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2010 SECONDARY EDUCATION CURRICULUMCareer Pathways – Technology and Livelihood Education
TEACHING GUIDE
1
Home Economics – Foods and Food Service I
General Standard: The learner demonstrates understanding of Personal Entrepreneurial Competencies (PECs), the environment and market, and the process/production and delivery of quality cooked and baked products.
2010 SECONDARY EDUCATION CURRICULUMCareer Pathways – Technology and Livelihood Education
Quarter 1 : Basic Cookery Topic: Personal Entrepreneurial Competencies (PECs)
Time Frame: 2 days
Stage 1Content Standard: The learner demonstrates understanding of Personal Entrepreneurial Competencies (PECs) such as characteristics, attributes, lifestyles, skills, traits, etc. in basic cookery.
Analysis and interpretation of PECs by achievement, planning and power clusters.
Performance Standard: The learner prepares, based on PECs, a plan of action that addresses his/her areas of development and areas of strength in basic cookery.
Essential Understanding(s):Successful entrepreneurs like those engaged in the business cooking, continuously develop and improve their PECs.
Essential Question(s):How does one ensure success in a chosen entrepreneurial career like cooking?
Learners will know:• Personal competencies
- Characteristics- Attributes- Lifestyles- Skills- Traits
• Cluster of PECs- Achievement- Planning- Power
Learners will be able to:• Analyze the competencies of PECs• Interpret the clusters of PECs such as achievement,
planning and power• Prepare a plan of action• Improve areas of strength
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2010 SECONDARY EDUCATION CURRICULUMCareer Pathways – Technology and Livelihood Education
Stage 2Product or Performance Task:Plan of action, based on PECs, addressing one’s areas of development and areas of strength.
Evidence at the level of understandingLearners should be able to demonstrate understanding by covering the six (6) facets of understanding:Explanation: Describe their PECs focusing on strengths and development areas.Criteria:
a. Clearb. Comprehensivec. Concise
Interpretation: Compare their PECs with those of a successful practitioner.Criteria: a. Objective b. Focused c. Conclusive
Application: Apply their PECs in pursuing a chosen entrepreneurial activity.Criteria: a. Appropriate b. Effective c. Practical
Perspective: Express their thoughts on the importance of PECs from the viewpoint of a seasoned entrepreneur.Criteria: a. Valid b. Relevant c. Plausible d. Sensitive
Evidence at the level of performance
Assessment of the plan of action based on the following criteria:
1. Comprehensiveness2. Appropriateness of strategies in terms
of addressing personal areas of development and improving one’s areas of strength
3. Doability
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2010 SECONDARY EDUCATION CURRICULUMCareer Pathways – Technology and Livelihood Education
Empathy: Express the feelings of an entrepreneur who finds difficulty in coping with the PECs of a chosen career.Criteria: a. Open-minded b. Objective c. Sensitive
Self-knowledge: Assess, based on the results of PECs, their level of confidence as a prospective entrepreneur in cooking.Criteria: a. Reflective b. Insightful c. Objective
Stage 34
2010 SECONDARY EDUCATION CURRICULUMCareer Pathways – Technology and Livelihood Education
Teaching - Learning Sequence:
1. EXPLORE• Ask learners to name people in the community who are successful in basic cookery business
Why are they successful? Do you wish to be like them?
• Explain to learners the importance of assessing their PECs• Guide learners in assessing their PECs on the following:
Character Attribute Lifestyle Skills Traits(Note: Refer to Appendix A for a copy of the PECs. This could be reproduced according to the number of learners in class)
• Assist learners in analyzing and interpreting the results of the assessment of their PECs. Refer to Appendix B on how to interpret the results of PECs.
• Ask EQ to draw out the initial understanding of learners about how entrepreneurs succeed in their chosen career. Teacher may distribute meta cards for students to write their answers. These may be posted on the wall and revisited during the FIRMING UP.
2. FIRM UP• In order to firm up their understanding, learners may be asked to work individually or in groups in collecting
information about how entrepreneurs engaged in basic cookery succeed. Some suggested activities: interview with successful entrepreneurs in basic cookery, inviting successful entrepreneurs as resource persons in class, video documentaries of successful entrepreneurs, web searching, etc.
• Have learners analyze (in the form of a chart, Venn Diagram or Comparison Alley, etc.) the similarities and differences among successful entrepreneurs engaged in basic cookery, using the following aspects: characteristics, traits, attributes, lifestyles, skills.
• Have learners reflect/ rethink their understanding of how entrepreneurs such as those engaged in basic cookery succeed in their chosen field. Refer students to their answers posted on the wall.
• Process learners’ learning and check it against EU.• Check learners’ understanding against the content standard.
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2010 SECONDARY EDUCATION CURRICULUMCareer Pathways – Technology and Livelihood Education
3. DEEPEN• Have learners align their PECs with those of a successful entrepreneur of their choice.• Have learners reflect on their development areas as well as their areas of strength. Ask what they plan to do with them.• Ask learners to express the EU.• Assess learners at the level of understanding. (Refer to the assessment in Stage 2 using the 6 EUs)
4. TRANSFER• Have learners prepare a plan of action that addresses their areas of development and strength based on their PECs.• Assess learners’ plan of action based on the criteria provided in Stage 2 (Assessment at the Level of Performance).
Resources/Materials/Equipment Needed • Textbooks/KAB Modules• Scripts• Graphic organizers• Charts/Pictures/Video/Multimedia• Questionnaires/Checklists/Handouts/Survey Forms, etc.• Profile of entrepreneurs
\
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2010 SECONDARY EDUCATION CURRICULUMCareer Pathways – Technology and Livelihood Education
Quarter 1 : Basic Cookery Topic: Environment and Market Time Frame: 6 days
Stage 1Content Standard: The learner demonstrates understanding of the environment and market for cooking as an entrepreneurial career.• Key Ideas
- Consumer needs and wants- Existing industry related to cooking meal products- Products/services that satisfy the needs and
wants of target customers• Key Processes
- SWOT analysis- Formulation of business ideas- Opportunity seeking and seizing
Performance Standard: The learner formulates a business idea based on the analysis of the immediate environment and market for basic cookery.
Essential Understanding(s):The needs and wants of the target market and industry help determine the product to be produced and/or service to be offered.
One’s choice of entrepreneurial activity is influenced by the needs and wants of consumers.
Seeking and responding effectively to a business opportunity are the bases for starting and maintaining a successful business venture.
Essential Question(s):How does one determine the needs and wants of the target market and industry in the immediate community?
How does one select an entrepreneurial activity to be pursued?
How can one respond effectively to a business opportunity?
Learners will know:• Consumer needs and wants• Existing industry related to embroidery• Products/services that satisfy the needs and wants of
target consumers• SWOT analysis• Formulation of business idea• Opportunity seeking and seizing
Learners will be able to:• Prepare SWOT analysis • Formulate an action plan on business opportunity• Formulate a business idea from data analysis
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2010 SECONDARY EDUCATION CURRICULUMCareer Pathways – Technology and Livelihood Education
Stage 2Product or Performance Task:Formulation of a business idea based on the analysis of the immediate environment and market.
Evidence at the level of understandingLearners should be able to demonstrate understanding by covering the six (6) facets of understanding:
Explanation: Explain the importance of the immediate environment and market in identifying business opportunities in basic cookery.Criteria:
a. Clearb. Comprehensivec. Concised. Coherent
Interpretation: Interpret the data gathered from the immediate environment and market in identifying business opportunities in basic cookery.Criteria: a. Reliable b. Accurate c. Objective d. Relevant e. Valid
Application: Generate business ideas from data analysis of existing industry related to basic cookery.Criteria: a. Appropriate b. Innovative c. Practical
Evidence at the level of performance
Assessment of formulated business idea on the following criteria:
• Profitable• Feasible• Practical• Responsive to consumer needs
and wants• Innovative
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2010 SECONDARY EDUCATION CURRICULUMCareer Pathways – Technology and Livelihood Education
Perspective: Express from the point of view of a business owner the importance of scanning the environment and market in generating business ideas for existing industries.Criteria: a. Valid b. Relevant c. Insightful
Empathy: Express their feelings when entrepreneurs offer the same type of business in a community.Criteria: a. Objective b. Persuasive c. Sensitive d. Open-minded
Self-knowledge: Self-assess their level of confidence in formulating business ideas related to basic cookery.Criteria: a. Reflective b. Insightful c. Objective
Stage 39
2010 SECONDARY EDUCATION CURRICULUMCareer Pathways – Technology and Livelihood Education
Teaching - Learning Sequence:
Entrepreneurs who want to take advantage of business opportunities need to explore the economic, cultural, and social conditions prevailing in the community. Needs and wants of people in a certain community that are not met may be considered as business opportunities. Identifying the needs of the community, its resources, available local specialized skills, and appropriate technology can help a new entrepreneur in seizing a business opportunity. Hence, the learners shall:
1. EXPLORE• Guide the learner in assessing their prior knowledge on environment and market for basic cookery as an entrepreneurial
lens in generating business idea/s through a diagnostic test, K-W-L and other appropriate teaching and learning tools.• Have the learner assess his/her immediate environment and market for basic cookery to determine the existing industries,
needs and wants of target market with the use of the following: Survey questionnaire; Interview guide; Checklist, etc. SWOT analysis
• Ask EQs to draw out learners understanding of environment and market in generating business ideas related to basic cookery.
