Tle He Foods

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2010 SECONDARY EDUCATION CURRICULUM Career Pathways – Technology and Livelihood Education

Home Economics – Foods and Food Service II

TEACHING GUIDE


General Standard: The learner demonstrates understanding of Personal

Entrepreneurial Competencies (PECs), the environment and market, and the process/production and delivery of quality processed foods (meat, fish, fruits and vegetables) and drinks (juice, wine and coffee).

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Quarter 1 : Meat and Poultry Processing Topic: Personal Entrepreneurial Competencies (PECs)

Time Frame: 2 days

Stage 1 Content Standard: The learner demonstrates understanding of Personal Entrepreneurial Competencies (PECs) such as characteristics, attributes, lifestyles, skills, traits, etc. in meat and poultry processing.

Analysis and interpretation of PECs by achievement, planning and power clusters.

Performance Standard: The learner prepares an activity plan that aligns his/her PECs of successful practitioner/entrepreneur as a proprietor of meat and poultry processing.

Essential Understanding(s): Aligning one’s PECs with those of successful practitioner/ entrepreneur helps ensure success in a chosen career.

Essential Question(s): How does one ensure success in a chosen career?

Learners will know: • Personal competencies

- Characteristics/Attributes/Traits - Lifestyles - Skills

• 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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Stage 2

Product or Performance Task: Plan of action, based on PECs, addressing one’s areas of development and areas of strength.

Evidence at the level of understanding Learners 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. Clear b. Comprehensive c. 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. Comprehensiveness 2. Appropriateness of strategies in terms

of addressing personal areas of development and improving one’s areas of strength

3. Doability

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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 food processing. Criteria: a. Reflective b. Insightful c. Objective

Stage 3

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Teaching - Learning Sequence: Individuals possess different Personal Entrepreneurial Competencies (PECs). These PECs include characteristics,

attributes, lifestyles, skills or traits that make a person different from others. When one possesses these competencies, he/she may become ready to face the challenges of starting a business. Hence, the learners shall:

1. EXPLORE

• Ask learners to name people in the community who are successful in the meat and poultry processing 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 meat processing succeeded. Some suggested activities: interview with successful entrepreneurs in meat processing, 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 meat processing using the following aspects: characteristics, traits, attributes, lifestyles, skills

• Have learners reflect/ rethink their understanding of how entrepreneurs such as those engaged in meat and poultry processing succeed in their chosen field. Refer students to their answers posted on the wall.

• Process learners’ learning and check it against EU.

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• 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 FUs) 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 Quarter 1 : Meat and Poultry Processing Topic: Environment and Market Time Frame: 6 days

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Stage 1 Content Standard: The learner demonstrates understanding of the environment and market for meat and poultry processing as an entrepreneurial career.

• Key Ideas - Consumer needs and wants - Existing industry related to processed meat and

poultry 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 processed meat and poultry products.

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 municipality? 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 meat and poultry processing • 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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Stage 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 understanding Learners 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 meat and poultry processing. Criteria:

a. Clear b. Comprehensive c. Concise d. Coherent

Interpretation: Interpret the data gathered from the immediate environment and market in identifying business opportunities in meat and poultry processing. Criteria a. Reliable b. Accurate c. Objective d. Relevant e. Valid

Application: Generate business ideas from analyzed data of meat and poultry processing business. 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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Perspective: Express from the point of view of a business owner the importance of scanning the environment and market in generating business ideas meat and poultry processing. Criteria: a. Valid b. Relevant c. Insightful Empathy: Express their feelings when entrepreneurs offer the same type of business in a municipality. Criteria: a. Objective b. Persuasive c. Sensitive d. Open-minded Self-knowledge: Self-assess their level of confidence in formulating business ideas related to meat and poultry processing. Criteria: a. Reflective b. Insightful c. Objective

Stage 3

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Teaching - Learning Sequence: Entrepreneurs who want to take advantage of business opportunities need to explore the economic, cultural, and social

conditions prevailing in the municipality/city. Needs and wants of people in a certain municipality/city that are not met may be considered as business opportunities. Identifying the needs of the municipality/city 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 processed meat and poultry 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 processed meat and poultry 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 meat and poultry processing.

2. FIRM UP

• Lead learners in analyzing the assessment conducted on the environment and market for processed meat and poultry in the immediate municipality/city.

• Assist learners in conducting a town mapping to identify business establishments or industries related to meat and poultry processing in the immediate municipality/city.

• Guide learners in making a graphic presentation of the information on meat and poultry processing as a result of the data-gathering activity such as: interview, survey, town/city mapping, etc.,

• Help learners in presenting the result of the data gathering activity reflective of the needs and wants of the target market for processed meat and poultry.

• Ask the learner to do supplementary reading and other compensatory activity to support the information presented. 3. DEEPEN

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• 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 related to meat and poultry processing.

• 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 the learner to formulate a business idea as a result of the SWOT analysis of the environment and market for processed meat and poultry.

• 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

Quarter 1 : Meat and Poultry Processing Topic: Production of Processed Time Frame: 35 days

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Meat and Poultry

Stage 1 Content Standard: The learner demonstrates understanding of basic concepts and principles underlying the process and delivery in processing meat and poultry.

Performance Standard: The learner produces marketable original/new processed meat products following the basic concepts and principles underlying the process and delivery in processing meat and poultry.

