is a
shrewdness. little evidence of
original ideas.
VIDEOGRAPHY- A lot of different shots Several (3-4) and One or two different Little effort has been
INTEREST camera angles, different shots, shots, camera angles, made to provide
sound effects, and an camera angles, sound effects, and / variety to the video.
adequate use of sound effects and / or or an adequate use of
zooming providing adequate use of zooming providing
variety in the video. zooming providing variety in the video
variety in the video.
VIDEOGRAPHY- The overall quality of Most of the quality of The quality of the The quality of the
CLARITY the video and the the video and the video is not very good video and the focus
focus were excellent. focus were excellent. but the overall focus are not very good.
was excellent.
Total Score
Feedback/s
Name of
Assessor/Date

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Lesson 2 of Module 3 | 60

 MODULE SUMMARY
Hello, my dear student! It has been a long journey exploring through this module. Now,
you are about to close this module and learn new lesson as you go on through this book. Further,
I will take this opportunity to wrap up all the lesson we have learn. These are some important
highlights in this module:
 Patterns are important making sewing projects. Pattern drafting is the process of creating a
pattern by taking measurements from a person. Household linens are items made of cloth
such as tablecloths, sheets, and pillowcases that are used at home.
 Tips to Keep the Tools and Equipment’s in Longer Use: Keep in a storage box when not in
use, place the pins and the needles in the pin cushion, oil the scissors especially the screw to
prevent rust and have them sharpened regularly, arrange threads neatly, fold the tape
measure, make an inventory of your materials, tools, and equipment, be sure your hands are
clean and dry before starting to sew, and use handkerchief or face towel to wipe your sweat.
 Guidelines in Preserving Food are: Use food in season, use properly sanitized and
appropriate equipment, be clean and wear clean kitchen outfit, have all needed ingredients
and equipment on hand before starting to work, select the best process and method for your
product, be well organized, systematic, and quick while working, follow the recommended
time and temperature in the recipe, seal the jars tightly, put proper labels, and store in a cool,
dry place.

REFERENCES

Boris, R. (2020). QUARTER III - EPP VI Sewing of Household Linens. Retrieved from
https://www.youtube.com/watch?v=93srtU6gy9A on November 13, 2020.
EZ Link (2019). TLE 6 - Unit 2 - Lesson 4 - Tools and Materials in Sewing (LM). Retrieved from
https://www.youtube.com/watch?v=ZwsytcpCUHc on November 13, 2020.
EZ Link (2019). TLE 6 H.E. - Pattern Drafting and Cutting Fabric for Household Linens
(TLE6HE -d-8). Retrieved from https://www.youtube.com/watch?v=-FCwMBIUIWc
November 13. 2020.
EZ Link (2019). TLE 6 - H.E. Tools, Utensils and Equipment in Food Preservation (TLE6HE-0g-
11). Retrieved from https://www.youtube.com/watch?v=8hqW_RUeTqQ on November 14,
2020.
EZ Link (2019). TLE 6 - H.E. Processes in Each of the Food Preservation (TLE6 HE-0f-10).
Retrieved from https://www.youtube.com/watch?v=Fy40xDcgVjI on November 13, 2020.
EZ Link (2019). TLE 6 H.E. - Project Plan For Household Linen (TLE6HE-0c-6). Retrieved from
https://www.youtube.com/watch?v=1Q34962OxgM on January 08, 2021.

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Lesson 2 of Module 3 | 61

 MODULE
INDUSTRIAL ARTS
Each day our world becomes more mechanized and technical with the
invention and production of more labor-saving devices. The 21st-century economy
depends on a diverse array of talents and occupations. The work of electricians,
4
mechanics, carpenters, welders, and builders is essential to a functioning society.
Industrial Arts is that phase of education that offers individuals an insight into our
industrial society through laboratory-classroom experiences. Through industrial
arts, it provide experiences that develop necessary skills and knowledge common to
many occupations and professions.
This module will enable you to
understand that the materials and products
MODULE
that contribute to everyday living comforts are CONTENTS
the result of man’s inquiring mind and man’s
ability to solve industrial and technological
problems. Also, acquire insights into various LESSON 1:
technical and trade areas and its place in our
culture, learn experiences to carry value in job
Enhancing/
situations, consumer knowledge, or possibly Decorating Products
in-home maintenance, discover talents in the
technical fields and applied sciences, grow
with technical problem-solving skills related LESSON 2:
to materials and processes and to develop in
each student a measure of skill in the use of
Recycling of Waste
the common tools and machines. Materials
Intended Learning Outcomes
At the end of Module 4, you should be able to:
a. identify the effects of innovative finishing materials and creative accessories
on the marketability of products;
b. discuss the principles of “Five S”;
c. explain the process and the importance of recycling;
d. demonstrate creativity and innovativeness in enhancing/decorating
bamboo/wood/metal product; and
e. create a product or output from trash to cash.

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 LESSON
“We design our world, while our
1 DECORATING
PRODUCTS
world acts back on us and designs
us.”
- Anne-Marie Willis

TIME FRAME
Week 11 of Midterm Coverage

TAKE THE CHALLENGE!

In this lesson, challenge yourself to:

a. identify the effects of innovative finishing materials and creative accessories on the
marketability of products;
b. discuss the importance and methods of enhancing/decorating bamboo, wood, and
metal products; and
c. demonstrate creativity and innovativeness in enhancing/decorating
bamboo/wood/metal product.

G E TTING STA RTE D

Hello, dear student! Welcome to the second lesson of this course- Decorating and
Enhancing Products! This lesson will focus on the effects of innovative finishing materials
and creative accessories on the marketability of products, importance and methods of
enhancing/decorating bamboo, wood, and metal products, and make an enhanced
bamboo/wood/metal product and through sketching, shading, and outlining. Enjoy 

A CTIVITY

PICTURE GALLERY EXHIBIT

Hi, dear student! Do you love pictures or photography? Are you patriotic who love
our owned native products from rattan, wood, bamboo, etc.? Have you been to a gallery? If
not, well, our activity today will bring you to the world of artistry and craftsmanship and
will promote our country’s best native products. All you need to do is see the details and
observe keenly from the finished products and answer the following questions. I know you
can do it! Are you ready? Now, let us get started!

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Lesson 1 of Module 4 | 63

Photo Credits: The images were snipped from https://www.youtube.com/watch?v=vcmYX4qTbUg

A NA LY SIS

Hey student! Congratulations for finishing the activity. Right now, let us wrap up your experience
in the activity through answering the following questions:

1. What is your overall impression of the picture gallery exhibit?

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________.

2. How do you find or describe the products?

____________________________________________________________________________________________

____________________________________________________________________________________________

____________________________________________________________________________________________.

3. Why do you think it is necessary to promote our country’s native products? And how will you
contribute to the campaign of “Filipino First”?
____________________________________________________________________________________________

____________________________________________________________________________________________.

____________________________________________________________________________________________.

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Lesson 1 of Module 4 | 64

 ABSTRACTION

WORS TO STUDY
1. Enhance- intensify, increase or further improve the quality, value and
attractiveness
2. Decorate- beautify and make something look more attractive by adding
extra items or images
3. Market Trends- a tendency of a financial market to move in a particular
direction over time; changes and developments in buying and selling in the
market
4. Innovative- something new, creative
5. Marketability-the ability of a commodity to be sold or marketed
6. Accessories-things which can be added to something else in order to make
it more useful, versatile, or attractive
7. Pressure-the physical force exerted on an object
8. Splint- a broken in wood

METHODS IN
ENHANCING/DECORATING
PRODUCTS
Woodcraft and bamboo craft can be enhanced using a variety of methods and techniques.
These include:
1. Sketching is a freehand drawing on the surface of the product. By using your creativity and
imagination in the application of different colors, you can create a beautiful and attractive
design on a product.
2. Shading is creating shade of lights and dark patterns in a composition or design thus,
creating illusions of space and distance. This can be done through the proper use of colors of
different hues, values and intensity.
3. Outlining is a drawing in which only the contours of a product are seen, thus emphasizing
the shape of a design.
4. Carving is forming a design by cutting. Carving wood is one of the processes involved in
woodworking. The tool commonly used in carving is the chisel. Use mallet in driving the
chisel. This will prevent damage to the chisel’s handle.
5. Smoothening is the process of removing lint and rough edges on wood. This gives the
surface of the wood a very fine texture.
Tools used for smoothening are:
1. Sandpaper comes in varying textures from rough to fine.
These are usually numbered;
a. 60 to 150 are rough
b. 250 to 1000 are smooth
Steps in using a sandpaper: Photo Credits: https://www.google.com/url?
1. After using the hand plane, check if there are holes and cracks on the wood.
2. Put filling in the holes and cracks. Allow to dry.
3. Prepare a small piece of wood and wrap the sandpaper around the wood.
4. Position the wood with sandpaper on the surface of the wood to be smoothened. Hold
the sides firmly with your hand, then move the sandpaper back and forth.