2. FIRM UP • Lead learners in analyzing the assessment conducted on the environment and market for the existing basic cookery
business in the immediate locality.• Assist learners in conducting a community mapping to identify business establishments or industries related to basic cookery
in the immediate locality.• Guide learners in making a graphical presentation of the information on basic cookery as a result of the data-gathering
activity such as: interview, survey, community mapping, etc.,• Help learners in presenting the result of the data-gathering activity reflective of the needs and wants of the target market for
basic cookery.• Ask learners to do supplementary reading and other compensatory activity to support the information presented.
3. DEEPEN• Assist learners in conducting an interview with a seasoned entrepreneur to gather salient information as regards the manner
he/she was able to seize a business opportunity relative to basic cookery.• Compare whether the information derived from the interview will complement/harmonize with their skills in formulating
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2010 SECONDARY EDUCATION CURRICULUMCareer Pathways – Technology and Livelihood Education
business ideas.• Assess learners’ level of understanding. (Refer to the Assessment in Stage 2).
4. TRANSFER• Ask learner to formulate a business idea as a result of the SWOT analysis of the environment and market.• Assess the learner’s business idea based on the criteria provided in Stage 2 (Assessment at the Level of Performance).
Resources/Materials/Equipment Needed:• Textbooks• KAB Modules• Magazines/Journals/Articles on supply and demand and existing industry
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2010 SECONDARY EDUCATION CURRICULUMCareer Pathways – Technology and Livelihood Education
Quarter 1 : Basic Cookery Topic: Methods of Cooking Time Frame: 35 days
Stage 1Content Standard: The learner demonstrates understanding of the basic concepts and principles underlying the process and delivery in cooking
process flow in the various methods of cooking such as frying, steaming, boiling, baking, stewing, sautéing, frosting, etc.
project plan four (4) Ms (manpower, materials, machine, methods) of
production in cooking evaluation of products cost of production pricing of products packaging and marketing of products
Performance Standard: The learner produces marketable original/new meal products following the basic concepts and principles underlying the process and delivery in cooking.
Essential Understanding(s):Applying the basic concepts and principles underlying the process and delivery in cooking is essential in producing marketable meal products.
Essential Question(s):Why do we need to understand the basic concepts and principles underlying the process and delivery in cooking?
Learners will know: Principles in basic cooking Cooking terms and procedure Tools, utensils and equipment and their uses Methods of cooking namely: boiling, frying,
broiling, steaming, baking, grilling, roasting Safety and sanitation Work simplification Project planning Cooking of meal products• Frying – fried chicken
Learners will be able to: Apply the principles in basic cooking Apply the cooking terms and procedure Use the cooking utensils, tools and equipment Apply the steps on the different methods of cooking
Observe safety measures and sanitation Follow work simplification Prepare project plan including the 4M’s of production Cook meal products such as: fried chicken, broiled fish,
meat loaf, embutido, grilled liempo/barbecue, roasted
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2010 SECONDARY EDUCATION CURRICULUMCareer Pathways – Technology and Livelihood Education
• Broiling – broiled fish• Baking – meat loaf• Steaming – embutido• Grilling – grilled liempo/barbecue• Roasting – roasted chicken• Boiling – tinola, sinigang, pochero
Evaluation of cooked meal products Cost of production Pricing Packaging and marketing of products
chicken, tinola, sinigang, pochero, etc.
Evaluate cooked meal products Compute for the cost of production and selling price
Adapt appropriate packaging and marketing strategies
Stage 2Product or Performance Task:
Marketable original/new meal products, following the basic concepts and principles underlying the process and delivery in cooking
Demonstration of the process in the preparation of marketable meal products
Evidence at the level of understandingLearners should be able to demonstrate understanding by covering the six (6) facets of understanding:
Explanation: Explain the basic concepts and principles underlying the process and delivery in cooking.Criteria:
a. Clearb. Comprehensivec. Scientific basis
Interpretation: Show the significance of the process and delivery of cooking in producing new products.Criteria: a. Original
Evidence at the level of performance
Assessment of meal products based on marketability (quality, appearance, price) and originality (value-added uniqueness)
Assessment of performance• Compliance to standards (tools,
equipment, materials)• Application of procedure• Observance of work habits• Speed/Time
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2010 SECONDARY EDUCATION CURRICULUMCareer Pathways – Technology and Livelihood Education
b. Creative Application: Exhibit marketable meal products following the process and delivery in cooking.Criteria: a. Original b. Creative c. Nutritive Value d. Cost-beneficial
Perspective: Compare and contrast various methods and techniques in cooking.Criteria: a. Clear b. Concise c. Appropriate
Empathy: Share their thoughts on how it feels to have gainful returns in cooking meal products.Criteria: a. Profitable b. Quality Self-knowledge: Self-assess their knowledge in producing marketable meal products.Criteria: a. Clear b. Self-confidence
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2010 SECONDARY EDUCATION CURRICULUMCareer Pathways – Technology and Livelihood Education
Stage 3Teaching - Learning Sequence:
1. EXPLORE • Guide learners in assessing their prior knowledge and understanding in cooking meal products through paper and
pencil, performance test and other diagnostic assessment tools.• Orient learners in understanding the curriculum framework – CP-TLE- Foods and Food Service I, learning standards
(content and performance standards), assessment tools and criteria.• Guide learners survey a nearby eatery, food stalls, and the like. Let learners prepare survey questionnaire/checklist
which will focus on:- types of meal products- presentation of meal products- ingredients used – ingredients available in the community/locality- demands for a particular product – age, occupation, likes and dislikes, etc.
• Provide learners pictures/video clips on basic cookery.• Guide learners understanding of the pictures and video presentation by asking leading questions focusing on the
process of cooking meal products.• Guide learners in gaining initial understanding of the concepts and principles in cooking different meal products.• Draw learners initial understanding on the need to understand the basic concepts and principles underlying the process
of delivery in cooking meal products.
2. FIRM UP • Guide learners research on the 4 Ms (materials, machine, method, and manpower) of production needed in producing
quality meal products.• Have learners gather essential information related to the basic cookery of meal products. Learners can use any of the
following: - interview with successful cook
- web-based resources- reading materials (books, bulletins and others)
• Guide learners in preparing a project plan in cooking different meal products.• Have learners familiarize themselves with the different processes/methods of cooking involved in producing meal
products.• Encourage learners to reflect, revise, and rethink their understanding in consideration of the processes,
information/learning in cooking different meal products.15
2010 SECONDARY EDUCATION CURRICULUMCareer Pathways – Technology and Livelihood Education
• Have learners assess themselves on their understanding of the concepts in cooking different meal products. Check this against the content standard.
3. DEEPEN
• Guide learners translate the project plan into a quality meal products based on the given standard procedure.• Have learners compute for the cost of production and selling price of meal products.• Engage learners into a guided discussion on the factors that may affect various practices in cooking different meal
products.• Encourage learners to reflect and revise their project plan.• Have learners express their understanding on the different methods of cooking meal products. Check this against the
Essential Understanding (EU) and content standard.• Have learners assess their Level of Understanding. (Refer to Stage 2)
4. Transfer: • Have learners produce original/new marketable meal products applying the basic concepts and principles in basic
cooking.• Encourage learners to exhibit the finished meal products (bazaar, food fair, etc.)• Have learners assess their Level of Performance. (Refer to Stage 2)
Resources/Materials/Equipment Needed:• Textbooks• Magazines/Journals• KAB Modules • Cooking utensils, tools and equipment• Ingredients
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2010 SECONDARY EDUCATION CURRICULUMCareer Pathways – Technology and Livelihood Education
Quarter 2 : Native Delicacies Cookery Topic: Personal Entrepreneurial Competencies (PECs)
Time Frame: 2 days
Stage 1Content Standard: The learner demonstrates understanding of Personal Entrepreneurial Competencies (PECs) such as characteristics, attributes, lifestyles, skills, traits, etc. in native delicacies cookery.