Essential Understanding(s): Applying the basic concepts and principles underlying the process and delivery in processing meat and poultry is essential to producing marketable processed meat and poultry products.

Essential Question(s): Why do we need to understand the basic concepts and principles underlying the process and delivery in processing meat and poultry?

Learners will know: A. Meat

� Kinds of meat in meat processing

• Beef

• Pork

• Poultry � Market forms of meat � Different cuts of meat � Characteristics of meat used in processing � Nutritive value � Ingredients in meat processing � Tools, utensils and materials � Methods of meat processing

• Drying

• Smoking

• Salting

• Freezing and chilling

• Canning

• Curing � Safety and sanitation

Learners will be able to:

� Use quality beef, pork and poultry

� Identify different market forms of meat in processing � Use different cuts of meat � Recognize characteristics of fresh meat � Conserve nutritive value of meat � Use the quality ingredients � Use the appropriate tools, utensils and materials � Apply the methods of meat processing

� Observe safety measures and sanitation

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� Project planning � Meat processing

• Pork tapa

• Pork ham

• Pork longanisa skinless

• Pork tocino

• Beef tapa

• Beef longanisa skinless

• Beef tocino

• Corned beef

� Evaluation of processed meat products � Cost of production � Pricing of processed meat � Packaging and marketing of processed meat

products B. Poultry

� Kinds of poultry

• Chicken Broiler Capon Rooster Rack Cornish Goose Hen Stewing chicken

• Turkery

• Duck

• Goose � Characteristics of quality poultry � Nutritive value � Market forms of poultry � Tools, utensils and equipment

� Methods of poultry processing

• Drying

• Smoking

� Prepare project plan including the 4M’s of production � Produce processed meat products

• Pork tapa

• Pork ham

• Pork longanisa skinless

• Pork tocino

• Beef tapa

• Beef longanisa skinless

• Beef tocino

• Corned beef

� Assess processed meat products using rubrics � Compute for the cost of production and selling price

� Adopt appropriate packaging and marketing strategies

� Differentiate the kinds of poultry

� Recognize the characteristics of quality poultry � Conserve nutritive value � Recognize market forms of poultry � Use tools, utensils and equipment � Apply the methods of poultry processing

• Drying

• Smoking

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• Salting

• Freezing and chilling � Safety and sanitation � Project planning � 4 Ms of production � Poultry processing

• Chicken tocino

• Chicken ham

• Chicken tapa

• Chicken longanisa skinless � Evaluation of processed poultry products

� Cost of production � Pricing of products � Packaging and marketing

• Salting

• Freezing and chilling � Observe safety and sanitation � Prepare a project plan for poultry processing � Apply the 4 Ms of production � Produce processed poultry

� Assess of processed poultry products using rubrics and other tools for evaluation

� Compute for the cost of production and pricing of products

� Adopt appropriate marketing strategies

Stage 2 Product or Performance Task: Marketable original/new meat and poultry products, following the basic concepts and principles underlying the process and delivery in processing meat and poultry Demonstration of the process in the preparation of marketable processed meat and poultry products

Evidence at the level of understanding Learners 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 processing meat and poultry. Criteria:

a. clear b. comprehensive c. concise

Interpretation: Show the significance of the process and delivery in processing meat and poultry in producing new products. Criteria: a. meaningful

Evidence at the level of performance Assessment of processed meat and poultry products based on the following:

• marketability (quality, appearance, price)

• originality (value-added uniqueness)

• Compliance to standards (tools, equipment, materials)

• Application of procedure

• Observance of work habits

• Speed and Time

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b. iIllustrative c. significant Application: Demonstrate the procedure in processing meat and poultry. Criteria:

a. appropriate b. practical c. effective

Perspective: Compare and contrast the process and delivery in processing meat and poultry and that of fish processing. Criteria: a. clear b. concise c. appropriate Empathy: Share their thoughts on how it feels to have low gains and returns in meat and poultry products. Criteria:

a. sensitive b. responsive c. tactful

Self-Knowledge: Self-assess their knowledge in producing marketable processed meat and poultry products. a. level of confidence b. insightful c. reflective

Stage 3

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Teaching - Learning Sequence: Meat processing is a very useful method of extending the availability of quality food produced beyond daily consumption.

There are simple and easy ways of processing food that can be done in ordinary households for family consumption or even for income generating activity. 1. EXPLORE

• Guide learners in assessing their prior knowledge and understanding in the production of processed meat products through paper and pencil, performance test and other assessment tools.

• Orient learners in understanding the curriculum framework – CP-TLE- Foods and Food Service II, 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: - kinds and types of processed meat products - presentation of sample packages of processed meat and poultry products - ingredients used – indigenous ingredients available in the community - demands for a particular product – age, occupation, likes and dislikes

• Provide learners with information on the production of processed meat and poultry products using pictures/video clips.

• Provide learners pictures/video clips on the production of processed meat and poultry products.

• Guide learners understanding of the pictures and video presentation by asking leading questions focusing on the production of processed of meat and poultry products.

• Guide learners in gaining initial understanding of the concepts and principles of processed meat products.

• 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 processed meat and poultry.

2. FIRM UP

• Guide learners survey on the 4 Ms (materials, machine, method, and manpower) of production needed in producing quality processed meat and poultry products.