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Lesson 1 of Module 4 | 65

 ABSTRACTION

METHODS IN
ENHANCING/DECORATING
PRODUCTS
2. Hand Plane is a rectangular wooden device measuring
approximately 8 in. and 2 in. It has a carved part t the center where
the metal blade is usually inserted and screwed to keep it in place.
Steps in using a hand plane:
1. Clear the surface of the wood.
2. Position your wood before planning.
3. Adjust the blade of your and plane according to the thickness of the wood.
4. Position your hand plane by holding it firmly on both sides of the handle of the plane.
5. Move the hand plane in a straight direction, giving it a firm but gentle push forward.
6. Plane evenly throughout.
7. Once in a while, check if the surface is evenly planed and if it is smooth enough.
8. Repeat if necessary.
9. Always follow the direction of the grain of the wood so as not to damage the blade of
the hand plane.
7. Finishing is the process of applying materials like paint, varnish and coloring materials to
improve the appearance of the project.
a. Painting
Painting Procedures:
1. Prepare the type of paint you will use.
2. Stir the paint to attain the proper mixture. Use thinner if needed.
3. Use the right size of brush in applying the paint.
4. Let the first coating of paint dry thoroughly before applying the second coating to
achieve an even finish.
5. Re-apply paint until you achieve the desired finish.
6. Let it dry in open air.
7. Clean all brushes after use.
b. Varnishing
Types of varnish are lacquer and plastic.
Steps in Varnishing:
1. Preparation of project to be varnished.
2. Choice of varnish to be applied.
8. Woodturning is the process of using a lathe to make various forms and shapes of wood. A lathe
is a machine tool that rotates a workpiece about an axis of rotation to perform various operations
such as cutting, sanding, knurling, drilling, deformation, facing and turning with tools.
9. Pyrography is considered an art using a fire or heat to decorate wood or leather.
10. Flocking Technique is a decoration process that enhances the way a wide variety of products
are experienced by making ordinary surfaces seem far more magical and special and depositing
millions of little individual cut fiber particles onto the surface of n article for the purpose of
increasing the tactile sensation and aesthetics.
Photo Credits: https://www.google.com/url?

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Lesson 1 of Module 4 | 66

 ABSTRACTION

11. Inlaying combines several techniques that involve inserting decorative pieces into a base
object to incorporate new designs on the original product.
12. Gilding is considered as decorative technique in which powder is applied on wood or other
materials to give a thin coating gold. Methods of this technique include gluing, chemical
gilding, and electroplating.
13. Staining is used to color wood to give an illusion of texture. This may come into two
varieties: pigment-based stain (color large pores of the wood) and dye-based stain (color small
pores of the wood).

METALCRAFT ENHANCING
TECHNIQUES
The following are some techniques used to enhance or add design elements on metal
products:
1. Engraving is a method of transferring design on metal using a hardened steel called burin
or graver to cut into surface of the metal.
2. Etching is a process used to make designs or pictures on a metal plate by using acid that
produces corrosive action. In modern manufacturing, strong chemicals are used on other
types of material.
3. Metal Enhancing Media such as paints, copic markers, and antiquing kits give color to
the metal product. Metal paints may be applied using a brush or spray.
4. Texturing and Embossing in this technique you will need hammers, metal stamps,
stencils, and other material. Though there are new technologies used to emboss a metal
with different textures, a hammer and nail can still be used to create your own design.

IMPORTANCE OF
ENHANCING/DECORATING
PRODUCTS
1. Finished products ted to be more saleable to customers when enhanced and decorated.
2. Enhanced and decorated finished products help maintain their durability to harsh
elements.
3. Finished products that are enhanced or decorated beautify the product itself.

You may watch and learn the video on the YouTube link below for clearer
understanding on how to enhance and decorate bamboo, wood and metal
products.
1. https://www.youtube.com/watch?v=KS-jehITFno&t=87s
2. https://www.youtube.com/watch?v=im_XNIvIXtQ
3. https://www.youtube.com/watch?v=GmOWd4j3aJI&t=40s
4. https://www.youtube.com/watch?v=UVYXbqnahHs

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Lesson 1 of Module 4 | 67

 A P P L I C A T I O N

APPLICATION TIME !

Hey! You are almost done with this lesson. Let us now apply your
knowledge of the lesson discussed.
In this activity, you will make your own decorated and enhanced
bamboo/wood/metal output using the different methods and techniques in
decorating/improving finished products. Make a narrative report with a clear
photo of your finished decorated product. For you to be guided, please see the
attached rubric found in Appendix F for grading your output.

CLOSURE

Congratulations, my dear! You have successfully finished the

first lesson of Module 4.
In this lesson, you were able to identify the effects of
innovative finishing materials and creative accessories on the
marketability of products, discuss the importance and methods of
enhancing/decorating bamboo, wood, and metal products, and
demonstrate creativity and innovativeness in
enhancing/decorating bamboo/wood/metal product.
In the second lesson of this module, you will learn about
recycling of waste products.

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Lesson 1 of Module 4 | 68

 LESSON
“Rethink, Refuse, Reduce,
2 RECYCLING
OF WASTE
Reuse, Repurpose, Recycle, Rot.”
- GreenConscience.de
MATERIALS
TIME FRAME
Week 13 of Final Coverage

TAKE THE CHALLENGE!

In this lesson, challenge yourself to:

a. identify recyclable products/waste materials;
b. discuss the principles of “Five S”; and
c. explain the process and the importance of recycling; and
d. create a product or output from trash to cash.

G E TTING STA RTE D

Hello, dear student! Welcome to the second lesson of this course- Recycling Waste
Materials ! This lesson will focus on the recyclable products/waste materials, the
principles of “Five S”, the process and the importance of recycling, and create a product
or output from trash to cash. Enjoy 

A CTIVITY

EDITORIAL CARICATURE EXPOSE

Hi, dear student! Are you an active social media user? Have you tried to scroll up
and down many times? I know for sure that you have already seen the pictures depicted on
the second page that resembles the four-pics-one-word game as one of your mobile
applications. All you need to do is analyze and apprehend every detail of the editorial
caricatures and answer the following questions. I know you can do it! Are you ready? Now,
let us get started!

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Lesson 2 of Module 4 | 69

 Photo Credits: Images were snipped from https://www.google.com/imgres?imgurl=https://durianburgdavao.files.wordpress.com/2011/07/69th-cartoon.jpg?w%3D640&
imgrefurl=https://durianburg davao.com/2011/07/13/the-durian-post-weekly-no-69-editorial-and-editorial-cartoon

ANALYSIS

Hey student! Congratulations for finishing the activity. Right now, let us wrap up your
experience in the activity through answering the following questions:

1. What are your sentiments after analyzing the editorial caricatures?

____________________________________________________________________________________________

____________________________________________________________________________________________.

2. As a student, how will you use assessments to monitor and adapt your waste management
program?
____________________________________________________________________________________________

____________________________________________________________________________________________.

3. What are waste management services does your locality provide?

____________________________________________________________________________________________

____________________________________________________________________________________________.

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Lesson 2 of Module 4 | 70

 ABSTRACTION

RECYCLABLE
PRODUCTS OR WASTE
MATERIALS
Recycling is an excellent way of saving energy and conserving the
environment. Many things thrown away can be recycled and turned into
new products.
Here are some materials that can be recycled:
1. Wood
There are many products that can be produced from recycled wood
like chair, garden accessories, wooden floor, garden decks, etc.
2. Metal
Aside from wood, metals are highly saleable in junk shops. Companies buy used cans to
be recycled into metal packaging like canned goods, drinks, cooking utensils, home
accessories, and furniture.
3. Paper
Examples of projects that are made from recycled paper are papier-mache, paper
flowers, gift wrappers, paper bag or purse, journals or memo pad, jewelry box, paper beads,
photo frame and paper basket.
4. Plastic
There are many ways of reusing or recycling plastics. It can be made into water and plant
containers, desk organizers, garden lamps, etc. This is the easiest waste material to recycle.
5. Glass
There are many projects that can be produced out of used glass containers and bottles.
Examples of theses are glass bottle sand art, vases, organizers, container for condiments for the
interior and exterior part of the house.
Waste Management is a serious matter that needs serious attention and active
participation of every individual. Effective waste management helps address many
environmental issues and also opens opportunities for earning additional income.
Materials no longer in use can be sold to recycling shops for extra income. Re-design old
materials into reusable new products. Government and non-government agencies around the
world have been joining hands to institute programs to address the global problem on waste,
and its worsening effect to the environment. Individuals living within the community should
contribute their share in waste management efforts.

Photo Credits: Images were snipped from https://www.youtube.com/watch?v=mc4x35Bn4oc

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Lesson 2 of Module 4 | 71

 ABSTRACTION

5S OF WASTE
MANAGEMENT
5S is a Japanese method or system of organizing things
in the workplace, and can also be applied to waste
management. 5S means: Seiri (sort), Seiton (shine), Seisou
(straighten), Seiketsou (standardize) and Shitsuke (sustain). 5S
is a systematized approach to organize work areas, keep rules
and standards and maintain the discipline needed to do a job. It
utilizes workplace organization and work simplification
techniques to make work easier, faster, cheaper, safer and more
effective. The practice of 5S develops positive attitude among
workers and cultivates an environment of efficiency,
effectiveness and economy. Photo Credits: https://www.google.com/url?sa=i&url=https%3A%2F%2Fwww.i4pd.co.uk%2Fnews
%2F2020%2Fmarch%2Fwhat-does-marie-kondo-have-to-do-with-5s-or-lean-manufacturing%2F&psig
5S Objective is to organize a space, sort, ad store items efficiently and effectively so that
things are easy to find when they are needed. 5S methodology is a systematic approach to
workplace organization, aimed at improving the efficiency and effectiveness of the company.
The purpose of 5S is to make a workplace function better by making it an easier place to
work. This occurs by making spaces make sense: tools and materials are placed in logical
locations based on who needs them, how frequently they’re needed, etc. Spaces are cleaned
regularly. Cleaning and organization become habits. When used correctly, 5S ultimately makes
processes safer and more efficient.
The benefits of 5s are productivity, quality, safety, waste and morale. Other benefits of 5S
are: improves creativity of people, improve communication among people, improves human
relations among people, improves teamwork among people, improvs comradeship among people
and give vitality to people.
1. Seiri (Sorting)
This involves distinguishingg things or items in the work area and eliminating the
unnecessary items. Remove unnecessary items and dispose them properly. Make work easy by
eliminating obstacles. Provide no chance of being disturbed with unnecessary items. Eliminate
the need to take care of unnecessary items. Prevent accumulation of unnecessary items.
Some seiri practices are: sorting and evaluation criteria, disposal tags, designated storage
area, akafuda operation and material list.
2. Seiton (Straightening or set in order)
This concerns the use of efficient and effective storage methods to arrange items in the
work area. This may be done once the sorting is achieved. Arrange necessary items in good order
so that they can be easily picked up for use. Prevent loss and waste of time. Easy to find and pick
up necessary items. Ensure first-come-first-served basis. Make work flow smooth and easy.
Some seiton practices are: place goods in wider frontage along passages, store goods for
first-in-first-out retrieval, have a fixed location for everything, label items and their locations
systematically, mark everything, separate special tools from common ones, put frequently-used
items nearer to the user, and make things visible to reduce searching time, and organize by color.