Analysis and interpretation of PECs by achievement, planning and power clusters.
Performance Standard: The learner prepares, based on PECs, a plan of action that addresses his/her areas of development and areas of strength in native delicacies cookery.
Essential Understanding(s):Successful entrepreneurs like those engaged in the business cooking, continuously develop and improve their PECs.
Essential Question(s):How does one ensure success in a chosen entrepreneurial career like cooking?
Learners will know:• Personal competencies
- Characteristics- Attributes- Lifestyles- Skills- Traits
• Cluster of PECs- Achievement- Planning- Power
Learners will be able to:• Analyze the competencies of PECs• Interpret the clusters of PECs such as achievement,
planning and power• Prepare a plan of action• Improve areas of strength
17
2010 SECONDARY EDUCATION CURRICULUMCareer Pathways – Technology and Livelihood Education
Stage 2Product or Performance Task:Plan of action, based on PECs, addressing one’s areas of development and areas of strength.
Evidence at the level of understandingLearners should be able to demonstrate understanding by covering the six (6) facets of understanding:Explanation: Describe their PECs focusing on strengths and development areas.Criteria:
a. Clearb. Comprehensivec. Concise
Interpretation: Compare their PECs with those of a successful practitioner.Criteria: a. Objective b. Focused c. Conclusive
Application: Apply their PECs in pursuing a chosen entrepreneurial activity.Criteria: a. Appropriate b. Effective c. Practical
Perspective: Express their thoughts on the importance of PECs from the viewpoint of a seasoned entrepreneur.Criteria: a. Valid b. Relevant c. Plausible d. Sensitive
Evidence at the level of performance
Assessment of the plan of action based on the following criteria:
1. Comprehensiveness2. Appropriateness of strategies in terms
of addressing personal areas of development and improving one’s areas of strength
3. Doability
18
2010 SECONDARY EDUCATION CURRICULUMCareer Pathways – Technology and Livelihood Education
Empathy: Express the feelings of an entrepreneur who finds difficulty in coping with the PECs of a chosen career.Criteria: a. Open-minded b. Objective c. Sensitive
Self-knowledge: Assess, based on the results of PECs, their level of confidence as a prospective entrepreneur in cooking.Criteria: a. Reflective b. Insightful c. Objective
19
2010 SECONDARY EDUCATION CURRICULUMCareer Pathways – Technology and Livelihood Education
Stage 3Teaching - Learning Sequence:
1. EXPLORE• Ask learners to name people in the community who are successful in native delicacies cookery business.
Why are they successful? Do you wish to be like them?
• Explain to learners the importance of assessing their PECs• Guide learners in assessing their PECs on the following:
Character Attribute Lifestyle Skills Traits(Note: Refer to Appendix A for a copy of the PECs. This could be reproduced according to the number of learners in class)
• Assist learners in analyzing and interpreting the results of the assessment of their PECs. Refer to Appendix B on how to interpret the results of PECs.
• Ask EQ to draw out the initial understanding of learners about how entrepreneurs succeed in their chosen career. Teacher may distribute meta cards for students to write their answers. These may be posted on the wall and revisited during the FIRMING UP.
3. FIRM UP• In order to firm up their understanding, learners may be asked to work individually or in groups in collecting
information about how entrepreneurs engaged in native delicacies cookery succeed, Some suggested activities: interview with successful entrepreneurs in native delicacies cookery, inviting successful entrepreneurs as resource persons in class, video documentaries of successful entrepreneurs, web searching, etc.
• Have learners analyze (in the form of a chart, Venn Diagram or Comparison Alley, etc.) the similarities and differences among successful entrepreneurs engaged in native delicacies cookery, using the following aspects: characteristics, traits, attributes, lifestyles, skills
• Have learners reflect/ rethink their understanding of how entrepreneurs such as those engaged in native delicacies cookery succeed in their chosen field. Refer students to their answers posted on the wall.
• Process learners’ learning and check it against EU.• Check learners’ understanding against the content standard.
20
2010 SECONDARY EDUCATION CURRICULUMCareer Pathways – Technology and Livelihood Education
3. DEEPEN• Have learners align their PECs with those of a successful entrepreneur of their choice.• Have learners reflect on their development areas as well as their areas of strength. Ask what they plan to do with them.• Ask learners to express the EU.• Assess learners at the level of understanding. (Refer to the assessment in Stage 2 using the 6 EUs)
4. TRANSFER• Have learners prepare a plan of action that addresses their areas of development and strength based on their PECs.• Assess learners’ plan of action based on the criteria provided in Stage 2 (Assessment at the Level of Performance).
Resources/Materials/Equipment Needed • Textbooks/KAB Modules• Scripts• Graphic organizers• Charts/Pictures/Video/Multimedia• Questionnaires/Checklists/Handouts/Survey Forms, etc.• Profile of entrepreneurs
21
2010 SECONDARY EDUCATION CURRICULUMCareer Pathways – Technology and Livelihood Education
Quarter 2 : Native Delicacies Cookery Topic: Environment and Market Time Frame: 6 days
Stage 1Content Standard: The learner demonstrates understanding of the environment and market for cooking as an entrepreneurial career.• Key Ideas
- Consumer needs and wants- Existing industry related to cooking meal products- Products/services that satisfy the needs and
wants of target customers• Key Processes
- SWOT analysis- Formulation of business ideas- Opportunity seeking and seizing
Performance Standard: The learner formulates a business idea based on the analysis of the immediate environment and market native delicacies cookery.
Essential Understanding(s):The needs and wants of the target market and industry help determine the product to be produced and/or service to be offered.
One’s choice of entrepreneurial activity is influenced by the needs and wants of consumers.
Seeking and responding effectively to a business opportunity are the bases for starting and maintaining a successful business venture.
Essential Question(s):How does one determine the needs and wants of the target market and industry in the immediate community?
How does one select an entrepreneurial activity to be pursued?
How can one respond effectively to a business opportunity?
Learners will know:• Consumer needs and wants• Existing industry related to embroidery• Products/services that satisfy the needs and wants of
target consumers• SWOT analysis• Formulation of business idea• Opportunity seeking and seizing
Learners will be able to:• Prepare SWOT analysis • Formulate an action plan on business opportunity• Formulate a business idea from data analysis
22
2010 SECONDARY EDUCATION CURRICULUMCareer Pathways – Technology and Livelihood Education
Stage 2Product or Performance Task:Formulation of a business idea based on the analysis of the immediate environment and market
Evidence at the level of understandingLearners should be able to demonstrate understanding by covering the six (6) facets of understanding:
Explanation: Explain the importance of the immediate environment and market in identifying business opportunities in native delicacies cookery.Criteria:
a. Clearb. Comprehensivec. Concised. Coherent
Interpretation: Interpret the data gathered from the immediate environment and market in identifying business opportunities in native delicacies cookery.Criteria: a. Reliable b. Accurate c. Objective d. Relevant e. Valid
Application: Generate business ideas from data analysis of existing industry related to native delicacies cookery.Criteria: a. Appropriate b. Innovative c. Practical
Evidence at the level of performance
Assessment of formulated business idea on the following criteria:
• Profitable• Feasible• Practical• Responsive to consumer needs
and wants• Innovative
23
2010 SECONDARY EDUCATION CURRICULUMCareer Pathways – Technology and Livelihood Education
Perspective: Express from the point of view of a business owner the importance of scanning the environment and market in generating business ideas for existing industries.Criteria: a. Valid b. Relevant c. Insightful
Empathy: Express their feelings when entrepreneurs offer the same type of business in a community.Criteria: a. Objective b. Persuasive c. Sensitive d. Open-minded
Self-knowledge: Self-assess their level of confidence in formulating business ideas related to native delicacies cookery.Criteria: a. Reflective b. Insightful c. Objective
24
2010 SECONDARY EDUCATION CURRICULUMCareer Pathways – Technology and Livelihood Education
Stage 3Teaching - Learning Sequence:
Entrepreneurs who want to take advantage of business opportunities need to explore the economic, cultural, and social conditions prevailing in the community. Needs and wants of people in a certain community that are not met may be considered as business opportunities. Identifying the needs of the community, its resources, available local specialized skills, and appropriate technology can help a new entrepreneur in seizing a business opportunity. Hence, the learners shall:
1. EXPLORE• Guide the learner in assessing their prior knowledge on environment and market for native delicacies cookery as an
entrepreneurial lens in generating business idea/s through a diagnostic test, K-W-L and other appropriate teaching and learning tools.
