Tle He Foods

2010 SECONDARY EDUCATION CURRICULUM Career Pathways Technology and Livelihood Education Home Economics Foods and Food
od Service II
TEACHING GUIDE
Home Economics Foods and Food Service II
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).
2010 SECONDARY EDUCATION CURRICULUM Career Pathways Technology and Livelihood Education Home Economics Foods and Food Service II
Quarter 1 : Meat and Poultry Processing
Topic: Personal Entrepreneurial Competencies (PECs)
Time Frame: 2 days
Stage 1 Content Standard: Performance Standard: The learner demonstrates understanding of Personal The learner prepares an activity plan that aligns his/her PECs of Entrepreneurial Competencies (PECs) such as characteristics, successful practitioner/entrepreneur as a proprietor of meat and attributes, lifestyles, skills, traits, etc. in meat and poultry poultry processing. processing. Analysis and interpretation of PECs by achievement, planning and power clusters. Essential Understanding(s): Aligning ones PECs with those of successful practitioner/ entrepreneur helps ensure success in a chosen career. Learners will know: Personal competencies - Characteristics/Attributes/Traits - Lifestyles - Skills Cluster of PECs - Achievement - Planning - Power Essential Question(s): How does one ensure success in a chosen career? 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
Product or Performance Task: Plan of action, based on PECs, addressing ones areas of development and areas of strength.
Stage 2 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 ones areas of strength 3. Doability
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
Topic: Environment and Market
Time Frame: 6 days

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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 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. Ones choice of entrepreneurial activity is influenced by the needs and wants of consumers.
Stage 1 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 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?
Seeking and responding effectively to a business opportunity are the bases for starting and maintaining a successful business venture. 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
Product or Performance Task: Formulation of a business idea based on the analysis of the immediate environment and market.
Stage 2 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
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 datagathering 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 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
Topic: Production of Processed
Time Frame: 35 days