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Lesson 2 of Module 4 | 72

 ABSTRACTION

5S OF WASTE
MANAGEMENT
3. Seiso (Shine or systematic cleaning)
Once the clutter has been arranged and organized, clean the area. Clean every now and
then to maintain order in the work area. Clean your workplace completely. Easy to check
abnormality. Prevent machinery and equipment from deterioration. Keep the world safe and easy
to work.
Some seiso practices are: big seiso (clean-up) day, 3-5 minutes cleaning daily, assign
owner to each machine, combine cleaning with inspection, make daily maintenance point clear by
providing visible instructions, provide necessary tools for critical points of cleaning and prevent
causes of dust and dirt.
4. Seiketsu (Standardizing)
Once the first three steps are completed, you may now standardize the method or procedure
used. You may create visual cues such as signs, checklists that you need for making sure to
successfully implement the cleaning of the work area. Maintain high standards or housekeeping
and workplace organization at all times. Maintain cleanliness and orderliness. Prevent mis-
operation. Make it easy to find out abnormality. Standardize good practices.
Some seiketsu practices are: visual control signs, color coding, fool proofing, responsibility
labels, wire management, inspection marks, maintenance labels, prevention of dust, dirt, noise
and vibration, and one-point lesson.
5. Shitsuke (Sustaining)
Make sure that you maintain regular sorting, straightening, and cleaning. Do things
spontaneously without being told or ordered. Maintain cleanliness and orderliness. Prevent mis-
operation. Make it easy to find out abnormality. Standardize good practices.
Some shitsuke practices are: wah hands after going to the toilet, wash hands before and
after meals, eat and smoke at designated areas, keep workplace always clean and tidy, wear clean
uniform and shoes, observe proper office decorum, follow safely rules, put things back in their
proper place after use, and work according to standards.
The principles of 5S can be applied to facilitate waste management efforts at home,
classroom, workplace and community.

Photo Credits: Images were snipped from https://www.youtube.com/watch?v=mc4x35Bn4oc

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Lesson 2 of Module 4 | 73

 A P P L I C A T I O N

APPLICATION TIME !

Hey! You are almost done with this lesson. Let us now apply your
knowledge of the lesson discussed.
In this activity, you will make and exhibit your trash to cash recycled
output, whether from wood, metal, paper, plastic, and glass, by posting it on your
personal Facebook account with a persuasive caption in promoting the 5S of
waste management. This output is worth 30 points For you to be guided, please
see the attached rubric found in Appendix E for grading your output. For offline
modality, make a narrative report of your output with complete picture. This
output is worth 30 points. For you to be guided, please see the attached rubric
found in Appendix E for grading your output.

CLOSURE

Congratulations, my dear! You have successfully finished the

second lesson of Module 4.
In this lesson, you were able to identify recyclable
products/waste materials, discuss the principles of “Five S”,
explain the process and the importance of recycling, and create a
product or output from trash to cash.

Great job for completing this module!

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Lesson 2 of Module 4 | 74

 MODULE ASSESSEMENT

I. Essay Test Items

Instructions: Read each question carefully and answer comprehensively. Each question
must be answered in paragraph form with not less than 100 words. Refer to the rubric in
Appendix B.
1. With the challenge of globalization worldwide, how can local products be more competitive
in the market?
__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________.
2. As a student, how can you contribute to the proper waste management?
__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________.
3. Do you think this Japanese methodology in waste management can be applied here fully in the
Philippines? Why?
__________________________________________________________________________________________
_
__________________________________________________________________________________________

__________________________________________________________________________________________.

II. Output-Based Item

Instructions: Make a poster with a slogan about recycling and the 5S waste management
in a short bond paper using any art medium. For you to be guided, please refer to the rubric in
Appendix G.

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Lesson 2 of Module 4 | 75

 MODULE SUMMARY

Hello, my dear student! It has been a long journey exploring through this module. Now,
you are about to close this module and learn new lesson as you go on through this book. Further,
I will take this opportunity to wrap up all the lesson we have learn. These are some important
highlights in this module:
 Woodcraft and bamboo craft can be enhanced using a variety of methods and techniques.
These include sketching, shading, outlining, hand carving, smoothening, finishing,
woodturning, pyrography, flocking technique, inlaying, gilding and staining.
 Flocking Technique is a decoration process that enhances the way a wide variety of products
are experienced by making ordinary surfaces seem far more magical and special and
depositing millions of little individual cut fiber particles onto the surface of n article for the
purpose of increasing the tactile sensation and aesthetics.
 Recycling is an excellent way of saving energy and conserving the environment. Many
things thrown away can be recycled and turned into new products.
 5S is a Japanese method or system of organizing things in the workplace, and can also be
applied to waste management. 5S means: Seiri (sort), Seiton (shine), Seisou (straighten),
Seiketsou (standardize) and Shitsuke (sustain). 5S is a systematized approach to organize
work areas, keep rules and standards and maintain the discipline needed to do a job.

REFERENCES
EZ Link (2020). TLE 6 I.A. - Recycling Waste Materials. Retrieved from
https://www.youtube.com/watch?v=h500t6hUW6Q on November 20, 2020.
EZ Link (2020). TLE 6 I.A. - Principles of 5S. Retrieved from
https://www.youtube.com/watch?v=PT4N5rLoFDY&t=677s on November 20, 2020.
EZ Link (2020). TLE 6 I.A. - Principles Of Straightening ( Seiton ). Retrieved from
https://www.youtube.com/watch?v=XmIoo6k2k9s&t=27s on January 13, 2021.
EZ Link (2019). TLE 6 I.A. - Enhancing/ Decorating Finished Products. Retrieved from
https://www.youtube.com/watch?v=vcmYX4qTbUg on November 14, 2020.
EZ Link (2019). TLE 6 I.A. - Importance and Methods of Enhancing Bamboo, Wood and Metal
Products. Retrieved from https://www.youtube.com/watch?v=KS-jehITFno on November 14,
2020.
EZ Link (2018). TLE 6 Quarter 3 Week 1 Enhancing and Decorating Finished Products. Retrieved f
rom https://www.youtube.com/watch?v=5J_hfca-1DU on November 14, 2020.
Iken Edu (2015). Importance Of Waste Management & Recycling. Retrieved from
https://www.youtube.com/watch?v=mc4x35Bn4oc on January 12, 2021.

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Lesson 2 of Module 4 | 76

 MODULE
AGRICULTURE &
FISHERY ARTS
One of the component areas of TLE is Agri-fishery Arts or Agriculture and
5
Fishery Arts. At the Agriculture and Fishery Arts, you can familiarize yourself with
the production industries of horticulture, animal production, crop production,
slaughtering operations, and pest management. You can also dive deep into the field
of aquaculture and learn about fish production, fish wharf operation, and food
processing.
This module aims to ensure that you are
well-informed and well-prepared with the
necessary skills and knowledge about agri-
MODULE
fishery and enhance your business CONTENTS
management skills as potential to be an
entrepreneur with excellent behavior
entrepreneurial competencies. The LESSON 1:
Philippines is a tropical country where trees
and plants quickly grow and take care of
Propagating Trees
livestock in the backyard. Applying the and Fruit Trees
knowledge in Agri-fishery Arts can increase
food products like fish, meat, and egg, or
different vegetables that give nutrients to our LESSON 2:
body. It can protect our environment by Animal and Fish
planting trees, increasing income, and
providing better livelihood. Raising
Intended Learning Outcomes
At the end of Module 5, you should be able to:
a. identify the systematic and scientific processes of propagating trees;
b. explain the benefits derived from planting trees to families and communities;
c. discuss the proper ways to care in raising animal and fish as an alternative
for family income;
d. appreciate stories of successful entrepreneurs in animal/fish raising; and
e. create a family project plan for animal/fish raising and make a layout design
of an orchard garden.

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 LESSON
“When we plant trees, we
plant the seeds of peace and seeds
1 TREES AND
FRUIT TREES
PROPAGATION
of hope.”
- Wangari Maathai

TIME FRAME
Week 14 of Final Coverage

TAKE THE CHALLENGE!

In this lesson, challenge yourself to:

a. identify the systematic and scientific processes of propagating trees and fruit-bearing
trees;
b. discuss the importance of planting and propagating trees and fruit-bearing trees;
c. explain the benefits derived from planting trees and fruit-bearing trees to families and
communities; and
d. make a layout design of an orchard garden.

G E TTING STA RTE D

Hello, dear student! Welcome to the second lesson of this course- Propagating Trees
and Fruit Trees! This lesson will focus on the importance of planting and propagating
trees and fruit-bearing, benefits derived from planting trees and fruit-bearing trees to
families and communities, systematic and scientific ways of caring orchard trees/
seedlings such as watering, cultivating, preparing, and applying organic fertilizer, and
making a layout design of an orchard garden . Enjoy 

A CTIVITY

POEM READING
Hi, dear student! Do you have trees or fruit-bearing trees in your backyard or farm?
What is the name of those trees? Isn’t it acacia, narra, tindalo, mango, avocado, graviola, etc.? I
know for sure that you love tying a hammock and sleep under the shade of the tree or reading
books, chatting and sitting under the tree. Your activity today is related to the poem written by
Joyce Kilmer entitled Trees. All you need to do is read and analyze every stanza of the poem
and answer the following questions. I know you can do it! Are you ready? Now, let us get
started!