• Have the learner assess his/her immediate environment and market for native delicacies cookery to determine the existing industries, needs and wants of target market with the use of the following:
Survey questionnaire; Interview guide; Checklist, etc. SWOT analysis
• Ask EQs to draw out learners understanding of environment and market in generating business ideas related to native delicacies cookery.
2. FIRM UP • Lead learners in analyzing the assessment conducted on the environment and market from the existing native delicacies
cookery business in the immediate locality.• Assist learners in conducting a community mapping to identify business establishments or industries related to native
delicacies cookery in the immediate locality.• Guide learners in making a graphical presentation of the information on native delicacies cookery as a result of the data-
gathering activity such as: interview, survey, community mapping, etc.,• Help learners in presenting the result of the data-gathering activity reflective of the needs and wants of the target market for
native delicacies cookery.• Ask learners to do supplementary reading and other compensatory activity to support the information presented.
3. DEEPEN• Assist learners in conducting an interview with a seasoned entrepreneur to gather salient information as regards the manner
25
2010 SECONDARY EDUCATION CURRICULUMCareer Pathways – Technology and Livelihood Education
he/she was able to seize a business opportunity relative to native delicacies cookery.• Compare whether the information derived from the interview will complement/harmonize with their skills in formulating
business ideas.• Assess the learners’ level of understanding. (Refer to the Assessment in Stage 2).
4. TRANSFER• Ask learners to formulate a business idea as a result of the SWOT analysis of the environment and market for native
delicacies cookery.• Assess learners’ business idea based on the criteria provided in Stage 2 (Assessment at the Level of Performance).
Resources/Materials/Equipment Needed:• Textbooks• KAB Modules• Magazines/Journals/Articles on supply and demand and existing industry
26
2010 SECONDARY EDUCATION CURRICULUMCareer Pathways – Technology and Livelihood Education
Quarter 2 : Native Delicacies Cookery Topic: Production of Native Delicacies
Time Frame: 35 days
Stage 1Content Standard: The learner demonstrates understanding of the basic concepts and principles underlying the process and delivery in cooking native delicacies.
process flow in cooking native delicacies such as palitaw, puto, butchi, maja, tupig, biko, bibingka, sapinsapin,etc
project plan four (4) Ms (manpower, materials, machine, methods) of
production evaluation of products cost of production pricing of products packaging and marketing of products
Performance Standard: The learner produces marketable original/new products, following the basic concepts and principles underlying the process and delivery in cooking native delicacies.
Essential Understanding(s):Applying the basic concepts and principles underlying the process and delivery in cooking is essential in producing marketable native delicacies.
Essential Question(s):Why do we need to understand the basic concepts and principles underlying the process and delivery in cooking native delicacies?
Learners will know: Principles in basic cooking native delicacies Classification of native delicacies Ingredients used in cooking native delicacies Methods of cooking native delicacies
Project planning 4 M’s of production Cooking of native delicacies
Learners will be able to: Apply the principles in basic cooking native delicacies Classify native delicacies Use different ingredients in cooking native delicacies Apply the steps on the different methods of cooking
native delicacies Prepare a project plan Discuss the 4M’s of production Cook native delicacies
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2010 SECONDARY EDUCATION CURRICULUMCareer Pathways – Technology and Livelihood Education
• Palitaw• Puto• Butchi• Maja• Tupig• Biko• Bibingka• Sapin-sapin• Others
Evaluation of cooked native delicacies Cost of production/services Pricing of products/services Packaging and marketing
Strategies Advertisement
Palitaw Puto Butchi Maja Tupig Biko Bibingka Sapin-sapin Others
Evaluate cooked native delicacies Compute cost of production Compute for the selling price Adapt appropriate packaging and marketing strategies
Stage 2Product or Performance Task:Marketable original/new products, following the basic concepts and principles underlying the process and delivery in cooking native delicacies
Demonstration of the process in the preparation of marketable native delicacies
Evidence at the level of understandingLearners should be able to demonstrate understanding by covering the six (6) facets of understanding:Explanation:Explain the basic concepts and principles underlying the process and delivery in cooking native delicacies.Criteria:• Clear• Comprehensive• Scientific basis
Interpretation:Show the significance of the process and delivery of cooking in producing new products.
Evidence at the level of performanceAssessment of native delicacies based on marketability (quality, appearance, price) and originality (value-added, uniqueness)
Assessment of performance• Compliance with standards (tools,
equipment, materials)• Application of procedure• Observance of work habits• Speed/Time
28
2010 SECONDARY EDUCATION CURRICULUMCareer Pathways – Technology and Livelihood Education
Criteria• Original• Creative
Application:Exhibit marketable native delicacies products following the process and delivery in cooking.Criteria• Original• Creative• Nutritive Value• Cost-beneficial
Perspective:Compare and contrast the different techniques in cooking native delicacies.Criteria:• Clear• Concise• Appropriate
Empathy:Share their thoughts on how it feels to have gainful returns in cooking native delicacies.Criteria:• Profitable• Quality
Self-Knowledge:Self-assess their knowledge in producing marketable native delicacies.Criteria:• Clear
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2010 SECONDARY EDUCATION CURRICULUMCareer Pathways – Technology and Livelihood Education
• Self-Confidence
Stage 3
Teaching - Learning Sequence:
1. EXPLORE • Guide learners in assessing their prior knowledge in cooking native delicacies through paper and pencil, performance
test and other diagnostic assessment tools.• Orient learners on the learning standards (content and performance standards), assessment tools and criteria.• Have learners survey a nearby eatery, food stalls, and the like. Let learners prepare survey questionnaire/checklist
which will focus on:- types of native delicacies- presentation of native delicacies- ingredients used - demands for a particular product
• Provide learners pictures/video clips presentation on native delicacies cookery.• Process the picture/video clip presentation by asking probing questions.• Draw learners’ initial understanding on the need to understand the basic concepts and principles in cooking native
delicacies.
2. FIRM UP • Have learners research on the 4 Ms (materials, machine, method, and manpower) of production needed in producing
quality native delicacies.• Encourage learners gather essential information related to native delicacies cookery. Learners can use any of the
following: - interview with successful cook
- web-based resources- reading materials (books, bulletins and others)
• Assist learners in preparing a project plan on native delicacies cookery.• Have learners familiarize themselves with the different processes involved in cooking native delicacies.• Encourage learners to reflect, revise, and rethink their understanding in consideration of the processes,
information/learning in cooking native delicacies.• Have learners assess themselves their understanding of the concepts in cooking native delicacies. Check this against
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2010 SECONDARY EDUCATION CURRICULUMCareer Pathways – Technology and Livelihood Education
the content standard.
3. DEEPEN • Guide learners to translate the project plan into quality products based on the given standard procedure.• Assist learners in computing for the cost of production and selling price of native delicacies.• Engage learners into a guided discussion on the factors that may affect the different practices in native delicacies.• Encourage learners to reflect on and revise their project plan.• Have learners express their understanding on native delicacies cookery and check them against the Essential
Understanding (EU) and content standard.• Assess learners’ level of understanding. (Refer to Stage 2, Assessment at the Level of Undestanding)
4. Transfer: • Have learners produce original/new marketable products applying the basic concepts and principles in cooking native
delicacies.• Encourage learners to exhibit their finished products (bazaar, food fair, etc.)• Assess learner’s level of performance. (Refer to Stage 2, Assessment at the Level of Performance)
Resources/Materials/Equipment Needed:• Textbooks• Magazines/Journals• KAB Modules • Cooking utensils, tools and equipment• Ingredients
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2010 SECONDARY EDUCATION CURRICULUMCareer Pathways – Technology and Livelihood Education
Quarter 3 : Baking Pies, Pastries and Breads
Topic: Personal Entrepreneurial Competencies (PECs)
Time Frame: 2 days
Stage 1Content Standard: The learner demonstrates understanding of Personal Entrepreneurial Competencies (PECs) such as characteristics, attributes, lifestyles, skills, traits, etc. in baking pies, pastries and breads.
Analysis and interpretation of PECs by achievement, planning and power clusters.
Performance Standard: The learner prepares, based on PECs, a plan of action that addresses his/her areas of development and areas of strength in baking pies, cookies and pastries.
Essential Understanding(s):Successful entrepreneurs like those engaged in the business cooking, continuously develop and improve their PECs.
Essential Question(s):How does one ensure success in a chosen entrepreneurial career like cooking?