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Meat and Poultry Stage 1 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 Question(s): Why do we need to understand the basic concepts and principles underlying the process and delivery in processing meat and poultry?
Content Standard: The learner demonstrates understanding of 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. 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 4Ms 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: Evidence at the level of understanding Evidence at the level of performance Assessment of processed meat and Marketable original/new meat and poultry Learners should be able to demonstrate poultry products based on the following: products, following the basic concepts understanding by covering the six (6) and principles underlying the process and facets of understanding: delivery in processing meat and poultry marketability (quality, appearance, Explanation: Explain the basic concepts price) Demonstration of the process in the and principles underlying the process and originality (value-added preparation of marketable processed delivery in processing meat and poultry. uniqueness) meat and poultry products Criteria: Compliance to standards (tools, a. clear equipment, materials) b. comprehensive Application of procedure c. concise Observance of work habits Speed and Time Interpretation: Show the significance of the process and delivery in processing meat and poultry in producing new products. Criteria: a. meaningful
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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) Resources/Materials/Equipment Needed: Textbooks Magazines/Journals KAB Modules Cooking utensils, tools and equipment Ingredients Survey questionnaires
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Quarter 2 : Fish and Shellfish Processing
Time Frame: 2 days
Stage 1 Content Standard: Performance Standard: The learner demonstrates understanding of Personal The learner prepares an activity plan that aligns his/her PECs of Entrepreneurial Competencies (PECs) such as characteristics, successful practitioner/entrepreneur as a proprietor of fish and attributes, lifestyles, skills, traits, etc. in fish and shellfish shellfish processing. processing. Analysis and interpretation of PECs by achievement, planning and power clusters. Essential Understanding(s): Aligning ones PECs with those of successful practitioner/ entrepreneur helps ensure success in a chosen career. Learners will know: Personal competencies - Characteristics/Attributes/Traits - Lifestyles - Skills Cluster of PECs - Achievement - Planning - Power Essential Question(s): How does one ensure success in a chosen career? 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 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? Explain to learners the importance of assessing their PECs Guide learners in assessing their PECs on the following: Character Attribute Lifestyle Skills Traits
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. Process learners learning and check it against EU. Check learners understanding against the content standard.
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Time Frame: 6 days
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 wants of target customers Key Processes - SWOT analysis - Formulation of business ideas - Opportunity seeking and seizing 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. Ones choice of entrepreneurial activity is influenced by the needs and wants of consumers.
Stage 1 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?
Seeking and responding effectively to a business opportunity are the bases for starting and maintaining a successful business venture. 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 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: a. Clear b. Comprehensive c. Concise d. Coherent 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
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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 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, 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: 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 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 datagathering 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. 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. Assess the 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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Topic: Production of Processed Fish and Shellfish
Time Frame: 35 days
Stage 1 Performance Standard: Content Standard: The learner: Produces marketable original/new products The learner demonstrates understanding of basic concepts following the basic concepts and principles underlying the and principles underlying the process and delivery in process and delivery in processing fish and shellfish. 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. 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
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 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
Prepare a Project Plan for Fish and /Shellfish Processing Apply the 4Ms of Production Produce Processed Fish
Evaluation of processed fish and shellfish products Cost of Production of Processed Fish Pricing of Products Packaging and marketing - strategies - advertisement
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
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
Stage 2 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: a. clear b. comprehensive c. concise
Evidence at the level of performance Assessment of processed fish and shellfish 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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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: a. appropriate b. practical c. effective 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: a. sensitive b. responsive c. tactful
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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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Resources/Materials/Equipment Needed: Textbooks Magazines/Journals KAB Modules Cooking utensils, tools and equipment Ingredients Survey forms and questionnaires
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Quarter 3 : Fruits and Vegetables Processing
Time Frame: 2 days
Stage 1 Content Standard: Performance Standard: The learner demonstrates understanding of Personal The learner prepares an activity plan that aligns his/her PECs of Entrepreneurial Competencies (PECs) such as characteristics, successful practitioner/entrepreneur as a proprietor of fruits and attributes, lifestyles, skills, traits, etc. in fruits and vegetables vegetables processing. processing. Analysis and interpretation of PECs by achievement, planning and power clusters. Essential Understanding(s): Aligning ones PECs of successful practitioner/entrepreneur helps ensure success in a chosen career. Learners will know: Personal competencies - Characteristics/Attributes/Traits - Lifestyles - Skills Cluster of PECs - Achievement - Planning - Power Essential Question(s): How does one ensure success in a chosen career? 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 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? Explain to learners the importance of assessing their PECs Guide learners in assessing their PECs on the following: Character Attribute Lifestyle Skills Traits
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
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Time Frame: 6 days
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 wants of target customers Key Processes - SWOT analysis - Formulation of business ideas - Opportunity seeking and seizing 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. Ones choice of entrepreneurial activity is influenced by the needs and wants of consumers.
Stage 1 Performance Standard: The learner formulates a business idea based on the analysis of the immediate environment and market for fruits and vegetables processing.
Seeking and responding effectively to a business opportunity are the bases for starting and maintaining a successful business venture. 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
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Formulation of business idea Opportunity seeking and seizing
Stage 2 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: a. Clear b. Comprehensive c. Concise d. Coherent 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
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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
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Stage 3 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, 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 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: 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 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 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 fruits and vegetables 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. Assess the 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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Topic: Production of Processed Fruits and Vegetables
Time Frame: 35 days
Stage 1 Content Standard: Performance Standard: The learner demonstrates understanding of basic concepts The learner: Produces marketable original/new products and principles underlying the process and delivery in following the basic concepts and principles underlying the processing fruits and vegetables. 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. 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
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 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.
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lye treatment preparing solution - Syrup Brine Pickling Observe safety and sanitation Prepare Project Plan Produce Processed fruits and vegetables Products
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
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.
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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
Stage 2 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: a. clear b. comprehensive c. concise 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: a. appropriate b. practical c. effective
Evidence at the level of performance Assessment of processed fruits and vegetables 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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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: a. sensitive b. responsive c. tactful Self-Knowledge: Self-assess their knowledge in producing marketable processed fruits and vegetable products. a. level of confidence b. insightful c. reflective
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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)
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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 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)
Resources/Materials/Equipment Needed: Textbooks Magazines/Journals KAB Modules Cooking utensils, tools and processing equipment Ingredients Scoring Rubrics Multimedia materials Survey Questionnaires
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Quarter 4 : Drinks, Juices and Coffee Processing
Time Frame: 2 days
Stage 1 Content Standard: Performance Standard: The learner demonstrates understanding of Personal The learner prepares an activity plan that aligns his/her PECs of Entrepreneurial Competencies (PECs) such as characteristics, successful practitioner/entrepreneur as a proprietor of drinks, attributes, lifestyles, skills, traits, etc. in drinks, juices and juices and coffee processing. coffee processing. Analysis and interpretation of PECs by achievement, planning and power clusters. Essential Understanding(s): Aligning ones PECs of successful practitioner/entrepreneur helps ensure success in a chosen career. Learners will know: Personal competencies - Characteristics/Attributes/Traits - Lifestyles - Skills Cluster of PECs - Achievement - Planning - Power Essential Question(s): How does one ensure success in a chosen career? 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 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? Explain to learners the importance of assessing their PECs Guide learners in assessing their PECs on the following: Character Attribute Lifestyle Skills Traits
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
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Time Frame: 6 days
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 wants of target customers Key Processes - SWOT analysis - Formulation of business ideas - Opportunity seeking and seizing 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. Ones choice of entrepreneurial activity is influenced by the needs and wants of consumers.
Stage 1 Performance Standard: The learner formulates a business idea based on the analysis of the immediate environment and market for drinks, juices and coffee processing.
Seeking and responding effectively to a business opportunity are the bases for starting and maintaining a successful business venture. 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
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Formulation of business idea Opportunity seeking and seizing
Stage 2 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: a. Clear b. Comprehensive c. Concise d. Coherent 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
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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
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Stage 3 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, 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 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: 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 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 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 drinks, juices and coffee 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. Assess the 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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Topic: Production of Processed Drinks, Juices and Coffee
Time Frame: 35 days
Stage 1 Content Standard: Performance Standard: The learner demonstrates understanding of basic concepts The learner: Produces marketable original/new products and principles underlying the process and delivery in following the basic concepts and principles underlying the processing drinks, juices and coffee. 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: Learners will be able to: o Prepare drinks, juices and coffee products Importance of processing drinks juices and coffee. o Apply the principles of processing drinks, juices and Principles of processing drinks, juices and coffee. coffee. Characteristics of quality processed drinks, juices and o Recognize the characteristics of quality processed drinks, coffee. juices and coffee. Nutritive value o Conserve nutritive value Tools, utensils and supplies, equipment o Use appropriate tools, utensils, supplies and processing Safety and sanitation equipment Project Planning o Observe safety and sanitation o Make a Project Plan for the preparation of drinks, juices and coffee. 4Ms Production o Apply the 4Ms of production in producing drinks, juices and coffee products. o Processing of drinks, juices and coffee. o Produce processed drinks, juices and coffee products. o Mango Puree o Mango Puree o Calamansi juice concentrate o Calamansi juice concentrate o Orange drink o Orange drink o Guyabano juice o Guyabano juice
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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.
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
Stage 2 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: a. clear b. comprehensive c. concise 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: 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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c. significant Application: Demonstrate the procedure in processing drinks, juices and coffee products. Criteria: a. appropriate b. practical c. effective 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: a. sensitive b. responsive c. tactful Self-Knowledge: Self-assess their knowledge in producing marketable processed drinks, juices and coffee products products. a. level of confidence b. insightful c. reflective
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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.
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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) 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 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)
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Resources/Materials/Equipment Needed: Textbooks Magazines/Journals KAB Modules Cooking utensils, tools and processing equipment Ingredients Scoring Rubrics Multimedia materials Survey Questionnaires
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2010 SECONDARY EDUCATION CURRICULUM Career Pathways Technology and Livelihood Education Home Economics Foods and Food