• Have learners gather essential information related to the production of processed meat. Learners can use any of the following: - interview with successful proprietor of meat and poultry processing

- web-based resources - reading materials (books, bulletins and others)

• Assist learners in making abstractions from the analysis of essential information related to the production of processed meat and poultry products.

• Guide learners in preparing a project plan on the production of processed meat and poultry products.

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• Have learners familiarize themselves with the different processes involved in producing processed meat and poultry products.

• Encourage learners to reflect, revise, and re think their understanding in consideration of the processes, information/learning in the production of processed meat and poultry products.

• Have learners assess their understanding of the concepts and principles underlying of the production of processed meat and poultry products. Check this against the content standard.

3. DEEPEN

• Let 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 processed meat and poultry products.

• Encourage learners to reflect and revise their project plan.

• Have learners express their understanding and check against the Essential Understanding (EU) and content standard in producing processed meat and poultry products.

• Have learners assess their understanding. (Refer to stage 2, Assessment at the Level of Understanding)

4. TRANSFER

• Have learners produce original/new marketable processed meat and poultry products.

• Encourage learners exhibit their products (processed meat and poultry products)

• Have learners assess their level of performance using criteria. (Refer to stage 2, Assessment at the Level of Performance)


• Textbooks

• Magazines/Journals

• KAB Modules

• Cooking utensils, tools and equipment

• Ingredients

• Survey questionnaires

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Quarter 2 : Fish and Shellfish Processing Topic: Personal Entrepreneurial Competencies (PECs)

Time Frame: 2 days

Stage 1 Content Standard: The learner demonstrates understanding of Personal Entrepreneurial Competencies (PECs) such as characteristics, attributes, lifestyles, skills, traits, etc. in fish and shellfish processing.


Performance Standard: The learner prepares an activity plan that aligns his/her PECs of successful practitioner/entrepreneur as a proprietor of fish and shellfish processing.

Essential Understanding(s): Aligning one’s PECs with those of successful practitioner/ entrepreneur helps ensure success in a chosen career.







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Stage 2








3. Doability

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Stage 3

Teaching - Learning Sequence: Individuals possess different Personal Entrepreneurial Competencies (PECs). These PECs include characteristics,

attributes, lifestyles, skills or traits that make a person different from others. When one possesses these competencies, he/she may become ready to face the challenges of starting a business. Hence, the learners shall:

1. EXPLORE

• Ask learners to name people in the community who are successful in their business in fish and shellfish processing business � Why are they successful? � Do you wish to be like them?





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 fish and shellfish processing succeeded. Some suggested activities: interview with successful entrepreneurs in meat processing, 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 fish and shellfish processing using the following aspects: characteristics, traits, attributes, lifestyles, skills

• Have learners reflect/ rethink their understanding of how entrepreneurs such as those engaged in fish and shellfish

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processing succeed in their chosen field. Refer students to their answers posted on the wall.



3. DEEPEN









• Scripts




• Profile of entrepreneurs

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Quarter 2 : Fish and Shellfish Processing Topic: Environment and Market

Time Frame: 6 days

Stage 1 Content Standard: The learner demonstrates understanding of the environment and market for fish and shellfish processing as an entrepreneurial career.

• Key Ideas - Consumer needs and wants - Existing industry related to processed and

shellfish products - Products/services that satisfy the needs and



Performance Standard: The learner formulates a business idea based on the analysis of the immediate environment and market for fish and shellfish processing.


Essential Question(s): How does one determine the needs and wants of the target market and industry in the immediate municipality/city? 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 fish and shellfish processing • Products/services that satisfy the needs and wants of

target consumers • SWOT analysis • Formulation of business idea


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• Opportunity seeking and seizing

Stage 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 understanding Learners 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 fish and shellfish processing. Criteria:


Interpretation: Interpret the data gathered from the immediate environment and market in identifying business opportunities in fish and shellfish processing. Criteria: a. Reliable b. Accurate c. Objective d. Relevant e. Valid


• Profitable

• Feasible

• Practical


• Innovative

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Application: Generate business ideas from data analysis of processed fish and shellfish processing business. Criteria: 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 on fish and shellfish processing Criteria: a. Valid b. Relevant c. Insightful Empathy: Express their feelings when entrepreneurs offer the same type of business in a municipality/city. Criteria: a. Objective b. Persuasive c. Sensitive d. Open-minded Self-knowledge: Self-assess their level of confidence in formulating business ideas related to fish and shellfish processing. Criteria: a. Reflective b. Insightful c. Objective

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Stage 3


conditions prevailing in the municipality/city. Needs and wants of people in a certain municipality/city that are not met may be considered as business opportunities. Identifying the needs of the municipality/city, 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 processed fish and shellfish 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 processed fish and shellfish to determine the existing industries, needs and wants of target market with the use of the following:


• Ask EQs to draw out learners understanding of environment and market in generating business ideas related to fish and shellfish processing.

2. FIRM UP

• Lead learners in analyzing the assessment conducted on the environment and market for processed fish and shellfish in the immediate municipality/city

• Assist learners in conducting a town/city mapping to identify business establishments or industries related to fish and shellfish processing in the immediate municipality/city.

• Guide learners in making a graphic presentation of the information on fish and shellfish processing as a result of the data-gathering activity such as: interview, survey, town/city mapping, etc.,

• Help learners in presenting the result of the data gathering activity reflective of the needs and wants of the target market for processed fish and shellfish.