Learners will know:• Personal competencies
- Characteristics- Attributes- Lifestyles- Skills- Traits
• Cluster of PECs- Achievement- Planning- Power
Learners will be able to:• Analyze the competencies of PECs• Interpret the clusters of PECs such as achievement,
planning and power• Prepare a plan of action• Improve areas of strength
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2010 SECONDARY EDUCATION CURRICULUMCareer Pathways – Technology and Livelihood Education
Stage 2Product or Performance Task:Plan of action, based on PECs, addressing one’s areas of development and areas of strength
Evidence at the level of understandingLearners should be able to demonstrate understanding by covering the six (6) facets of understanding:
Explanation: Describe their PECs focusing on strengths and development areas.Criteria:
a. Clearb. Comprehensivec. Concise
Interpretation: Compare their PECs with those of a successful practitioner.Criteria: a. Objective b. Focused c. Conclusive
Application: Apply their PECs in pursuing a chosen entrepreneurial activity.Criteria: a. Appropriate b. Effective c. Practical
Perspective: Express their thoughts on the importance of PECs from the viewpoint of a seasoned entrepreneur.Criteria:
Evidence at the level of performance
Assessment of the plan of action based on the following criteria:
1. Comprehensiveness2. Appropriateness of strategies in terms
of addressing personal areas of development and improving one’s areas of strength
3. Doability
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2010 SECONDARY EDUCATION CURRICULUMCareer Pathways – Technology and Livelihood Education
a. Valid b. Relevant c. Plausible d. Sensitive
Empathy: Express the feelings of an entrepreneur who finds difficulty in coping with the PECs of a chosen career.Criteria: a. Open-minded b. Objective c. Sensitive
Self-knowledge: Assess, based on the results of PECs, their level of confidence as a prospective entrepreneur in cooking.Criteria: a. Reflective b. Insightful c. Objective
Stage 3Teaching - Learning Sequence:1. EXPLORE
• Ask learners to name people in the community who are successful in baking pies, pastries and breads business. Why are they successful? Do you wish to be like them?
• Explain to learners the importance of assessing their PECs.• Guide learners in assessing their PECs on the following:
Character Attribute Lifestyle Skills Traits(Note: Refer to Appendix A for a copy of the PECs. This could be reproduced according to the number of learners in class)
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2010 SECONDARY EDUCATION CURRICULUMCareer Pathways – Technology and Livelihood Education
• Assist learners in analyzing and interpreting the results of the assessment of their PECs. Refer to Appendix B on how to interpret the results of PECs.
• Ask EQ to draw out the initial understanding of learners about how entrepreneurs succeed in their chosen career. Teacher may distribute meta cards for students to write their answers. These may be posted on the wall and revisited during the FIRMING UP.
4. FIRM UP• In order to firm up their understanding, learners may be asked to work individually or in groups in collecting
information about how entrepreneurs engaged in baking pies, pastries and breads succeed. Some suggested activities: interview with successful entrepreneurs in baking pies, pastries and breads, inviting successful entrepreneurs as resource persons in class, video documentaries of successful entrepreneurs, web searching, etc.
• Have learners analyze (in the form of a chart, Venn Diagram or Comparison Alley, etc.) the similarities and differences among successful entrepreneurs engaged in baking pies, pastries and breads, using the following aspects: characteristics, traits, attributes, lifestyles, skills
• Have learners reflect/ rethink their understanding of how entrepreneurs such as those engaged in baking pies, pastries and breads succeed in their chosen field. Refer students to their answers posted on the wall.
• Process learners’ learning and check it against EU.• Check learners’ understanding against the content standard.
3. DEEPEN• Have learners align their PECs with those of a successful entrepreneur of their choice.• Have learners reflect on their development areas as well as their areas of strength. Ask what they plan to do with them.• Ask learners to express the EU.• Assess learners at the level of understanding. (Refer to the assessment in Stage 2 using the 6 EUs)
4. TRANSFER• Have learners prepare a plan of action that addresses their areas of development and strength based on their PECs.• Assess learners’ plan of action based on the criteria provided in Stage 2 (Assessment at the Level of Performance).
Resources/Materials/Equipment Needed • Textbooks/KAB Modules• Scripts• Graphic organizers• Charts/Pictures/Video/Multimedia
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2010 SECONDARY EDUCATION CURRICULUMCareer Pathways – Technology and Livelihood Education
• Questionnaires/Checklists/Handouts/Survey Forms, etc.• Profile of entrepreneurs
Quarter 3 : Baking Pies, Pastries and Breads
Topic: Environment and Market Time Frame: 6 days
Stage 1Content Standard: The learner demonstrates understanding of the environment and market for cooking as an entrepreneurial career.• Key Ideas
- Consumer needs and wants- Existing industry related to cooking meal products- Products/services that satisfy the needs and
wants of target customers• Key Processes
- SWOT analysis- Formulation of business ideas- Opportunity seeking and seizing
Performance Standard: The learner formulates a business idea based on the analysis of the immediate environment and market for target customers in baked pies, pastries and breads.
Essential Understanding(s):The needs and wants of the target market and industry help determine the product to be produced and/or service to be offered.
One’s choice of entrepreneurial activity is influenced by the needs and wants of consumers.
Seeking and responding effectively to a business opportunity are the bases for starting and maintaining a successful business venture.
Essential Question(s):How does one determine the needs and wants of the target market and industry in the immediate community?
How does one select an entrepreneurial activity to be pursued?
How can one respond effectively to a business opportunity?
Learners will know:• Consumer needs and wants• Existing industry related to embroidery• Products/services that satisfy the needs and wants of
target consumers
Learners will be able to:• Prepare SWOT analysis • Formulate an action plan on business opportunity• Formulate a business idea from data analysis
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2010 SECONDARY EDUCATION CURRICULUMCareer Pathways – Technology and Livelihood Education
• SWOT analysis• Formulation of business idea• Opportunity seeking and seizing
Stage 2Product or Performance Task:Formulation of a business idea based on the analysis of the immediate environment and market
Evidence at the level of understandingLearners should be able to demonstrate understanding by covering the six (6) facets of understanding:
Explanation: Explain the importance of the immediate environment and market in identifying business opportunities in baking pies, pastries and breads.Criteria:
a. Clearb. Comprehensivec. Concised. Coherent
Interpretation: Interpret the data gathered from the immediate environment and market in identifying business opportunities in baked pies, pastries and breads.Criteria: a. Reliable b. Accurate c. Objective d. Relevant e. Valid
Application: Generate business ideas from data analysis of industries related to baking pies, pastries and breads.Criteria:
Evidence at the level of performance
Assessment of formulated business idea on the following criteria:
• Profitable• Feasible• Practical• Responsive to consumer needs
and wants• Innovative
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2010 SECONDARY EDUCATION CURRICULUMCareer Pathways – Technology and Livelihood Education
a. Appropriate b. Innovative c. Practical
Perspective: Express from the point of view of a business owner the importance of scanning the environment and market in generating business ideas for target clientele.Criteria: a. Valid b. Relevant c. Insightful
Empathy: Express their feelings when entrepreneurs offer the same type of business in a community.Criteria: a. Objective b. Persuasive c. Sensitive d. Open-minded
Self-knowledge: Self-assess their level of confidence in formulating business ideas related to baking pies, pastries and breads.Criteria: a. Reflective b. Insightful c. Objective
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2010 SECONDARY EDUCATION CURRICULUMCareer Pathways – Technology and Livelihood Education
Stage 3Teaching - Learning Sequence:
Entrepreneurs who want to take advantage of business opportunities need to explore the economic, cultural, and social conditions prevailing in the community. Needs and wants of people in a certain community that are not met may be considered as business opportunities. Identifying the needs of the community, its resources, available local specialized skills, and appropriate technology can help a new entrepreneur in seizing a business opportunity. Hence, the learners shall:
1. EXPLORE• Guide learners in assessing their prior knowledge on environment and market for baked pies, pastries and breads as an
entrepreneurial lens in generating business idea/s through a diagnostic test, K-W-L and other appropriate teaching and learning tools.
• Have learners assess their immediate environment and market for business opportunities to determine the existing industries, needs and wants of target market with the use of the following:
Survey questionnaire; Interview guide; Checklist, etc. SWOT analysis
• Ask EQs to draw out learners’ understanding of environment and market in generating business ideas related to baked pies, pastries and breads.