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Lesson 1 of Module 5 | 78

Photo Credits: https://www.google.com/imgres?imgurl=https%3A%2F%2Fst2.depositphotos.com_56876431-stock-illustration-tree.jpg

TREES
By Joyce Kilmer (1886-1918)

I think that I shall never see,

A poem lovely as a tree.
A tree whose hungry mouth is pressed,
Against the sweet earth's flowing breast;

A tree that looks at God all day,

And lifts her leafy arms to pray;
A tree that may in summer wear,
A nest of robins in her hair;

Upon whose bosom snow has lain;

Who intimately lives with rain.
Poems are made by fools like me,
But only God can make a tree.

ANALYSIS

Hey student! Congratulations for finishing the activity. Right now, let us wrap up your
experience in the activity through answering the following questions:

1. Do you have experience sitting under the shade of a tree? What does it feel?
____________________________________________________________________________________________

____________________________________________________________________________________________.

2. What is the message of the poem, tree in respect of nature conservation? How will you respond to
it?
____________________________________________________________________________________________

____________________________________________________________________________________________.

3. How does the poem indirectly instruct us to work for afforestation?

____________________________________________________________________________________________

____________________________________________________________________________________________.

4. What would our world look like without trees?

____________________________________________________________________________________________

____________________________________________________________________________________________.

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Lesson 1 of Module 5 | 79

 ABSTRACTION

IMPORTANCE & BENEFITS

OF PROPAGATING TREES
Planting and growing ornamental plants and vegetables
have many benefits and contributions for the family and the
community.
The importance of planting trees are:
1. A good hobby and leisure time activity.
2. Valuable to the family and the community for the many
products it can give.
Photo Credits: https://www.google.com/imgres?imgurl=https
a. Major sources of food such as fruits and nuts. %3A%2F%2Fi-mom.unimedias.fr%

b. Wood from trees is also a major source of fuel for heating and cooking.
c. The construction materials like plywood and plyboard, and the production of paper and
pulp are also from wood.
d. Chemical products such as resin, rubber, and turpentine also comes from wood.
3. Trees give us shade against sunlight and their roots help in controlling the flow of rain and
prevent flooding by absorbing rainwater.
4. The woods that came from the trees are used for shelter, transportation, and other
decorative purposes.
Other benefits we can get from trees
1. Fruits and nuts are good sources of carbohydrates (sugar and starch), fiber, vitamins, and
minerals.
2. Trees promote soil stability by protecting the soil from erosion and prevent floods.
3. Trees reduce destruction to homes and agricultural crops by serving as windbreakers during
typhoons and storms.
4. Trees improve the atmosphere of a place by giving a feeling of freshness and coolness,
reducing temperature, and decreasing pollution in congested urban areas.
5. Trees provide shade to houses, streets, parks, and makes playgrounds attractive.
6. Trees contribute to beautiful landscapes in the city and countryside.
7. Trees help maintain high quality water supply.
8. Trees serve as valuable habitat for wildlife animals.
SELF-CHECK!
Put a checkmark to the practice/s as frequently you are doing it, whether always, sometimes,
or never.
Practices Always Sometimes Never
1. I enjoy going to places and playground with plenty of
trees.
2. I help plant trees at home and a school.
3. I feel that planting seedlings of trees, even in the pots and
cans is a worthwhile activity.

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Lesson 1 of Module 5 | 80

 ABSTRACTION

Practices Always Sometimes Never

4. I join in beatifying our neighborhood by planting
tress/plants.
5. I help cut down a tree at home because it was growing
out place.
6. I join tree planting activity in school because it is one of
our course requirements.
7. I help conserve trees by encouraging others to plant.
8. I help preserve our surrounding by telling others not to
cut trees.
9. I think trees help us so we should conserve them by
taking care of them.
10. I take acre of my small garden at home because this is
one way of caring for the trees.

SCIENTIFIC PROCESSES OF
PROPAGATING TREES AND
FRUIT-TREES
1. Marcotting or Air Layering induces the stem to develop roots while it is still growing to the
mother plant.
Steps in Marcotting
a. Select a healthy branch.
b. remove a ring-like layer of soft bark about 2 to 3 inches long or until you reach the bark
about 2 to 3 inches long or until you reach the hard, wood layer.
c. Apply sphagnum moss around the cut surface.
d. Cover securely with a piece of plastic sheet.
e. Tie both ends to prevent drying of the rooting medium and keep it moist.
f. Cut the marcotted part just below the ball of sphagnum moss when sufficient roots
develop.
g. Remove some leaves to further induce root development.
h. Place the potted in a cool and shady place.
2. Grafting is a plant propagation method that involves inserting a scion into a stock so hat
they will form a union and grow together.
Steps in Grafting
a. Preparing the Stock. Start at the cur surface of the rootstock and make a vertical slit
through the bark where each scion can be inserted (2 inches long and spaced 1 inch apart).

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Lesson 1 of Module 5 | 81

 ABSTRACTION

SCIENTIFIC PROCESSES OF
PROPAGATING TREES AND
FRUIT-TREES
b. Preparing the Scion. Since multiple scions are usually inserted around the cut surface of
the rootstock, prepare several scions for each graft. Cut the base of each scion to a 11/2 to
2 inch tapered wedge on one side only.
c. Inserting the Scion. Loosen the bark slightly and insert the scion so that the wedge-
shaped tapered surface of the scion is against the exposed wood under the flap or bark.
Push the scion firmly down into place behind the flap f bark, replace the bark flap, and nail
the scion in place by driving one or two wire brads through the bark and scion into the
rootstock. Insert a scion every 3 to 4 inches around the cut perimeter of the rootstock.
d. Securing the Graft. Seal all exposed surfaces with grafting wax or grafting paint. Once
the scions have begun to grow, leave only the most vigorous one in each stub; prune out all
the others. Bark rafts tend to form weak unions and therefore usually require staking or
support during the first few years.
3. Budding is the process of transferring the lateral bud taken from the scion to the stock of
the same family.
Steps in Budding
a. Cut bud sticks from strong shoots of the present season’s growth with mature buds that
are slightly brownish in color.
b. Clip off the leaves from the bud sticks, leaving ½ ich of the leafstalk for a handle.
c. Discard the soft tips of the bud sticks.
d. Choose branches from the rootstock that are the size of a lead pencil up to ½ inch
diameter. Lager branches have too thick a bark for this method to work.
e. On the rootstock, about 15 or more inches from the trunk, make a T-cut across the bark.
f. With a knife blade, lift the corners and carefully loosen the bark.
g. Cut a bud from the bud stick which includes a thin piece of attached wood.
h. Slide the bud under the flaps of the bark on the rootstock until the ends are firmly unite.
Using electrical tape, tie the bud to the rootstock.
i. The next year, cut the rootstock off above the graft when the bud starts growing.
j. remove any shoots below the graft.
k. The second year, remove all growth from the tree except the bud grafted shoots.
4. Layering is a process wherein an uncut branch or a shoot touches the ground or soil,
develops roots and becomes an independent plant.
5. Inarching is a process where the scion is united with its rootstock. This is done by selecting
a growing rootstock and fitting it with a branch that will be grafted by means of longitudinal
cut.

You may watch and learn the video on the YouTube links below for
clearer understanding on the scientific processes of propagating trees.
1. https://www.youtube.com/watch?v=lKiaItdqnPQ
2. https://www.youtube.com/watch?v=D7_7Vsk_Lhc

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Lesson 1 of Module 5 | 82

 A P P L I C A T I O N

APPLICATION TIME !

Hey! You are almost done with this lesson. Let us now apply your
knowledge of the lesson discussed.
In this activity, you will make a lay-out design of your orchard garden
base on your location, climate and market demands using your available
sketching, drawing or art materials at home. For you to be guided, please visit
this YouTube link https://www.youtube.com/watch?v=kTJfL_aIuVo for more
details and information. This output is worth 50 items.

CLOSURE

Congratulations, my dear! You have successfully finished

the first lesson of Module 5.
In this lesson, you were able to identify the systematic and
scientific processes of propagating trees an fruit-bearing trees,
discuss the importance of planting and propagating trees and
fruit-bearing trees, explain the benefits derived from planting
trees and fruit-bearing trees to families and communities, and
make a layout design of an orchard garden.
In the second lesson of this module, you will learn
about animal/fish raising.

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Lesson 1 of Module 5 | 83

 LESSON
“No water, no life. No
blue, no green”
2 ANIMAL
& FISH
- Sylvia Earle
RAISING
TIME FRAME
Week 15 of Final Coverage

TAKE THE CHALLENGE!

In this lesson, challenge yourself to:

a. identify the kinds of four-legged animals and fishes raised as a means of
livelihood;
b. discuss the proper ways to care in raising animal and fish as an alternative for
family income;
c. appreciate stories of successful entrepreneurs in animal/fish raising; and
d. create a family project plan for animal/fish raising.

G E TTING STA RTE D

Hello, dear student! Welcome to the second lesson of this course- Animal/Fish
Raising! This lesson will focus on the kinds of four-legged animals and fishes being
raised as a means of livelihood, the ways to prevent hazards brought about by animal
raising to the people and community, appreciate stories of successful entrepreneurs in
animal/fish raising, and create a family project plan for animal/fish raising. Enjoy 

A CTIVITY

NURSERY RHYME
Hi, dear student! Do you have animals at home like dogs, cats, birds, rabbits, fish,
pigs, chickens, goats, etc. ? or Can you still remember your teacher’s favorite nursery rhyme
during your elementary days? What are those? Your activity today is all about the famous
nursery rhyme entitled, Old MacDonald. All you need to do is sing the action song with joy
as if you are a kid once more and answer the following questions. I know you can do it! Are
you ready? Now, let us get started!