• Ask the learner to do supplementary reading and other compensatory activity to support the information presented.

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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 related to fish and shellfish processing.



• Ask the learner to formulate a business idea as a result of the SWOT analysis of the environment and market for processed meat.




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Quarter 2 : Fish and Shellfish Processing Topic: Production of Processed Fish and Shellfish

Time Frame: 35 days

Stage 1

Content Standard: The learner demonstrates understanding of basic concepts and principles underlying the process and delivery in processing fish and shellfish.

Performance Standard: The learner: Produces marketable original/new products following the basic concepts and principles underlying the process and delivery in processing fish and shellfish.

Essential Understanding(s): Applying the basic concepts and principles underlying the process and delivery in fish and shellfish processing is essential to producing marketable processed fish and shellfish products.

Essential Question(s): Why do we need to understand the basic concepts and principles underlying the process and delivery in processing fish and shellfish?

Learners will know: Fish and Shellfish Processing • Kinds of Fish in the Philippines suited for processing • Characteristics of fresh fish

• Market forms of fish • Kinds of shellfish • Characteristics of fresh shellfish • Tools, utensils and materials • Different methods of Processing fish and shellfish

- Drying (sun dry, artificial, air blast) - Smoking - Freezing - Canning - Salting

- Brining - Dry salting - Pickling

• Fermentation

Learners will be able to: • Identify the kinds of fish suited for fish processing • Describe/Recognize the characteristics of fresh fish and

shellfish • Recognize the market forms of fish • Recognize the kinds of shellfish • Recognize the characteristics of fresh shellfish • Use the tools, utensils and materials in fish and shellfish

processing • Apply the methods processing fish and shellfish

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• Project Planning • 4Ms of Production • Fish Processing

• Tinapa making • Fish Paste (Bagoong)

• Sardines • Boneless bangus

� Evaluation of processed fish and shellfish products � Cost of Production of Processed Fish � Pricing of Products � Packaging and marketing

- strategies - advertisement

• Prepare a Project Plan for Fish and /Shellfish Processing • Apply the 4Ms of Production • Produce Processed Fish

• Assess the produced processed fish and shellfish products using rubrics and other tools of evaluation

• Compute for the cost of production • Adopt packaging and marketing

- strategies - advertisement

Stage 2 Product or Performance Task: Marketable original/new products, following the basic concepts and principles underlying the process and delivery in processing fish and shellfish Demonstration of the process in the preparation of marketable processed fish and shellfish products

Evidence at the level of understanding Learners 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 processing fish and shellfish products. Criteria:


Evidence at the level of performance Assessment of processed fish and shellfish products based on the following:






• Speed and Time

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Interpretation: Show the significance of the process and delivery in processing fish and shellfish in producing new products. Criteria: a. meaningful b. iIllustrative c. significant Application: Demonstrate the procedure in processing fish and shellfish. Criteria:


Perspective: Compare and contrast the process and delivery in processing fish and shellfish and that of fish processing. Criteria: a. clear b. concise c. appropriate Empathy: Share their thoughts on how it feels to have low gains and returns in fish and shellfish products. Criteria:


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Self-Knowledge: Self-assess their knowledge in producing marketable processed fish and shellfish products. a. level of confidence b. insightful c. reflective

Stage 3 Teaching - Learning Sequence:

Our Filipino folks have learned to adjust to seasonal food conditions and are able to develop ways of coping with the

problem of scarcity of fish and shellfish. The most common method is salting and drying. It is therefore essential that learners study these strategies especially for generating income while looking forward to the possibility of improving those methods.

1. EXPLORE

• Guide learners in assessing their prior knowledge in the production of processed fish and shellfish products 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.

• Guide learners survey nearby eateries, food stalls and the like. Let learners prepare survey questionnaire checklist which will focus on: � Types of processed fish and shellfish products � Presentation of processed fish and shellfish products � Ingredients used indigenous ingredients available in the municipality/city � Demands for a particular products – age, occupation like and dislikes

• Assist learners in analyzing and interpreting surveyed data on the production of fish and shellfish products.

• Provide learners with information on the production of processed fish and shellfish products using pictures/video clips.

• Guide learners understanding of the pictures and video presentation by asking leading question focusing on the production of processed fish and shellfish products.

• Guide learners in gaining initial understanding of the concepts and principles of processed fish and shellfish products.

• Draw from learners Essential Question (EQ) from their initial understanding on the need to understand the basic concepts and principles underlying the process of delivery in the production of processed fish and shellfish.

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4. FIRM UP

• Guide learners survey on the 4Ms (material, machine, method and manpower) of production needed in producing quality processed fish and shellfish products.

• Have learners gather essential information related to the production of processed fish and shellfish. Learners can use any of the following: - interview with successful proprietor of fish and shellfish processing industry - web-based resources - reading materials (books, bulletin and others)

• Have learners present the gathered information and use them as basis for preparing project plan.

• Guide learners in preparing a project plan on the production of processed fish and shellfish products.

• Have the learners familiarize themselves with the different processes involved in producing processed fish and shellfish products.

• Encourage learners to reflect, revise and rethink their understanding in consideration of the processes in other learning task in the production of processed fish and shellfish products.