Quarter 1 : Meat and Poultry Processing

Topic: Personal Entrepreneurial Competencies (PECs)

Time Frame: 2 days

Check learners understanding against the content standard.

Quarter 1 : Meat and Poultry Processing

Topic: Environment and Market

Time Frame: 6 days

Quarter 1 : Meat and Poultry Processing

Topic: Production of Processed

Time Frame: 35 days

Observe safety measures and sanitation

Differentiate the kinds of poultry

Quarter 2 : Fish and Shellfish Processing

Topic: Personal Entrepreneurial Competencies (PECs)

Time Frame: 2 days

Quarter 2 : Fish and Shellfish Processing

Topic: Environment and Market

Time Frame: 6 days

Opportunity seeking and seizing

Quarter 2 : Fish and Shellfish Processing

Topic: Production of Processed Fish and Shellfish

Time Frame: 35 days

Quarter 3 : Fruits and Vegetables Processing

Topic: Personal Entrepreneurial Competencies (PECs)

Time Frame: 2 days

Quarter 3 : Fruits and Vegetables Processing

Topic: Environment and Market

Time Frame: 6 days

Formulation of business idea Opportunity seeking and seizing

Quarter 3 : Fruits and Vegetables Processing

Topic: Production of Processed Fruits and Vegetables

Time Frame: 35 days

Quarter 4 : Drinks, Juices and Coffee Processing

Topic: Personal Entrepreneurial Competencies (PECs)

Time Frame: 2 days

Quarter 4 : Drinks, Juices and Coffee Processing

Topic: Environment and Market

Time Frame: 6 days

Formulation of business idea Opportunity seeking and seizing

Quarter 4 : Drinks, Juices and Coffee Processing

Topic: Production of Processed Drinks, Juices and Coffee

Time Frame: 35 days

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