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Lesson 2 of Module 5 | 84

 OLD MACDONALD
By Thomas d'Urfey
Old Macdonald had a farm, E-I-E-I-O
And on his farm he had a cow, E-I-E-I-O
With a "moo-moo" here and a "moo-moo" there Photo Credits: https://www.google.com/url?sa=i&url=https%3A%2F%2F
Here a "moo" there a "moo"
Everywhere a "moo-moo" Old Macdonald had a farm, E-I-E-I-O
Old Macdonald had a farm, E-I-E-I-O And on his farm he had a chicken, E-I-E-I-O
With a "cluck, cluck" here and a "cluck, cluck" there
Old Macdonald had a farm, E-I-E-I-O Here a "cluck" there a "cluck"
And on his farm he had a pig, E-I-E-I-O Everywhere a "cluck, cluck"
With a (snort) here and a (snort) there Old Macdonald had a farm, E-I-E-I-O
Here a (snort) there a (snort)
Everywhere a (snort-snort) Old Macdonald had a farm, E-I-E-I-O
Old Macdonald had a farm, E-I-E-I-O And on his farm he had a duck, E-I-E-I-O
With a "quack, quack" here and a "quack, quack"
Old Macdonald had a farm, E-I-E-I-O there
And on his farm he had a horse, E-I-E-I-O Here a "quack" there a "quack"
With a "neigh, neigh" here and a "neigh, neigh" Everywhere a "quack, quack"
there Old Macdonald had a farm, E-I-E-I-O
Here a "neigh" there a "neigh"
Everywhere a "neigh, neigh" Continue adding animals with their sounds -- it's fun
Old Macdonald had a farm, E-I-E-I-O to allow the children to take turns picking the next
animal/sound combination

A NA LY SIS

Hey student! Congratulations for finishing the activity. Right now, let us wrap up your
experience in the activity through answering the following questions:

1. How do you find the activity?

____________________________________________________________________________________________

____________________________________________________________________________________________.

2. What is your general impression to the nursery rhyme you sang a while ago?
____________________________________________________________________________________________

____________________________________________________________________________________________.

3. Do you know the importance and benefits of having animals at home? What are those?
____________________________________________________________________________________________

____________________________________________________________________________________________.

____________________________________________________________________________________________

____________________________________________________________________________________________.

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Lesson 2 of Module 5 | 85

 ABSTRACTION

FOUR-LEGGED ANIMALS AND FISHES

RAISED AS A MEANS OF LIVELIHOOD
Animal Raising is a popular backyard business, as well as a means of livelihood of
Filipino Families. It s one of the most important industries in our country today. Filipinos raise
animals in order to improve the quality of their lives. Many families today, especially in the
provinces, engage in four-legged animals/fish raising to have a secured supply of food, support
their daily needs, and have an additional income. Just like having a vegetable garden in the
backyard, raising four-legged animals/fish prove that financially rewarding if in the right way.
Swine Raising is profitable business. Many products are derived from swine meat or pork.
Even the protein is derived from its meat.
Two Major Types of Swine
1. The Native Variety
It is commonly found in rural areas. They eat palay or meal leftovers on ground as they
simply loiter in the ground.
2. The Imported Variety
a. Yorkshire is white in color, ears are erect and forward, easily adapt to confinement and
has fine quality meat.
b. Landrace is white in color, square ham, short legs, and large drooping ears, easily gets
sunburn, insect bites and skin diseases.
c. Duroc-Jersey is light to dark red color, superior growth rate and good mothering ability.
d. Hampshire is a long-legged and slender body, white belt around the body, shoulder, and
forelegs, and can be raised in rugged conditions.
e. Berkshire is black color with 6 white points, erect ears of medium sizes are set apart,
and good meat producer.
f. Poland-China is black in color with 6 white points, medium-sized eras are slightly
drooping and does not produce much offspring.
1 a b c d e

Photo Credits: Images were snipped from https://www.youtube.com/watch?v=ZRLHu0WYtZg

Proper Care includes; bathe the hogs every day, keep the pigpen always clean, pigs should
be immunized at early age, and feed should have necessary nutrients for growth and fattening.
Cow Raising
Beef is a meat from cows. It is also rich in protein and it commands a higher price than
pork. Cows can be raised and fattened in a spacious green farm. A foreign breed is good for
fattening. This includes Brahman, Tharparkar, Indu-Brazilian, and Santa Gertrudis.
Types of Cows
1. Milking Shorthorns is red or white in color combination, tall body with big and erect ears
and has a tight chest.

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Lesson 2 of Module 5 | 86

 ABSTRACTION

FOUR-LEGGED ANIMALS AND FISHES

RAISED AS A MEANS OF LIVELIHOOD
2. American Brahman is grayish-white in color and has long horns with a hump on
shoulder, has long drooping ears and round shaped body.
3. Red Polls has thin legs, hornless with hump on shoulders, flat and fleshy, and has wide
rounded forehead.
4. Holstein-Friesian is black or white in color, large in size and has straight back and small
horns.
5. Guernsey is fawn or brown skin color with white markings, long head, wide forehead
with white shield with short horns and small ears.
1 2 3 4 5

Photo Credits: Images were snipped from https://www.youtube.com/watch?v=ZRLHu0WYtZg

Proper Care includes; bathe the cows at least once a week, keep the keep the animal and
its housing clean, always provide 30-40 grams of salt everyday, and be observant of signs and
sickness.
Goat Raising
In raising goats, you need to have: (1) housing and (2) food. Goats can be sold for their
meat and milk.
Proper Care includes; goats can be raised solely on grass, guard or leash your goats,
provide plenty of water and shelter, and always keep the floor of your shed clean to avoid any
infection or disease.

Duck Raising
Ducks can be raised the same ways as chickens. They give us meat and eggs. Duck eggs
are made into salted egg and “balut”.
Two Kinds of Ducks 1 2
1. Itik is light to dark brown in color, massive
producer of eggs and don’t hatch their eggs.
2. Bibe is a white-feathered duck ang has hasty meat.
Bibe sits on their eggs and can be hatch 12 to 15 eggs to a
sitting. Photo Credits: Images were snipped from https://www.youtube.
com/watch?v=ZRLHu0WYtZg

Proper Care includes; row ducks according to age, construct an artificial pond, shelter
should be elevate so it would not be flooded, have feeding ration schedule, and always keep
their shelter clean.

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Lesson 2 of Module 5 | 87

 Photo Credits: https://www.google.com/url?

ABSTRACTION

FOUR-LEGGED ANIMALS AND FISHES

RAISED AS A MEANS OF LIVELIHOOD
Fish is an important part of the Filipino diet. Fish raising is easy to prepare, have minimal
expenses, and profitable. It can be a profitable hobby. It can begin a big business and it inculcates
good character traits like industry, perseverance, resourcefulness, and creativity.
The requirements for fish raising are:
1. Availability of suitable fish stocks;
2. Supply of fresh water; 1
3. Soil;
4. Topography of the site;
5. Drainage; 2
6. Knowledge of sources of feeds;
7. Knowledge of feeding requirements;
8. Knowledge of pond construction; and 3
9. Knowledge of fish stocking.
Common Fish Cultured Photo Credits: Images were snipped from https://www.youtube.com/watch?v=ZRLHu0WYtZg

1. Bangus (Milkfish) is our national fish and rated as first class fish in Metro Manila. It is one
of the favorite fish because of its tender flesh and tasty belly. In the Philippines, bangus can
be raised anywhere. However, he top bangus producing provinces are Bulacan, Pangasinan,
Capiz, Iloilo, and Negros Occidental.
2. Tilapia is the most cultures fish next to bangus. There are many species of tilapia available
in our country like blackchin tilapia, nile tilapia, blue tilapia, and red belly tilapia. These
different species of tilapia are easily grown and adaptable in brackish water and fresh water.
3. Hito (Catfish)
Philippines has warm tropical climate ideal for catfish farming. It is served as a popular
meal in the Filipino cuisine as Hito Tamarind, Stew, Grilled Catfish, etc. Catfish farming can
become a profitable business when right conditions are met. It can be raised in ponds as well as
in inland tanks or channels that are designed to retain water for this aquatic creature.
Proper Care includes; feed fish properly, use antibiotics as food additives, use good fish
stocks, maintain water cleanliness, remove dead fish immediately and avoid handling of the fish.

Photo Credits: The image was snipped from https://www.youtube.com/watch?v=mYkX-nf1YtM

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 ABSTRACTION

SUCCESSFUL ANIMAL/FISH
RAISERS IN THE COUNTRY
OSCAR GARIN
His profession as a civil engineer did not stop him from
going back to his original passion, raising sows or fully-grown
pigs in his backyard. He named it, Octagon Farm Product and
Supply. He continued to raise other livestock animals like goat,
cattle, sheep and even ventured into a production of poultry
animals such as turkey, ducks, and game fowl.

LEONORA D. JUKNI
She started farming by raising goats, chickens, and
native cows in her five (5.0) hectares coconut-based farm at
Barangay Dagatan, Pagadian City, Bohol. The neighboring
barangays enjoyed Mrs. Jukni’s milk feeding program to
preschoolers which she sponsors every month.
RONNEL PASCUAL
He is a Physical Therapist, but instead of treating
physical injuries, Ronnel, 32, of Poblacion, Vintar, Ilocos
Norte finds contentment and financial success in the piggery
business. Ronnel is the owner-manager of a modernized
piggery farm. His journey to becoming a piggery tycoon began
at age of 13 when he started raising pigs, nurturing a dream of
owning a brand-new car of his own.
CELISTINO MANANGUIT
He is the owner of Jocel’s Farm located at Sta. Catalina
Bata, San Ildefonso, Bulacan. When he was in high school, he
found farming difficult, so he went to Manila to study. After
graduating from college, he got married and worked as an
OFW. In 2016, he was awarded as National Gawad Saka
Winner of Outstanding Large Animal Raisers in San Ildefonso,
Bulacan.
VICENTE V. LUGACAY
A 53-year old ordinary fish farm worker who quitted his
job few years ago and put up his won tilapia hatchery in
barangay Rizal, Santiago City, Isabela. Through hard work, and
smart business sense, he became successful and awarded as the
2018 Gawad Saka Winner in the Fish Culture Category. He is
the owner of Jave Farm, a tilapia hatchery that produces 300,00
to 500,000 fingerlings month.
Photo Credits: Images were snipped from https://www.youtube.com/watch?v=kkICfyuTweo

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 A P P L I C A T I O N

APPLICATION TIME !