• Have learners assess their understanding on the concepts and principles underlying of the production of processed fish and shellfish products. Check this against the content standard.

3. DEEPEN

• Let learners translate the project plan into a quality processed fish and shellfish products based on the given standard procedure.

• Have learners compute for the cost of production and selling price of processed fish and shellfish products.

• Encourage learners reflect and revise their project plan.

• Have learners express their understanding and check against the Essential Understanding (EU) and content standard in producing processed fish products.

• Have learners assess their understanding (Refer to Stage 2, Assessment at the Level of Understanding) 4. TRANSFER

• Have learners produce original/new marketable processed fish and shellfish products.

• Encourage learners exhibit processed fish and shellfish products through bazaars and food fairs.

• Have learners assess their level of performance using criteria. (Refer to Stage 2, Assessment at the Level of Performance).

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• Textbooks


• KAB Modules

• Cooking utensils, tools and equipment

• Ingredients

• Survey forms and questionnaires

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Quarter 3 : Fruits and Vegetables Processing

Topic: Personal Entrepreneurial Competencies (PECs)

Time Frame: 2 days

Stage 1 Content Standard: The learner demonstrates understanding of Personal Entrepreneurial Competencies (PECs) such as characteristics, attributes, lifestyles, skills, traits, etc. in fruits and vegetables processing.


Performance Standard: The learner prepares an activity plan that aligns his/her PECs of successful practitioner/entrepreneur as a proprietor of fruits and vegetables processing.

Essential Understanding(s): Aligning one’s PECs of successful practitioner/entrepreneur helps ensure success in a chosen career.







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Stage 2








3. Doability

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Stage 3

Teaching - Learning Sequence:

Individuals possess different Personal Entrepreneurial Competencies (PECs). These PECs include characteristics, attributes, lifestyles, skills or traits that make a person different from others. When one possesses these competencies, he/she may become ready to face the challenges of starting a business. Hence, the learners shall:

1. EXPLORE

• Ask learners to name people in the community who are successful in their business in fruits and vegetables processing business � Why are they successful? � Do you wish to be like them?





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 fruits and vegetables processing succeeded. Some suggested activities: interview with successful entrepreneurs in fruits and vegetables processing, 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 fruits and vegetables processing using the following aspects: characteristics, traits, attributes, lifestyles, skills

• Have learners reflect/ rethink their understanding of how entrepreneurs such as those engaged in fruits and vegetables

38






3. DEEPEN









• Scripts





39




Topic: Environment and Market

Time Frame: 6 days

Stage 1 Content Standard: The learner demonstrates understanding of the environment and market for fruits and vegetables processing as an entrepreneurial career.

• Key Ideas - Consumer needs and wants - Existing industry related to processed and

shellfish products - Products/services that satisfy the needs and



Performance Standard: The learner formulates a business idea based on the analysis of the immediate environment and market for fruits and vegetables processing.



Learners will know: • Consumer needs and wants • Existing industry related to fruits and vegetables

processing • Products/services that satisfy the needs and wants of

target consumers • SWOT analysis


40



• Formulation of business idea • Opportunity seeking and seizing


Evidence at the level of understanding Learners 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 fruits and vegetables processing. Criteria:


Interpretation: Interpret the data gathered from the immediate environment and market in identifying business opportunities in fruits and vegetables. Criteria: a. Reliable b. Accurate c. Objective d. Relevant e. Valid Application: Generate business ideas from data analysis of processed fruits


• Profitable

• Feasible

• Practical


• Innovative

41



and vegetables processing business. Criteria: 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 on fruits and vegetables processing Criteria: a. Valid b. Relevant c. Insightful Empathy: Express their feelings when entrepreneurs offer the same type of business in a municipality/city. Criteria: a. Objective b. Persuasive c. Sensitive d. Open-minded Self-knowledge: Self-assess their level of confidence in formulating business ideas related to fruits and vegetables processing. Criteria: a. Reflective b. Insightful c. Objective

42



Stage 3



• Guide the learner in assessing their prior knowledge on environment and market for processed fruits and vegetables 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 processed fruits and vegetables to determine the existing industries, needs and wants of target market with the use of the following:


• Ask EQs to draw out learners understanding of environment and market in generating business ideas related to fruits and vegetables processing.

2. FIRM UP

• Lead learners in analyzing the assessment conducted on the environment and market for processed fruits and vegetables in the immediate municipality/city

• Assist learners in conducting a town/city mapping to identify business establishments or industries related to fruits and vegetables processing in the immediate municipality/city.

• Guide learners in making a graphic presentation of the information on fruits and vegetables processing as a result of the data-gathering activity such as: interview, survey, town/city mapping, etc.,

• Help learners in presenting the result of the data gathering activity reflective of the needs and wants of the target market for processed fruits and vegetables


43



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 related to fruits and vegetables processing.







44




Topic: Production of Processed Fruits and Vegetables

Time Frame: 35 days

Stage 1

Content Standard: The learner demonstrates understanding of basic concepts and principles underlying the process and delivery in processing fruits and vegetables.

Performance Standard: The learner: Produces marketable original/new products following the basic concepts and principles underlying the process and delivery in fruits and vegetables processing.

Essential Understanding(s): Applying the basic concepts and principles underlying the process and delivery in fruits and vegetables processing is essential to producing marketable processed fruits and vegetables products.