2. FIRM UP • Lead learners in analyzing the assessment conducted on the environment and market for baked pies, pastries and breads in
the immediate locality.• Assist learners in conducting a community mapping to identify business establishments or industries related to baking pies,
pastries and breads in the immediate locality.• Guide learners in making a graphical presentation of the information on the needs and wants of target market as a result of
the data-gathering activity such as: interview, survey, community mapping, etc.,• Help learners in presenting the result of the data-gathering activity reflective of the needs and wants of the target market.• Ask learners to do supplementary reading and other compensatory activity to support the information presented.
3. DEEPEN• Assist the learner in conducting an interview with a seasoned entrepreneur to gather salient information as regards the
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2010 SECONDARY EDUCATION CURRICULUMCareer Pathways – Technology and Livelihood Education
manner he/she was able to seize a business opportunity.• Compare whether the information arrived at during the interview will complement/harmonize with their skills in formulating
business ideas.• Assess the learner’s level of understanding. (Refer to the Assessment in Stage 2).
4. TRANSFER• Ask learners to formulate a business idea as a result of the SWOT analysis of the environment and market for baked pies,
pastries and breads.• Assess learners’ business idea based on the criteria provided in Stage 2 (Assessment at the Level of Performance).
Resources/Materials/Equipment Needed:• Textbooks• KAB Modules• Magazines/Journals/Articles on supply and demand and existing industry
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2010 SECONDARY EDUCATION CURRICULUMCareer Pathways – Technology and Livelihood Education
Quarter 3 : Baking Pies, Pastries and Breads
Topic: Production of Pies, Pastries and Breads
Time Frame: 35 days
Stage 1Content Standard: The learner demonstrates understanding of basic concepts and principles underlying the process and delivery in baking:
process flow in baking breads, pastries and pies such as pandesal, raisin bread, mango/buko pies, tarts, etc.
project plan four (4) Ms (manpower, materials, machine, methods) of
production evaluation of baked products cost of production pricing of products packaging and marketing of products
Performance Standard: The learner produces marketable original/new baked products, following the basic concepts and principles underlying the process and delivery in baking.
Essential Understanding(s):Applying the basic concepts and principles underlying the process and delivery in baking is essential in producing marketable baked products.
Essential Question(s):Why do we need to understand the basic concepts and principles underlying the process and delivery in baking?
Learners will know:Pies and Pastries
Principles in baking pies and pastries Ingredients used in baking pies and pastries Different kinds of crusts and its characteristics Methods of making single crust and double crust
pies. Different types of fillings and toppings Project plan 4 M’s of production
Learners will be able to:
Apply the principles in baking pies and pastries Use different ingredients in baking pies and pastries Classify the types of crusts Apply the method of making single and double crust pies
Differentiate types of fillings and toppings Prepare project plan Discuss the 4M’s of production
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2010 SECONDARY EDUCATION CURRICULUMCareer Pathways – Technology and Livelihood Education
Baking of pies and pastries• Pineapple pie• Buko pie• Peanut tarts• Fruit tarts• Others
Evaluation of baked pies and pastries Cost of production/services Pricing of products/services Packaging and marketing of baked products
• Strategies• Advertisement
Breads Principles in baking breads Ingredients used in baking breads Methods of baking quick breads Basic bread making operation Causes of failures in baking bread Project planning 4 M’s of production Baking of breads Evaluation of baked breads Cost of production/services Pricing of products Packaging and marketing of baked breads
Strategies Advertisement
Bake pies and pastries• Pineapple pie• Buko pie• Peanut tarts• Fruit tarts• Others
Evaluate baked products Compute cost of production Compute for the selling price Adapt appropriate packaging and marketing strategies
Apply the principles in baking breads Use quality ingredients Apply the methods in baking quick breads Apply basic bread making operation Recognize the failure in baking bread Prepare project plan Discuss the 4 M’s of production Bake breads Evaluate baked products Compute the cost of production and selling price
Adopt appropriate packaging and marketing strategies
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2010 SECONDARY EDUCATION CURRICULUMCareer Pathways – Technology and Livelihood Education
Stage 2Product or Performance Task:Marketable original/new baked products, following the basic concepts and principles underlying the process and delivery in baking
Demonstration of the process in the preparation of marketable baked products
Evidence at the level of understandingLearners should be able to demonstrate understanding by covering the six (6) facets of understanding:
Explanation:Explain the basic concepts and principles underlying the process and delivery in baking breads, pastries and pies.Criteria:• Clear• Comprehensive• Scientific basis
Interpretation:Show the significance of the process and delivery of baking in producing new products.Criteria• Original• Creative
Application:Exhibit marketable meal products following the process and delivery in baking.Criteria• Original• Creative• Nutritive Value• Cost-beneficial
Evidence at the level of performanceAssessment of breads, pastries and pies based on marketability (quality, appearance, price) and originality (value-added, uniqueness)
Assessment of performance• Compliance with standards (tools,
equipment, materials)• Application of procedure• Observance of work habits• Speed/Time
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2010 SECONDARY EDUCATION CURRICULUMCareer Pathways – Technology and Livelihood Education
Perspective:Compare and contrast the different techniques in baking pies, pastries and breads.Criteria:• Clear• Concise• Appropriate
Empathy:Share their thoughts on how it feels to have gainful returns in baking pies, pastries and breads.Criteria:• Profitable• Quality
Self-Knowledge:Self-assess their knowledge in producing marketable pies, pastries and breads.Criteria:• Clear• Self-Confidence
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2010 SECONDARY EDUCATION CURRICULUMCareer Pathways – Technology and Livelihood Education
Stage 3Teaching - Learning Sequence:1. EXPLORE
• Guide learners in assessing their prior knowledge and understanding in the production of baked pies, pastries and breads through paper and pencil, performance test and other assessment tools.
• Orient learners in understanding the learning standards (content and performance standards), assessment tools and criteria.
• Have learners survey a nearby eatery, food stalls, and the like. Let learners prepare survey questionnaire checklist which will focus on:- types of baked pies, pastries and breads- presentation of baked products- ingredients used – indigenous ingredients found in the community/locality.- demands for a particular product – age, occupation, likes and dislikes
• Provide learners with pictures/ video clip presentation on the production of baked pies, pastries and breads.• Process learners understanding on the pictures and video clip presentation by asking leading questions focusing on the
production process of baked pies, pastries and breads.• Guide learners in gaining initial understanding of the concepts and principles of baked pies, pastries and bread
production.• Draw learners Essential Questions (EQ) from their initial understanding on the need to understand the basic concepts
and principles underlying the process of delivery in the production of baked pies, pastries and breads.
2. FIRM UP • Have learners research on the 4 Ms (materials, machine, method, and manpower) of production needed in producing
quality baked products.• Encourage learners gather essential information related to pies, pastries and bread production. Learners can use any of
the following: - interview with successful baker
- web-based resources- reading materials (books, bulletins and others)
• Guide learners in preparing a project plan on the production of baked pies, pastries and breads.• Have learners familiarize themselves with the different processes involved in producing pies, pastries and breads.• Encourage learners to reflect, revise, and rethink their understanding in consideration of the processes,
information/learning in the production of pies, pastries and breads.
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2010 SECONDARY EDUCATION CURRICULUMCareer Pathways – Technology and Livelihood Education
• Have learners assess themselves on their understanding of the concepts of production of pies, pastries and breads, Check this against the content standard.
3. DEEPEN
• Have learners translate the project plan into a quality baked products based on the given standard procedure.• Assists learners in computing for the cost of production and selling price of pies, pastries and breads.• Engage learners into a guided discussion on the factors that may affect the different practices in baking pies, pastries
and breads.• Encourage learners to reflect on and revise their project plan.• Have learners express their understanding and check against the Essential Understanding (EU) and content standard in
baking pies, pastries and breads.• Have learners assess their understanding. (Refer to Stage 2, Assessment at the Level of Understanding)
4. TRANSFER • Have learners produce original/new marketable pies, pastries and breads applying the concepts and principles in
baking. • Encourage learners to exhibit their finished products (bazaar, food fair, etc.).• Assess learners’ level of performance. (Refer to Stage 2, Assessment at the Level of Performance)
Resources/Materials/Equipment Needed:• Textbooks• Magazines/Journals• KAB Modules • Cooking utensils/ tools and equipment • Ingredients
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2010 SECONDARY EDUCATION CURRICULUMCareer Pathways – Technology and Livelihood Education
Quarter 4: Baking Cookies and Cakes Topic: Personal Entrepreneurial Competencies (PECs)
Time Frame: 2 days
Stage 1Content Standard: The learner demonstrates understanding of Personal Entrepreneurial Competencies (PECs) such as characteristics, attributes, lifestyles, skills, traits, etc. in baking cookies and cakes.
Analysis and interpretation of PECs by achievement, planning and power clusters.