Hey! You are almost done with this lesson. Let us now apply your knowledge
of the lesson discussed.
In this activity, you will make a project plan of what animals can be raised at
home that can be used as an alternative for family income. Please, follow the format
below.
I. Name of the Project: Ex. Hito Raising
II. Objectives: At least three essential objectives.
III. Sketch: Draw the animal house or fish pens.
IV. Materials and Tools Needed: Write the materials and tools needed.
V. Procedure: Write the steps in doing the project comprehensively.
VI. Recording. Prepares schedule of work for raising, caring, processing, and
marketing of products. Records potential income, expenses, and gains.

CLOSURE

Congratulations, my dear! You have successfully finished the

second lesson of Module 5.
In this lesson, you were able to identify the kinds of four-legged
animals and fishes raised as a means of livelihood, discuss the proper
ways to care in raising animal and fish as an alternative for family
income, appreciate stories of successful entrepreneurs in animal/fish
raising, and create a family project plan for animal/fish raising.

Great job for completing this module!

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 MODULE ASSESSEMENT

I. Output-Based Item
Instructions: Conduct a simple online data-gathering out of the sources from the
internet. Choose only one topic to be conducted:
1. Determine the market trends for animal/fish products and by-products.
2. Possible hazards that animal/fish raising can cause to the people and community.
3. The ways to prevent hazards brought about by raising animals/fishes.
Cite the sources of your data correctly. Use the prescribed format below (arial, 12, single
spacing, long size, margin is l.0 except the left side which is 1.5) and click on the link
https://reddeerlake.fsd38.ab.ca/documents/general/Data-Analysis-rubric.pdf in grading your
output. This output is worth 100 points.

_______________________________
Title

Introduction:

Purpose of the Data Gathering:

Definition of Terms:
_
Data Sources:

Data Collection Procedures:

Results:

Discussions:

References:

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 MODULE SUMMARY

Hello, my dear student! It has been a long journey exploring through this module. Now,
you are about to close this module and learn new lesson as you go on through this book. Further,
I will take this opportunity to wrap up all the lesson we have learn. These are some important
highlights in this module:
 Marcotting or Air Layering induces the stem to develop roots while it is still growing to the
mother plant. Marcotting or Air Layering induces the stem to develop roots while it is still
growing to the mother plant. Marcotting or Air Layering induces the stem to develop roots
while it is still growing to the mother plant. Marcotting or Air Layering induces the stem to
develop roots while it is still growing to the mother plant.
 Animal Raising is a popular backyard business, as well as a means of livelihood of Filipino
Families. It s one of the most important industries in our country today. Filipinos raise
animals in order to improve the quality of their lives. Many families today, especially in the
provinces, engage in four-legged animals/fish raising to have a secured supply of food,
support their daily needs, and have an additional income. Just like having a vegetable garden
in the backyard, raising four-legged animals/fish prove that financially rewarding if in the
right way.
 Proper Care for Goat Raising includes; goats can be raised solely on grass, guard or leash
your goats, provide plenty of water and shelter, and always keep the floor of your shed clean
to avoid any infection or disease.

REFERENCES

Basto, J. (2020). Planning for The Family Animal and Fish Raising Agriculture 6. Retrieved from
https://www.youtube.com/watch?v=Oa8ItlStJf0 on December 19, 2020.

Enzoy (2019). TLE 6 - Animal-raising Venture. Retrieved from

https://www.youtube.com/watch?v=c3zCvvvR6EI on December 19, 2020.

Urbano, J. (2020). Kinds Of Four Legged Animals Being Raised As Means Of Livelihood / K-12
TLE 6: Q1 W8 Lesson 17 Melc. Retrieved from
https://www.youtube.com/watch?v=ZRLHu0WYtZg on December 18, 2020.

Urbayo, J. (2020). Benefits That Can Be Derived from Animal Fish Raising / K-12 TLE 6: Melc
Based. Retrieved from https://www.youtube.com/watch?v=mYkX-nf1YtM on December 18,
2020.

Urbayo, J.(2020). Successful Animal / Fish Raisers In The Country / K-12 TLE 6: Q1 W9 Melc
Based. Retrieved from https://www.youtube.com/watch?v=kkICfyuTweo on January 12,
2021.

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 MODULE
INFORMATION &
COMMUNICATIONS
TECHNOLOGY
6
The advent of the 21st century has brought about rapid evolution in education,
like in Technology and Livelihood Education (TLE). The emphasis on Information
and Communications Technology (ICT) had become part of students' teaching and
learning process.
This module aims to contribute to
the acquisition of a broader scope of the
learners' communicative skills by using the
MODULE
digital tools of modern information and CONTENTS
communication technology. Thus, it imparts
computer knowledge in students and enables
them to obtain large amounts of data, LESSON 1:
reducing time spent on the mechanical task,
offers the wide variety of services, provides
Gathering and
interactive learning experiences, it is flexible Organizing Data
and provide comfortable learning, motivate
students to learn, facilitates communication
and promotes creativity. It also delivers LESSON 2:
access to the digital library, where Creating Knowledge
information can be retrieved and stored
beyond textbooks. Products
Intended Learning Outcomes
At the end of Module 6, you should be able to:
a. define online survey tool;
b. identify the requirements in creating an online survey using Google Forms;
c. discuss the steps in creating a multimedia presentation with text, graphics,
and photos, hyperlinks, animation, and embedded audio and/or video;
d. explains the advantages and disadvantages of using online tools; and
e. demonstrate knowledge and skills to create knowledge products and online
survey using Google Forms.

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 LESSON
“Technology is best when it
1 GATHERING&
ORGANIZING
brings people together.”
- Matt Mullenweg
DATA
TIME FRAME
Week 16 of Final Coverage

TAKE THE CHALLENGE!

In this lesson, challenge yourself to:

a. define online survey tool;
b. identify the requirements in creating an online survey using Google Forms;
b. discuss the steps in creating an online survey;
c. explains the advantages and disadvantages of using online tools to gather data; and
d. create an online survey using Google Forms.

G E TTING STA RTE D

Hello, dear student! Welcome to the first lesson of this course- Gathering and
Organizing Data! This lesson will focus on the online survey tool, requirements in
creating an online survey using Google Forms, discuss the steps in creating an online
survey, explains the advantages and disadvantages of using online tools to gather data,
and create, disseminate and process an online survey form. Enjoy 

A CTIVITY

DIALOGUE TAGS
Hi, dear student! Do you have an aquarium at home? What are the fishes inside it? The
aquarium is the subject of the dialogue that you are about to read. Your activity today is all
about dialogue tags. A short description of the talk: The fifth standard students had been to the
aquarium with their teacher. Most of them wanted to have a small aquarium at home. All you
need to do is read and comprehend the dialogue's conversation and answer the following
questions. I know you can do it! Are you ready? Now, let us get started!

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 Photo Credits: https://lh3.googleusercontent.com/oLFxWbLx12g8frdWiSd-IDroVfkkQTdOeKSnqAJQ3D5z4ds1rh3erHViMjZoAEjmaPHtVQ=s170

Tejas: We would like to keep fish as pets in our house.

Moz: Why only fish as pets? Why not a dog?
Tejas: Both of us live in apartments and we cannot keep dogs in our apartment. I would like
to have some pets.
Jyoti: Most of us like to have pets. So when we saw the aquarium, we thought of having a
small fish tank at home.
Moz: This is a good idea. How will you go about it?

Tejas and Jyoti: First we asked our parents. They have agreed. However, they want us to find
out about setting up an aquarium.
Jyoti: We know very little about setting up an aquarium at home. We need to gather the
information. We would do this systematically.
Moz: Good. So how will you apply step-wise thinking?

A NA LY SIS

Hey student! Congratulations for finishing the activity. Right now, let us wrap up your
experience in the activity through answering the following questions:

1. How do you find the conversation between Moz, Jyoti, and Tejas?
____________________________________________________________________________________________

____________________________________________________________________________________________.

2. Why is it necessary to gather and systematize the collected information?

____________________________________________________________________________________________

____________________________________________________________________________________________.

3. How will you respond to Moz’s statement, “So, how will you apply step-wise thinking?”
____________________________________________________________________________________________

____________________________________________________________________________________________.

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Lesson 1 of Module 6 | 95

 ABSTRACTION

ONLINE SURVEY
Online Survey is an innovative, easier, and faster way to deliver surveys, collect results,
and analyze results using online system. This tool is used to define questions an the possible
answers using the internet. The link to these survey questions are then sent to the participation
who will answer the survey online.
In business, this tool is utilized to determine any of the following: feedback for products
and services, market research, customer feedback, and employee satisfaction. Online survey
tools are easy to make. You can even choose between free and paid plans. For light audience
research, you may use the following free online survey tools.

1. Survey Monkey is the most popular online survey tool and is very easy to use.
Its free version includes 10 questions, 100 respondents, 15 question types, and
choice of light theme.

2. Survey Gizmo is a great free survey platform even with its free version. Here
are free version features: its unlimited survey questions, free templates, and basic
reporting.
3. Google Form is an online survey tool that provides a fast way to get
information for meetings and conferences. Google Forms features unlimited
survey and respondents. It allows answers and data to be automatically collected
in Google spread sheets. Images and videos can also be added. The survey may
be embedded into e-mails or websites.

ADVANTAGES AND
DISADVANTAGES OF
ONLINE SURVEY TOOLS

Advantages of Online Survey Tools

1. Online survey is cheaper. There is no need for printing the questionnaires or to worry about
the other expenses in collecting data.
2. Collecting data is faster. Respondents can easily access online surveys. Information and
answers from the respondents can also be collected. Thus, the results may be analyzed
anytime.
3. It is more convenient for respondents. Respondents can access the survey anywhere they are
available and anytime that suits their schedule.
4. It is easy to use for researchers. Researchers can collect responses instantly. The collected
data can also be easily transferred to various applications.
Photo Credits: https://www.google.com/url?

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 Photo Credits: https://www.google.com/url?