Essential Question(s): Why do we need to understand the basic concepts and principles underlying the process and delivery in processing fruits and vegetables?

Learners will know: • Importance of Processing fruits and vegetable • Chemical composition of fruits and vegetables • Causes of fruits and vegetables spoilage • Tools and equipment needed in processing • Methods of processing fruits and vegetables

• Preservation with sugar - Jelly - Jam - Marmalade - Candied/Glazed

• Pickling • Preparation of raw materials for processing fruits and

vegetables • Sorting and selecting vegetables

- cleaning - blanching - peeling/paring

Learners will be able to: • Process fruits and vegetables • Analyze chemical composition of fruits and vegetable

Use proper tools and equipment needed in processing fruits and vegetable

• Apply the methods of processing fruits and vegetables • Produce processed fruits and vegetable products,

• Prepare raw materials • Sort and select fruits and vegetables for processing.

45



- lye treatment - preparing solution

- Syrup - Brine - Pickling

• Safety and Sanitation • Project Planning • 4Ms of Production • Fruits and Vegetables Processing

- Pineapple jam - Candied Tamarind - Guava jelly - Papaya Pineapple Marmalade - Sayote mixed Pickles - Mixed vegetables Pickles - etc.

• Evaluation of processed fruits and vegetable products • Cost of Production • Pricing of Products • Packaging and marketing of processed fruits and

vegetables - strategies - advertisement

• Observe safety and sanitation • Prepare Project Plan • Produce Processed fruits and vegetables Products

• Assess processed fruits and vegetables products • Compute the cost of production • Estimate the price of processed fruits and vegetables • Adopt appropriate packaging and marketing of processed

fruits and vegetables.

46



Stage 2

Product or Performance Task: Marketable original/new products, following the basic concepts and principles underlying the process and delivery in processing fruits and vegetables Demonstration of the process in the preparation of marketable processed fruits and vegetables products

Evidence at the level of understanding Learners 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 processing fruits and vegetables products. Criteria:


Interpretation: Show the significance of the process and delivery in processing fruits and vegetables in producing new products. Criteria: a. meaningful b. iIllustrative c. significant Application: Demonstrate the procedure in processing fruits and vegetable products. Criteria:


Evidence at the level of performance Assessment of processed fruits and vegetables products based on the following:






• Speed and Time

47



Perspective: Compare and contrast the process and delivery in processing fruits and vegetables and that of meat and poultry processing. Criteria: a. clear b. concise c. appropriate Empathy: Share their thoughts on how it feels to have low gains and returns in processed fruits and vegetable products. Criteria:


Self-Knowledge: Self-assess their knowledge in producing marketable processed fruits and vegetable products. a. level of confidence b. insightful c. reflective

48



Stage 3

Teaching - Learning Sequence: . As a rule, preservation of fruits and vegetables tend to increase the cost of the product. However, preservation insures

availability of the products during off season. Learning how to preserve fruits and vegetables shall be profitable in the long run because it is one activity which can generate income for the family. 1. EXPLORE

• Guide the learners in assessing their prior knowledge and understanding in the production of processed fruits and vegetable products 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.

• Guide learners in preparing survey on processed fruits and vegetables in nearby eateries, food stalls groceries and the like. Let the learners prepare survey questionnaire checklist which will focus on:

� types of processed fruits and vegetables products � presentation of processed fruits and vegetables product samples � ingredients using indigenous materials available in the municipality/city. � demands for a particular products.

• Assist learners in analyzing and interpreting the surveyed data on the production of fruits and vegetable products.

• Provide learners with information on the production of processed fruits and vegetables with pictures/video clips.

• Guide learners in interpreting the pictures and video presentation by asking leading questions focusing on the production of processed of fruits and vegetable products.

• Guide learners in gaining initial understanding of the concepts and principles underlying of the production of processed fruits and vegetables.

• Draw from 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 processed fruits and vegetables.

2. FIRM UP

• Guide learners in preparing research work on the 4Ms (material, machine, method and manpower) of production needed in producing quality processed fruits and vegetable products.

• Have learners gather essential information related to the production of processed fruits and vegetables. Learners can use any of the following: - interview with successful proprietor of processed fruits and vegetables industry. - web-based resources - reading materials (books, bulletin and others)

49




• Guide learners in preparing a project plan on the production of processed fruits and vegetable products.

• Have learners familiarize themselves with the different processes involved in producing processed fruits and vegetable products and other learning task.

• Have learners assess their understanding of the concepts of production of processed fruits and vegetable. Check this against the content standard.

3. DEEPEN

• Let learners actualize the project plan into quality processed fruits and vegetable products based on the given standard procedure.

• Have learners compute for the cost of production and selling price of processed fruits and vegetable products.

• Encourage learners reflect and revise their project plan

• Have learners express their understanding and check against the Essential Understanding (EU) and correct standard in producing processed fruit and vegetable products.

• Have learners assess their understanding. (Refer to Stage 2, Assessment at the Level of Understanding) 4. TRANSFER

• Have learners produce original/new marketable processed fruits and vegetable products.

• Encourage learners exhibit processed fruits and vegetable products through bazaars, and food fairs.