Performance Standard: The learner prepares, based on PECs, a plan of action that addresses his/her areas of development and areas of strength in baked cookies and cakes business.
Essential Understanding(s):Successful entrepreneurs like those engaged in the business cooking, continuously develop and improve their PECs.
Essential Question(s):How does one ensure success in a chosen entrepreneurial career like baking?
Learners will know:• Personal competencies
- Characteristics- Attributes- Lifestyles- Skills- Traits
• Cluster of PECs- Achievement- Planning- Power
Learners will be able to:• Analyze the competencies of PECs• Interpret the clusters of PECs such as achievement,
planning and power• Prepare a plan of action• Improve areas of strength
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2010 SECONDARY EDUCATION CURRICULUMCareer Pathways – Technology and Livelihood Education
Stage 2Product or Performance Task:Plan of action, based on PECs, addressing one’s areas of development and areas of strength
Evidence at the level of understandingLearners should be able to demonstrate understanding by covering the six (6) facets of understanding:Explanation: Describe their PECs focusing on strengths and development areas.Criteria:
a. Clearb. Comprehensivec. Concise
Interpretation: Compare their PECs with those of a successful practitioner.Criteria: a. Objective b. Focused c. Conclusive
Application: Apply their PECs in pursuing a chosen entrepreneurial activity.Criteria: a. Appropriate b. Effective c. Practical
Perspective: Express their thoughts on the importance of PECs from the viewpoint of a seasoned entrepreneur.Criteria: a. Valid b. Relevant c. Plausible
Evidence at the level of performance
Assessment of the plan of action based on the following criteria:
1. Comprehensiveness2. Appropriateness of strategies in terms
of addressing personal areas of development and improving one’s areas of strength
3. Doability
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2010 SECONDARY EDUCATION CURRICULUMCareer Pathways – Technology and Livelihood Education
d. Sensitive
Empathy: Express the feelings of an entrepreneur who finds difficulty in coping with the PECs of a chosen career.Criteria: a. Open-minded b. Objective c. Sensitive
Self-knowledge: Assess, based on the results of PECs, their level of confidence as a prospective entrepreneur in baking.Criteria: a. Reflective b. Insightful c. Objective
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2010 SECONDARY EDUCATION CURRICULUMCareer Pathways – Technology and Livelihood Education
Stage 3Teaching - Learning Sequence:
1. EXPLORE• Ask learners to name people in the community who are successful in their baked cookies and cakes business.
Why are they successful? Do you wish to be like them?
• Explain to learners the importance of assessing their PECs• Guide learners in assessing their PECs on the following:
Character Attribute Lifestyle Skills Traits(Note: Refer to Appendix A for a copy of the PECs. This could be reproduced according to the number of learners in class)
• Assist learners in analyzing and interpreting the results of the assessment of their PECs. Refer to Appendix B on how to interpret the results of PECs.
• Ask EQ to draw out the initial understanding of learners about how entrepreneurs succeed in their chosen career. Teacher may distribute meta cards for students to write their answers. These may be posted on the wall and revisited during the FIRMING UP.
2. FIRM UP• In order to firm up their understanding, learners may be asked to work individually or in groups in collecting
information about how entrepreneurs engaged in baking cookies and cakes succeed. Some suggested activities: interview with successful entrepreneurs in baking cookies and cakes, inviting successful entrepreneurs as resource persons in class, video documentaries of successful entrepreneurs, web searching, etc.
• Have learners analyze (in the form of a chart, Venn Diagram or Comparison Alley, etc.) the similarities and differences among successful entrepreneurs engaged in baking cookies and cakes, using the following aspects: characteristics, traits, attributes, lifestyles, skills.
• Have learners reflect/ rethink their understanding of how entrepreneurs such as those engaged in baking cookies and cakes succeed in their chosen field. Refer students to their answers posted on the wall.
• Process learners’ learning and check it against EU.• Check learners’ understanding against the content standard.
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2010 SECONDARY EDUCATION CURRICULUMCareer Pathways – Technology and Livelihood Education
3. DEEPEN• Have learners align their PECs with those of a successful entrepreneur of their choice.• Have learners reflect on their development areas as well as their areas of strength. Ask what they plan to do with them.• Ask learners to express the EU.• Assess learners at the level of understanding. (Refer to the assessment in Stage 2 using the 6 EUs)
4. TRANSFER• Have learners prepare a plan of action that addresses their areas of development and strength based on their PECs.• Assess learners’ plan of action based on the criteria provided in Stage 2 (Assessment at the Level of Performance).
Resources/Materials/Equipment Needed • Textbooks/KAB Modules• Scripts• Graphic organizers• Charts/Pictures/Video/Multimedia• Questionnaires/Checklists/Handouts/Survey Forms, etc.• Profile of entrepreneurs
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2010 SECONDARY EDUCATION CURRICULUMCareer Pathways – Technology and Livelihood Education
Quarter 4 : Baking Cookies and Cakes Topic: Environment and Market Time Frame: 6 days
Stage 1Content Standard: The learner demonstrates understanding of the environment and market for baking cookies and cakes as an entrepreneurial career.• Key Ideas
- Consumer needs and wants- Existing industry related to cooking meal products- Products/services that satisfy the needs and
wants of target customers• Key Processes
- SWOT analysis- Formulation of business ideas- Opportunity seeking and seizing
Performance Standard: The learner formulates a business idea based on the analysis of the immediate environment and market for baked cookies and cakes.
Essential Understanding(s):The needs and wants of the target market and industry help determine the product to be produced and/or service to be offered.
One’s choice of entrepreneurial activity is influenced by the needs and wants of consumers.
Seeking and responding effectively to a business opportunity are the bases for starting and maintaining a successful business venture.
Essential Question(s):How does one determine the needs and wants of the target market and industry in the immediate community?
How does one select an entrepreneurial activity to be pursued?
How can one respond effectively to a business opportunity?
Learners will know:• Consumer needs and wants• Existing industry related to embroidery• Products/services that satisfy the needs and wants of
target consumers• SWOT analysis• Formulation of business idea
Learners will be able to:• Prepare SWOT analysis • Formulate an action plan on business opportunity• Formulate a business idea from data analysis
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2010 SECONDARY EDUCATION CURRICULUMCareer Pathways – Technology and Livelihood Education
• Opportunity seeking and seizingStage 2
Product or Performance Task:Formulation of a business idea based on the analysis of the immediate environment and market
Evidence at the level of understandingLearners should be able to demonstrate understanding by covering the six (6) facets of understanding:
Explanation: Explain the importance of the immediate environment and market in identifying business opportunities in baked cookies and cakes.Criteria:
a. Clearb. Comprehensivec. Concised. Coherent
Interpretation: Interpret the data gathered from the immediate environment and market in identifying business opportunities in baked cookies and cakes.Criteria: a. Reliable b. Accurate c. Objective d. Relevant e. Valid
Application: Generate business ideas from data analysis of industries related on baked cookies and cakes.Criteria: a. Appropriate b. Innovative c. Practical
Evidence at the level of performance
Assessment of formulated business idea on the following criteria:
• Profitable• Feasible• Practical• Responsive to consumer needs
and wants• Innovative
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2010 SECONDARY EDUCATION CURRICULUMCareer Pathways – Technology and Livelihood Education
Perspective: Express from the point of view of a business owner the importance of scanning the environment and market in generating business ideas for industries related to baked cookies and cakes.Criteria: a. Valid b. Relevant c. Insightful
Empathy: Express their feelings when entrepreneurs offer the same type of business in a community.Criteria: a. Objective b. Persuasive c. Sensitive d. Open-minded
Self-knowledge: Self-assess their level of confidence in formulating business ideas related to baking cookies and cakes.Criteria: a. Reflective b. Insightful c. Objective
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2010 SECONDARY EDUCATION CURRICULUMCareer Pathways – Technology and Livelihood Education
Stage 3Teaching - Learning Sequence:
Entrepreneurs who want to take advantage of business opportunities need to explore the economic, cultural, and social conditions prevailing in the community. Needs and wants of people in a certain community that are not met may be considered as business opportunities. Identifying the needs of the community, its resources, available local specialized skills, and appropriate technology can help a new entrepreneur in seizing a business opportunity. Hence, the learners shall:
1. EXPLORE• Guide learners in assessing their prior knowledge on environment and market for baked cookies and cakes as an
entrepreneurial lens in generating business idea/s through a diagnostic test, K-W-L and other appropriate teaching and learning tools.