ABSTRACTION

ADVANTAGES AND
DISADVANTAGES OF
ONLINE SURVEY TOOLS
Disadvantages of Online Survey Tools
1. Technical problems maybe encountered. The server may crash, unstable internet connection,
and technical variance in browsers and computers are just some technical issues that
respondents and researchers may face using online surveys.
2. Respondents may not fully cooperate. Some respondents may ignore some questions of the
whole survey.
3. There is no interviewer. The researcher has no control over the respondents. There will be no
one to explain the survey and ask follow-up questions that may lead to less reliable results.

CREATE AND PROCESS A

SURVEY USING GOOGLE
FORMS
To create an online survey using Google Forms, you must have the following:

Google Account Chrome Web Browser Google “one click” Forms

Photo Credits: Images were snipped youtube.com/watch?v=pf1GRR1uXH0 Web Application
To teachers with google account: (Steps in starting your google forms application):
1. Type “google forms extension” in the search bar and hit enter.

2. In the results page, choose and hit enter.

Photo Credits: Images were snipped from youtube.com/watch?v=pf1GRR1uXH0

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 Photo Credits: https://www.google.com/url?

ABSTRACTION

CREATE AND PROCESS A

SURVEY USING GOOGLE
FORMS
3. You will be directed in the Chrome Web Store. From there, click, “add to chrome” to install the
google form extension.
4. Wait for the app to install, then hit “launch app” to start the application.

5. You will be directed to the Google forms page, click the plus sign to create a new form.

Photo Credits: Images were snipped youtube.com/watch?v=pf1GRR1uXH0

6. Fill in the details and you are good to go.
Procedure on How to Create An Online Survey using Google Forms
1. Log in first to your Google account.

Photo Credits: Images were snipped youtube.com/watch?v=pf1GRR1uXH0

2. In your account welcome page. Click the apps located at the upper right portion of the page
beside your Account Icon. Scroll the apps and click “More From Google”

Photo Credits: Images were snipped from youtube.com/watch?v=pf1GRR1uXH0

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 Photo Credits: https://www.google.com/url?

ABSTRACTION

CREATE AND PROCESS A

SURVEY USING GOOGLE
FORMS
3. Accomplish survey setup.
Write a title for your survey in the untitled form space. Write the form description which
explains your survey. Write the question and the options for the answer.

Photo Credits: Images were snipped youtube.com/watch?v=pf1GRR1uXH0

Parts of the Survey Page

Photo Credits: Images were snipped youtube.com/watch?v=pf1GRR1uXH0

4. Add and edit questions.
Each question has Question Title and Help Text field. the HELP TEXT field is a box used
to explain a ranking system. (For example, you may use 5 to indicate the highest or best and 1 as
the lowest or worst).
Distinct Questions in the Google Forms
1. Short Answer text is used for obtaining short answers.

Photo Credits: Images were snipped youtube.com/watch?v=pf1GRR1uXH0

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 Photo Credits: https://www.google.com/url?

ABSTRACTION

CREATE AND PROCESS A

SURVEY USING GOOGLE
FORMS
2. Paragraph Text is used for getting essay responses.

Photo Credits: Images were snipped youtube.com/watch?v=pf1GRR1uXH0

3. Multiple Choice is used when presenting several answers to choose from.

Photo Credits: Images were snipped youtube.com/watch?v=pf1GRR1uXH0

4. Choose from a list. Useful for questions about categories.
5. Linear Scale is used when ranking answers.
6. Gris is used when providing 1 to 5 responses. a) Multiple Choice Grid b) Checkbox Grid
7. Checkboxes
8. Dropdown
9. Date
10. Time
11. Divide long surveys into sections or pages. Headers or Page breaks between questions are
provided for long surveys. Insert these items by clicking on the plus sign. Add item menu in the
upper left at top of the form.

Photo Credits: Images were snipped youtube.com/watch?v=pf1GRR1uXH0

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 ABSTRACTION

CREATE AND PROCESS A

SURVEY USING GOOGLE
FORMS
5. Edit the survey Completion Confirmation. Customize the text that respondents will see after
completing the survey. Tod o this, click on the more actions drop-down menu found in the upper
right corner then select edit confirmation. Be sure to thank the respondents for participating.
6. Distribute the Survey. Click this form to distribute the survey.

Photo Credits: Images were snipped youtube.com/watch?v=pf1GRR1uXH0

7. View responses. Gather survey responses in a spread sheet saved to your Google Drive. Open
the spread sheet to view the responses.

Photo Credits: Images were snipped youtube.com/watch?v=pf1GRR1uXH0

8. Edit the survey later. If you need to edit the Google Form later, open the spread sheet from your
Google Drive on the form menu item, and choose Edit Form. This will return you to the original
screen used to create the survey.

You may watch and learn the videos on the YouTube links below for
clearer understanding on how to create, disseminate and process an online
survey form using Google Forms.
1. https://www.youtube.com/watch?v=ez2ef-bJrRY
2. https://www.youtube.com/watch?v=1HWWK9jgCEk

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 A P P L I C A T I O N

APPLICATION TIME !

Hey! You are almost done with this lesson. Let us now apply your
knowledge of the lesson discussed.
In this activity, you will create and disseminate an online survey using
Google Forms, and for offline modality, make a survey questionnaire in white long
bond paper in handwritten form. You are free to choose the topic as long as it
covers the competencies in the core learning areas of TLE; the Entrepreneurship,
AFA, HE, IA, and ICT. If your survey form is adapted and modified, kindly cite the
rightful owner of that document properly. This output is worth 80 points.

CLOSURE

Congratulations, my dear! You have successfully finished the

first lesson of Module 6.
In this lesson, you were able to define online survey tool,
identify the requirements in creating an online survey using
Google Forms, discuss the steps in creating an online survey,
explains the advantages and disadvantages of using online tools
to gather data, and create an online survey using Google Forms.
In the second lesson of this module, you will learn about
Creating Knowledge Products.

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 LESSON
“Invention is the mother of
2 CREATING
KNOWLEDGE
necessity.”
- Thorstein Veblen
PRODUCTS
TIME FRAME
Week 17 of Final Coverage

TAKE THE CHALLENGE!

In this lesson, challenge yourself to:

a. define multimedia presentation;
b. identify the advanced features of multimedia slide presentation tools;
c. discuss the steps in creating a multimedia presentation with text, graphics, and
photos, hyperlinked elements, animation, and embedded audio and/or video; and
d. demonstrate knowledge and skills to create knowledge products.

G E TTING STA RTE D

Hello, dear student! Welcome to the second lesson of this course- Creating Knowledge
Products! This lesson will focus on the multimedia presentation, the advanced features of
multimedia slide presentation tools, the steps in creating a multimedia presentation with
text, graphics, and photos, hyperlinked elements, animation, and embedded audio and/or
video, and demonstrate knowledge and skills to create knowledge products. Enjoy 

ACTIVITY

WORD CLOUD INTERPRETATION

Hi, dear student! Are you familiar with a word cloud, text cloud, or tag cloud? If not, let
me define it. Word clouds, also known as text clouds or tag clouds, appear in a source of textual
data such as speech, blog post, or database. The bigger and bolder the word appears, the more
often it’s mentioned within a given text and the more critical it is. Thus, all you need to do is
interpret the word cloud on the second page and answer the following questions. I know you can
do it! Are you ready? Now, let us get started!

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 Photo Credits: https://lh3.googleusercontent.com/dk50gfe2v8loyAgyQxjdQkwbDN_QPfOLlmWXtnNM5r96RRD5PWfJokjOmWVkiEtY7IBeOg=s133

A NA LY SIS

Hey student! Congratulations for finishing the activity. Right now, let us wrap up your
experience in the activity through answering the following questions:

1. What are the ideas that come from your mind after your interpretation of the word cloud above?
How do these ideas come to your mind?
____________________________________________________________________________________________

____________________________________________________________________________________________.

2. Among all your interpretations on the word cloud above, for you, what is multimedia
presentation?
____________________________________________________________________________________________

____________________________________________________________________________________________.

3. What are the word/s in the word cloud that convinced you about multimedia presentation, and
why?
________________________________________________________________________________

________________________________________________________________________________
_____________________________________________________________________________________________.

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Lesson 2 of Module 6 | 104

 Photo Credits: https://www.google.com/url?

ABSTRACTION

MULTIMEDIA
PRESENTATION TOOLS
Multimedia Presentation Software is a tool that does not simply use pictures, sounds,
and text but also uses the following helpful elements that will convey messages.
A multimedia presentation tool includes: video or movie clip, animation, sound (voice
over, background music, or sound clips), and navigation structure. Multimedia Presentation is
an effective tool used in different field such as business and education. It allows faster and easier
grasping of ideas and concepts.
A multimedia presentation can be easily created and edited using Microsoft PowerPoint.
You can add the following:
a. Videos, soundtracks and animation to it;
b. Individual video clips can be dragged and set into the presentation;
c. Animations can also be added to a specific slide; and
d. Sound clips, videos, or even still pictures can be used to enhance the presentation.
If you are going to use slide presentations or movie makers, here are some useful tips to
follow:
a. Background color should be dark such as black or navy blue.
b. Font color should be in contrast with dark background such as white.
c. Font size should be around 32 to make it readable to a large audience. Recommended
font type is sans serif.
d. Do not crowded your slide with too many texts and graphics, twenty five (25) words is
the standard maximum to follow.
e. Original graphics and illustrations are more effective especially if you are establishing a
brand.
f. If you intend to use some color combinations, consult the color wheel.
g. Just present ideas on bulleted forms.
How to Add Music to Slides?
Adding music tracks, voice overs, or sound effects to a PowerPoint presentation will make
the presentation interesting and enjoyable. Here are the steps to follow when adding them.
1. Choose the slide where you want the music to appear. From the menu, click the insert tab.
Then, go to the media clips.

Photo Credits: The image was snipped from https://www.youtube.com/watch?v=bkNovfOfu2Y&t=901s

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 Photo Credits: https://www.google.com/url?