• Have learners assess their level of performance using criteria (Refer to Stage 2, Assessment at the Level of Performance)


• Textbooks


• KAB Modules

• Cooking utensils, tools and processing equipment

• Ingredients

• Scoring Rubrics

• Multimedia materials

• Survey Questionnaires

50



Quarter 4 : Drinks, Juices and Coffee Processing

Topic: Personal Entrepreneurial Competencies (PECs)

Time Frame: 2 days

Stage 1 Content Standard: The learner demonstrates understanding of Personal Entrepreneurial Competencies (PECs) such as characteristics, attributes, lifestyles, skills, traits, etc. in drinks, juices and coffee processing.


Performance Standard: The learner prepares an activity plan that aligns his/her PECs of successful practitioner/entrepreneur as a proprietor of drinks, juices and coffee processing.

Essential Understanding(s): Aligning one’s PECs of successful practitioner/entrepreneur helps ensure success in a chosen career.







51



Stage 2








3. Doability

52




53



Stage 3

Teaching - Learning Sequence:

Individuals possess different Personal Entrepreneurial Competencies (PECs). These PECs include characteristics, attributes, lifestyles, skills or traits that make a person different from others. When one possesses these competencies, he/she may become ready to face the challenges of starting a business. Hence, the learners shall:

1. EXPLORE

• Ask learners to name people in the community who are successful in their business in drinks, juices and coffee processing business � Why are they successful? � Do you wish to be like them?





5. 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 drinks, juices and coffee processing succeeded. Some suggested activities: interview with successful entrepreneurs in drinks, juices and coffee processing, 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 drinks, juices and coffee processing using the following aspects: characteristics, traits, attributes, lifestyles, skills

• Have learners reflect/ rethink their understanding of how entrepreneurs such as those engaged in drinks, juices and coffee

54






3. DEEPEN









• Scripts





55




Topic: Environment and Market

Time Frame: 6 days

Stage 1 Content Standard: The learner demonstrates understanding of the environment and market for drinks, juices and coffee processing as an entrepreneurial career.

• Key Ideas - Consumer needs and wants - Existing industry related to processed drinks,

juices and coffee products - Products/services that satisfy the needs and



Performance Standard: The learner formulates a business idea based on the analysis of the immediate environment and market for drinks, juices and coffee processing.



Learners will know: • Consumer needs and wants • Existing industry related to fruits and vegetables

processing • Products/services that satisfy the needs and wants of

target consumers • SWOT analysis


56



• Formulation of business idea • Opportunity seeking and seizing


Evidence at the level of understanding Learners 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 drinks, juices and coffee processing. Criteria:


Interpretation: Interpret the data gathered from the immediate environment and market in identifying business opportunities in processed drinks, juices and coffee Criteria: a. Reliable b. Accurate c. Objective d. Relevant e. Valid


• Profitable

• Feasible

• Practical


• Innovative

57



Application: Generate business ideas from data analysis of processed drinks, juices and coffee processing business. Criteria: 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 on drinks, juices and coffee processing Criteria: a. Valid b. Relevant c. Insightful Empathy: Express their feelings when entrepreneurs offer the same type of business in a municipality/city. Criteria: a. Objective b. Persuasive c. Sensitive d. Open-minded Self-knowledge: Self-assess their level of confidence in formulating business ideas related to drinks, juices and coffee processing. Criteria: a. Reflective b. Insightful c. Objective

58



Stage 3



• Guide the learner in assessing their prior knowledge on environment and market for processed drinks, juices and coffee 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 processed drinks, juices and coffee to determine the existing industries, needs and wants of target market with the use of the following:


• Ask EQs to draw out learners understanding of environment and market in generating business ideas related to drinks, juices and coffee processing.

2. FIRM UP

• Lead learners in analyzing the assessment conducted on the environment and market for processed drinks, juices and coffee in the immediate municipality/city

• Assist learners in conducting a town/city mapping to identify business establishments or industries related to drinks, juices and coffee processing in the immediate municipality/city.

• Guide learners in making a graphic presentation of the information on drinks, juices and coffee processing as a result of the data-gathering activity such as: interview, survey, town/city mapping, etc.,

• Help learners in presenting the result of the data gathering activity reflective of the needs and wants of the target market for processed drinks, juices and coffee


59



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 related to drinks, juices and coffee processing.







60




Topic: Production of Processed Drinks, Juices and Coffee

Time Frame: 35 days

Stage 1

Content Standard: The learner demonstrates understanding of basic concepts and principles underlying the process and delivery in processing drinks, juices and coffee.

Performance Standard: The learner: Produces marketable original/new products following the basic concepts and principles underlying the process and delivery in drinks, juices and coffee processing.

Essential Understanding(s): Applying the basic concepts and principles underlying the process and delivery in drinks, juices and coffee processing is essential to producing marketable processed drinks, juices and coffee products.

Essential Question(s): Why do we need to understand the basic concepts and principles underlying the process and delivery in processing drinks, juices and coffee?

Learners will know:

• Importance of processing drinks juices and coffee.

• Principles of processing drinks, juices and coffee.

• Characteristics of quality processed drinks, juices and coffee.