• Have learners assess their immediate environment and market for baked cookies and cakes to determine the existing industries, needs and wants of target market with the use of the following:
Survey questionnaire; Interview guide; Checklist, etc. SWOT analysis
• Ask EQs to draw out learners’ understanding of environment and market in generating business ideas to baked cookies and cakes.
2. FIRM UP • Lead learners in analyzing the assessment conducted on the environment and market for baked cookies and cakes products
in the immediate locality.• Assist learners in conducting a community mapping to identify business establishments or industries related to baked
cookies and cakes in the immediate locality.• Guide learners in making a graphical presentation of the information on the needs and wants of target market as a result of
the data-gathering activity such as: interview, survey, community mapping, etc.,• Help learners in presenting the result of the data-gathering activity reflective of the needs and wants of the target market for
baked cookies and cakes.• Ask learners to do supplementary reading and other compensatory activity to support the information presented.
3. DEEPEN• Assist learners in conducting an interview with a seasoned entrepreneur to gather salient information as regards the manner
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2010 SECONDARY EDUCATION CURRICULUMCareer Pathways – Technology and Livelihood Education
he/she was able to seize a business opportunity relative to baking cookies and cakes.• Compare whether the information derived from the interview will complement/harmonize with their skills in formulating
business ideas.• Assess learners’ level of understanding. (Refer to the Assessment in Stage 2).
4. TRANSFER• Ask learners to formulate a business idea as a result of the SWOT analysis of the environment and market for baked cookies
and cakes.• Assess the learners’ business idea based on the interview provided in Stage 2 (Assessment at the Level of Performance).
Resources/Materials/Equipment Needed:• Textbooks• KAB Modules• Magazines/Journals/Articles on supply and demand and existing industry
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2010 SECONDARY EDUCATION CURRICULUMCareer Pathways – Technology and Livelihood Education
Quarter 4 : Baking Cookies and Cakes Topic: Production of Cookies and Cakes
Time Frame: 35 days
Stage 1Content Standard:
The learner demonstrates understanding of the basic concepts and principles underlying the process and delivery in baking:
process flow in baking cookies and cakes such as brownies, butter, pinwheel, macaroons, oatmeal cookies and sponge, butter, chiffon, upsidedown cakes, etc.
project plan four (4) M’s (manpower, materials, machine, methods)
of production evaluation of baked products cost of production pricing of products packaging and marketing of products
Performance Standard:
The learner produces marketable original/new baked products, following the basic concepts and principles underlying the process and delivery in baking.
Essential Understanding(s):Applying the basic concepts and principles underlying the process and delivery in baking is essential in producing marketable baked products.
Essential Question(s):Why do we need to understand the basic concepts and principles underlying the process and delivery in baking?
Learners will know:Cookies
Ingredients used in cookies Methods of mixing cookies Characteristics of quality cookies Project plan 4 M’s of production Baking of cookies
Learners will be able to:
Use of quality ingredients Apply the method of mixing cookies Recognize characteristics of quality cookies Prepare project plan Discuss the 4M’s of production Bake cookies
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2010 SECONDARY EDUCATION CURRICULUMCareer Pathways – Technology and Livelihood Education
• Brownies• Dream Heart Wafers• Oatmeal Cookies• Chocolate Pinwheel• Sand Tarts• Peanut Butter Thumbprints
Evaluation of baked cookies Cost of production/services Pricing of products/services Packaging and marketing of baked products
Strategies Advertisement
Cakes Types of cakes Ingredients used in baking cakes Qualities of well baked cakes Factors to consider in baking quality cakes Icing and frosting Kinds of icing and frosting Project planning 4 M’s of production of cakes Baking of cakes Cake decorating
Chiffon cake with boiled icing Butter cake/pineapple upside down cake Sponge cake with chocolate frosting
Evaluation of cakes Cost of production/service Pricing of products/services Packaging and marketing of cakes
Brownies Dream Heart Wafers Oatmeal Cookies Chocolate Pinwheel Sand Tarts Peanut Butter Thumbprints
Evaluate baked products Compute cost of production Compute for the selling price Adapt appropriate packaging and marketing strategies
Differentiate types of cakes Use quality ingredients Recognize qualities of a well baked cakes Differentiate quality cakes Differentiate icing from frosting Classify kinds of icing and frosting Make project plan Discuss the 4 M’s of production Bake cakes Decorate cakes
Chiffon cake with boiled icing Butter cake/pineapple upside down cake Sponge cake with chocolate frosting
Evaluate cake Compute cost of production and selling price
Adopt appropriate packaging and marketing strategies
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2010 SECONDARY EDUCATION CURRICULUMCareer Pathways – Technology and Livelihood Education
Stage 2Product or Performance Task:Marketable original/new baked products, following the basic concepts and principles underlying the process and delivery in baking.
Demonstration of the process in the preparation of marketable baked products
Evidence at the level of understandingLearners should be able to demonstrate understanding by covering the six (6) facets of understanding:
Explanation:Explain the basic concepts and principles underlying the process and delivery in baking cookies and cakes.Criteria:• Clear• Comprehensive• Scientific basis
Interpretation:Show the significance of the process and delivery of baking in producing new products.Criteria• Original• Creative
Application:Exhibit marketable meal products following the process and delivery in baking.Criteria• Original• Creative• Nutritive Value• Cost-beneficial
Evidence at the level of performanceAssessment of cookies and cakes based on marketability (quality, appearance, price) and originality (value-added, uniqueness)
Assessment of performance• Compliance with standards (tools,
equipment, materials)• Application of procedure• Observance of work habits• Speed/Time
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2010 SECONDARY EDUCATION CURRICULUMCareer Pathways – Technology and Livelihood Education
Perspective:Compare and contrast the different techniques in baking cookies and cakes.Criteria:• Concise• Appropriate
Empathy:Share their thoughts on how it feels to have gainful returns in baking cookies and cakes.Criteria:• Profitable• Quality
Self-Knowledge:Self-assess their knowledge in producing marketable cookies and cakes.Criteria:• Clear• Self-Confidence
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2010 SECONDARY EDUCATION CURRICULUMCareer Pathways – Technology and Livelihood Education
Stage 3Teaching - Learning Sequence:
1. EXPLORE• Guide learners in assessing their prior knowledge and understanding in the production of baked cookies and cakes
through paper and pencil, performance test and other assessment tools.• Orient learners in understanding the learning standards (content and performance standards), assessment tools and
criteria.• Have learners survey a nearby eatery, food stalls, and the like. Let learners prepare survey questionnaire checklist
which will focus on:- types of baked cookies and cakes- presentation of baked products- ingredients used – indigenous ingredients in the community/locality- demands for a particular product – age, occupation, likes and dislikes
• Provide learners with pictures/ video clip presentation on the production of cookies and cakes.• Process learners understanding of the pictures and video presentation by asking leading questions focusing on the
production process of baked cookies and cakes.• Draw learners Essential Questions (EQ) from their initial understanding on the need to understand the basic concepts
and principles underlying the process of delivery in the production of baked cookies and cakes.
2. FIRM UP • Have learners research on the 4 Ms (materials, machine, method, and manpower) of production needed in producing
quality baked products.• Encourage learners gather essential information related to cookies and cakes. Learners can use any of the following: - interview with successful baker
- web-based resources- reading materials (books, bulletins and others)
• Assist learners in preparing a project plan on the production of baked cookies and cakes.• Have learners familiarize themselves with the different processes involved in producing cookies and cakes.• Encourage learners to reflect, revise, and rethink their understanding in consideration of the processes,
information/learning in the production of cookies and cakes.• Have learners assess themselves on their understanding of the concepts of production of cookies and cakes. Check
this against the content standard.
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2010 SECONDARY EDUCATION CURRICULUMCareer Pathways – Technology and Livelihood Education
3. DEEPEN
• Have learners translate the project plan into a quality baked products based on the given standard procedure.• Assist learners in computing for the cost of production and selling price of cookies and cakes.• Engage learners into a guided discussion on the factors that may affect the different practices in baking cookies and
cakes.• Encourage learners to reflect on and revise their project plan.• Have learners express their understanding and check against the essential understanding (EU) and content standard in
baking cookies and cakes.• Assess learner’s level of understanding. (Refer to Stage 2, Assessment at the Level of Understanding)
4. Transfer: • Have learners produce original/new marketable cookies and cakes applying the concepts and principles in baking.• Encourage learners to exhibit their finished products (bazaar, food fair, etc.).• Have learners assess their level of performance. (Refer to Stage 2, Assessment at the Level of Performance)
Resources/Materials/Equipment Needed:• Textbooks• Magazines/Journals• KAB Modules • Cooking utensils, tools and equipment• Ingredients
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