ABSTRACTION

USING THE ADVANCED

FEATURES OF A SLIDE
PRESENTATION TOOL
2. Click the Sound button, then select Sound from File when you click the downward arrow
below the Sound button. Browse the dialog box to choose the music file. Then, click Insert.

Photo Credits: The image was snipped from https://www.youtube.com/watch?v=bkNovfOfu2Y&t=901s

3. Answer the dialog box asking the way you want your sound to be played in your slides. Once
done, the sound icon will appear in your slide.

Photo Credits: The image was snipped from https://www.youtube.com/watch?v=bkNovfOfu2Y&t=901s

4. Reposition the sound icon that will appear in your slide.
5. To adjust playback options, click the sound icon. You may customize the options that will
appear in the Options tab.
How to Add Video Clips from File?
Audio and video are really great tools to make any presentation interesting and exciting.
Here are the procedures:
1. Choose the slide that you want to use. Click Insert tab from the Menu bar. Then, go to
Media Clips.
2. Choose the Video button. Click on the small downward arrow below the Video button.
Several options will be present but simply choose Video on My PC.
3. Find the file that you ant to insert. Click on the file and click on the Insert button.
4. Once done, you may adjust the size of the video.
5. To modify the playback options of the video, click it once. You may customize the options
that will appear in the menu bar of the Options tab.

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 Photo Credits: https://www.google.com/url?

ABSTRACTION

USING THE ADVANCED

FEATURES OF A SLIDE
PRESENTATION TOOL
How to Put Animations to Slides?
1. Click on the image, text or textbox you would like to animate. Choose animations tab from
the menu bar.

Photo Credits: The image was snipped from https://www.youtube.com/watch?v=bkNovfOfu2Y&t=901s

2. Choose the type of animation that you prefer. Click Custom Animation for more specific
options. Then, choose Add Effect to see several options found in entrances, exits, emphasis, and
paths.

Photo Credits: The image was snipped from https://www.youtube.com/watch?v=bkNovfOfu2Y&t=901s

3. You may further customize the animations used by rearranging its sequence, defining how
you want to start it, and indicating its duration an fonts style.
4. Preview the effect by either going to slideshow mode, clicking Preview or Play button or
pressing the F5 key on your keyboard.
How to Add Hyperlink?
You May inset hyperlinks in texts or images to connect them to another side, file, or a
website. Here are the steps to follow when adding hyperlinks.
1. Choose the text or image you want to have as a link in your slide.
2. Highlight it then right-click on it. Choose the hyperlink option.
3. Choose from the options found in the Insert Hyperlink dialog box. Once done, click ok.
4. To confirm the link, see to it that the text becomes colored and is underlined. Then, press
F5 key to preview the slide and click the hyperlinked text. For linked images, you may
preview it then, click the images.
5. Check out by clicking the Play button at the upper left. You may also cut, copy, delete page,
capture pages, duplicate, and select all. There is an open-source video editor and movie maker
that can be downloaded for free. It is called blender. You can import video clips, cut them, add
transitions, add audio and music, and put a title and subtitles.

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Lesson 2 of Module 6 | 107

 A P P L I C A T I O N

APPLICATION TIME !

Hey! You are almost done with this lesson. Let us now apply your knowledge
of the lesson discussed.
In this activity, you will compile the pictures of your outputs of this course
subject from Entrepreneurship to ICT by creating a multimedia presentation. Make
sure to include text, graphics, photos, animation, hyperlinks, videos, and audio as you
deem necessary. And for offline modality, make a compendium of descriptive essays
in each output you have in this course subject from Entrepreneurship to ICT. This
output is worth 80 points. Click on the link
https://www.uen.org/rubric/previewRubric.html?id=16 in grading your output.

CLOSURE

Congratulations, my dear! You have successfully finished the

second lesson of Module 6.
In this lesson, you were able to define multimedia presentation,
identify the advanced features of multimedia slide presentation
tools, discuss the steps in creating a multimedia presentation with
text, graphics, and photos, hyperlinked elements, animation, and
embedded audio and/or video, and demonstrate knowledge and
skills to create knowledge products.

Great job for completing this module!

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Lesson 2 of Module 6 | 108

 MODULE ASSESSEMENT

I. Output-Based Item
Instructions: Choose the only best output among your outputs in this course subject to
be endorsed of your 5-minute advertisement. Apply all the tools for creating a multimedia
presentation to promote your own-made product. Refer to the rubric below as your guide in
grading your output

Adapted from: https://www.uen.org/rubric/previewRubric.html?id=16

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 MODULE SUMMARY

Hello, my dear student! It has been a long journey exploring through this module. Now, you
are about to close this module and learn new lesson as you go on through this book. Further, I will
take this opportunity to wrap up all the lesson we have learn. These are some important highlights
in this module:
 Online Survey is an innovative, easier, and faster way to deliver surveys, collect results, and
analyze results using online system. This tool is used to define questions an the possible
answers using the internet. The link to these survey questions are then sent to the participation
who will answer the survey online.
 Survey Monkey is the most popular online survey tool and is very easy to use. Its free version
includes 10 questions, 100 respondents, 15 question types, and choice of light theme. Survey
Gizmo is a great free survey platform even with its free version. Google Form is an online
survey tool that provides a fast way to get information for meetings and conferences. Google
Forms features unlimited survey and respondents. It allows answers and data to be
automatically collected in Google spread sheets. Images and videos can also be added. The
survey may be embedded into e-mails or websites.
 Multimedia Presentation Software is a tool that does not simply use pictures, sounds, and text
but also uses the following helpful elements that will convey messages. Multimedia
Presentation is an effective tool used in different field such as business and education. It
allows faster and easier grasping of ideas and concepts.

REFERENCES

Alejandro TV Learning Center (2020). Analyzing Information Using Electronic Spreadsheet

GRADE 6 EPP. Retrieved from https://www.youtube.com/watch?v=xNq8HTc3k on
December 21, 2020.

Anne, T. (2020). Techniques in Selecting and Organizing Information. Retrieved from

https://www.youtube.com/watch?v=B9Vq2Qjwtkk on December 22, 2020.

EZ Link (2020). TLE 6 Entrepreneurship and ICT - Advantages and Disadvantages of Using
Online Tools to Gather Data. Retrieved from youtube.com/watch?v=pf1GRR1uXH0 on
December 20. 2020.

EZ Link (2020). TLE 6 ICT and Entrepreneurship - Using the Advanced Features of a Slide
Presentation Tool ver.1. Retrieved from
https://www.youtube.com/watch?v=bkNovfOfu2Y&t=901s on January 15, 2021.

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Lesson 2 of Module 6 | 110

 AP P E N D I C E S
APPENDIX A
GRAPHIC ORGANIZER’S RUBRIC

Adapted from: https://www.nps.gov/grsm/learn/education/classrooms/upload/Concept-Map-Scoring-Rubric.pdf

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Appendix A | 111

 AP P E N D I C E S
APPENDIX B
ESSAY COMPOSITION RUBRIC
Excellent Competent Not Yet Competent
CRITERIA 3 2 1

Your essay explicitly Your essay identifies the Your essay insufficiently
FOCUS identifies the needs of needs of the prompt or identifies the needs of the
the prompt or question. prompt or question.
question.
The essay The essay unnecessarily
The essay is limited to unnecessarily begins broadens or not fully
the scope of the to broaden or not fully addresses the scope of
prompt or question. address the scope of the the prompt or question.
prompt or question.

Your essay begins Your essay begins with a Your essay needs a clear
with clear topic topic sentence that needs topic sentence.
sentence. clarification.

ORGANIZATION Evidence is Evidence needs more Evidence

contextualized. contextualization. is not contextualized.

You provide You provide transitions.

meaningful, You need to provide
sophisticated transitions.
transitions.

Your essay provides Your essay provides Your essay

SUPPORT well-chosen, relevant examples. does not provide relevant
sophisticated, and examples.
specific examples.
You write clear, You write competent Your sentences need
concise sentences sentences. clearer structure and
GRAMMAR with varied structure. conciseness.
&
PUNCTUATION Virtually no errors in A few errors in grammar Several errors in
grammar and and punctuation that grammar and punctuation
punctuation. distract the reader from distract the reader from
the essay. the essay.

Adapted from: http://www.readwritethink.org/files/resources/printouts/Essay%20Rubric.pdf

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 AP P E N D I C E S
APPENDIX C
DETAILED LESSON PLAN RUBRIC

Adapted from: https://www.houstonisd.org/cms/lib2/TX01001591/Centricity/domain/9764/rubrics/lesson_rubric.pdf

Other rubric to be used from https://www.uvu.edu/education/docs/accreditation/ida-scoring-rubric.pdf

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Appendix C | 113

 AP P E N D I C E S
APPENDIX D
INFROGRAPHIC RUBRIC

Adapted from: https://https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=MX6987W&

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Appendix D | 114

 AP P E N D I C E S
APPENDIX E
TRASH TO CASH PRODUCTS RUBRIC

Adapted from : https://www.rcampus.com/rubricshowc.cfm?code=L53529&sp=true

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Appendix E | 115

 AP P E N D I C E S
APPENDIX F
NARRATIVE REPORT RUBRIC

Adapted from: Copyright © Texas Education Agency, 2006. All rights reserved.

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Appendix F | 116

 AP P E N D I C E S
APPENDIX G
POSTER AND SLOGAN RUBRIC

Adapted from: file:///C:/Users/Administrator/Downloads/Making_A_Poster_Rubric_1_.pdf

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Appendix G | 117

 AP P E N D I C E S
APPENDIX H
ANSWER KEY OF MODULE ASSESSMENTS

I. MODULE 1 ASSESSSMENT
1.C
2.C
3.D
4.A
5.D

Adapted from: https://https://www.rcampus.com/rubricshowc.cfm?sp=yes&code=MX6987W&

E E D 12 : Edukasyong Pantahanan at Pangkabuhayan with Entrepreneurship | Appendix H | 118