• Nutritive value

• Tools, utensils and supplies, equipment

• Safety and sanitation

• Project Planning

• 4Ms Production

o Processing of drinks, juices and coffee. o Mango Puree o Calamansi juice concentrate o Orange drink o Guyabano juice

Learners will be able to: o Prepare drinks, juices and coffee products o Apply the principles of processing drinks, juices and

coffee. o Recognize the characteristics of quality processed drinks,

juices and coffee. o Conserve nutritive value o Use appropriate tools, utensils, supplies and processing

equipment o Observe safety and sanitation o Make a Project Plan for the preparation of drinks, juices

and coffee. o Apply the 4Ms of production in producing drinks, juices

and coffee products. o Produce processed drinks, juices and coffee products.

o Mango Puree o Calamansi juice concentrate o Orange drink o Guyabano juice

61



o Ginger Tea or Salabat o Sago and gulaman drinks o Coffee

o Evaluation of processed drinks, juices and coffee

o Cost of Production o Pricing of Products o Packaging and marketing of processed drink,

juices and coffee o strategies o advertisement

o Ginger Tea or Salabat o Sago and gulaman o Coffee

o Assess processed drinks, juices and coffee products o Compute the cost production and pricing product.

o Adopt appropriate packaging and marketing strategies.

Stage 2

Product or Performance Task: Marketable original/new products, following the basic concepts and principles underlying the process and delivery in processing drinks, juices and coffee Demonstration of the process in the preparation of marketable processed drinks, juices and coffee products

Evidence at the level of understanding Learners 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 processing drinks, juices and coffee products. Criteria:


Interpretation: Show the significance of the process and delivery in processing drinks, juices and coffee in producing new products. Criteria: a. meaningful b. iIllustrative

Evidence at the level of performance Assessment of processed drinks, juices and coffee products based on the following:






• Speed and Time

62



c. significant Application: Demonstrate the procedure in processing drinks, juices and coffee products. Criteria:


Perspective: Compare and contrast the process and delivery in processing drinks, juices and coffee products and that of fruits and vegetables processing. Criteria: a. clear b. concise c. appropriate Empathy: Share their thoughts on how it feels to have low gains and returns in drinks, juices and coffee products. Criteria:


Self-Knowledge: Self-assess their knowledge in producing marketable processed drinks, juices and coffee products products. a. level of confidence b. insightful c. reflective

63



Stage 3

Teaching - Learning Sequence: . Drinks and juices have become part of daily fluid consumption of many very active people. Drinks and juices also serve

as thirst quenchers in the absence of potable water. Often, they become preferable to water usually serve cooled. Their sugar content also meets human satisfaction for food. This trend of easy to prepare and convenient drinks, juices and coffee for learners can be a source of family income and contribute to healthy lifestyle. 1. EXPLORE:

• Guide learners in assessing their prior knowledge and understanding in the production of processed drinks, juices and coffee products.

• Orient learners in understanding the learning standards (contest and performance standards), Assessment tools and criteria

• Guide learners are preparing a survey and a processed drinks, juice and coffee products nearby eateries, food stalls and the like. Let learners prepare survey questionnaire-checklist which will focus on: - types of processed drinks, juices and coffee products. - presentation of processed drinks, juices and coffee products samples - ingredients used such as indigenous ingredients available in the municipality/city - demands for a particular product – age, occupation like and dislikes

• Assist learners in analyzing and interpreting the surveyed data on the production of processed drinks, juices and coffee products.

• Provide learners with information in the production of processed drinks, juices and coffee products using pictures/video clips.

• Guide learners understanding of the pictures and video presentation by asking leading question focusing on the production of processed drinks, juices, coffee products.

• Guide learners in gaining initial understanding of concepts and principles of processed drinks, juices and coffee products.

• Draw from the learners Essential Question (EQ) from their initial understanding of the need to understand the basic concepts and principles underlying the process of delivery in the production of processed drinks, juices and coffee.

64



2. FIRM UP:

• Guide learners in preparing research on the 4Ms (material, machine, method and manpower) of production needed in producing quality processed drinks, juices and coffee products.

• Have learners gather essential information related to the production of processed drinks, juices and coffee. Learners can use any of the following:

• interview with successful proprietor of drinks, juices and coffee products

• web-based resources

• reading materials (books, bulletin and others)


• Guide learners in preparing a project plan on the production of processed drinks, juices and coffee products.

• Have learners familiarize themselves with the different processes involved in producing processed drinks, juices and coffee products.

• Encourage learners in reflecting, revising and re-thinking their understanding in consideration of the processes, information/learning in the production of drinks, juices and coffee products.

• Have learners assess their understanding of the principles and concepts underlying the production of processed drinks, juices and coffee products. Check this against the content standard.

3. DEEPEN:

• Let learners actualize the project plan into quality processed drinks, juices and coffee products.

• Have learners compute for the cost of production and selling price of processed drinks, juices and coffee products.

• Encourage learners reflect and revise their project plan.

• Have learners express their understanding and check against the Essential Understanding (EU) and content standards in producing processed drinks, juices and coffee products.

• Have learners assess their understanding. (Refer to Stage 2, Assessment at the level of Understanding)

4. TRANSFER:

• Have learners produce original/new marketable processed drinks, juices and coffee products.

• Encourage learners exhibit processed drinks, juices and coffee products through bazaars and food fairs.

• Have learners assess their level of performance using criteria (Refer to Stage 2, Assessment at the Level of Performance)

65




• Textbooks


• KAB Modules

• Cooking utensils, tools and processing equipment

• Ingredients

• Scoring Rubrics

• Multimedia materials

• Survey Questionnaires

Date post:	09-Oct-2014
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