School: Paniagan ES Grade Level: VI

GRADES 1 to 12 Teacher: Christian Edd Zapanta Learning Area: TLE – H.E.

DAILY LESSON LOG Teaching Dates and
Time: JANUARY 9-13, 2023 (WEEK 8) Quarter: 2ND QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards Demonstrates an understandiing of and skills in the basics of food preservation
B. Performance Standards Preserves food/s using appropriate tools and materials and applying the basics of food preservation
C. Learning Competencies / TLE6HE-Oh-12 3.3.1. selects food to be preserved/processed based on availability 3.3.2 observes safety rules in food preservation/processing
Objectives 3.3 preserves food applying of raw materials, market demands, and trends in the
Write the LC code for each principles and skills in community
food
preservation/processing
II. CONTENT FOOD PRESERVATION
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)portal
B. Other Learning Resources Preservation of Fruits and
Vegetables (1977)
Bureau of Plant Industry
IV. PROCEDURES
A. Reviewing previous lesson Recap of previous lesson. Recap of what happened the Recap of the previous lesson. Recap of the previous lesson. Recap of the previous
or presenting the new lesson Last week, the class prepared previous day. lesson.
for the presentation of Mention the names of the
The teacher again congratulates The teacher mentions that
processed/preserved group who completed their
the class for a job well done. yesterday, they discussed the The teacher mentions that
products. Today, the class will presentation.
The teacher underscores the several factors that need to be yesterday the class
present by group. The presentation of the rest of
importance of food considered in the selection of discussed the practices to
As mentioned, the the groups willl continue
preservation. food items to be processed: ensure sanitation and safety
presentation will contain the (Groups 5-8).
of processed/preserved
following: foods.
 Raw materials
 SSRecipe of the
 Market Demands
preserved/processed food
 Trends in the Community. The class was asked to bring
photos or drawing
 Tools / instruments used illustrating measures to
in the activity. The class also has learned that
 if the three factors were ensure safety and sanitation
 Equipment used in the considered this would be a in food
activity good source of income for the processing/preservation.
learners.
 Steps in
preserving/processing of
food
.
 Name and role of each
member of the group

The teacher suggested the

inclusion of a workplan, cost
estimates, photo
documentation. This is
optional.
B. Establishing a purpose for Tell the class that on one Can you identify the Today’s lesson will be on The teacher will emphasize
the lesson hand through the activity, processed/preserved food items observing safety rules in food that if the learners fail to
each learner will gain that were presented during the preservation / processing. practice safety and
insights from each group. last two days? sanitation in food
On the other hand, the The teacher asks the class: preparation, all the efforts
members of the group The possible answers are fish, “What did they do to observe will be in vain because it
continue to learn from each meat, fruits, vegetables etc. safety rules in food processing often leads to food spoilage
other through collaborating while working on their project?” or food contamination.
and working with one
another. How about the rest of the
ingredients that were
used?
C. Presenting examples/ The teacher requests the Ask the class if it is easy for Based on the response of the The class will bring out their
instances of the new lesson class to give each of their them to come up with the learners, provide a segue to the assignments. The teacher
group a name. needed food items for their following: will call some learners to tell
project. If the answer is either something about the
The following are the 8 yes or no, request the learners  Did you use caps or head pictures or drawings they
groups who will present to explain why. bands? have brought to class.
Group 1 - Drying  Did you wash your hands
Group 2 - Salting Is there a demand for the food properly before and after
Group 3 - Freezing items? Why or why not? working?
Group 4 –Processing  Did you refrain from talking
Group 5 – Drying What preserved food items do while working?
Group 6 – Salting you think are in demand?  Did you wash the tools and
Group 7 - Freezing equipment properly?
 Group 8 – Processing In your respective community,  Did you properly wash the
what are the food trends? ingredients before they
Order of presentation will be were used?
agreed by the class.
D. Discussing new concepts and The teacher explains that there
practicing new skills #1 The teacher presents the are several factors that need, to The teacher will call learners to The teacher will play a video
mechanics of the be considered in the selection of answer the question. on the safe preparation of
presentation: food items to be processed: processed and/or preserved
If the answer of the learner is food.
Each group will present for a  Raw materials yes, ask him/her to explain
maximum of 8 minutes.  Market Demands why?
 Trends in the Community.
After every presentation,
clarifications may be raised The teacher will provide the
by the rest of the group (3 definition and give examples as
minutes) well.

E.Discussing new concepts and Actual group presentation Mention that food Food for human consumption The teacher will ask the
practicing new skills#2 Groups 1 -4 preservation/food processing should be produced under learners to comment on the
can be a source of additional conditions of cleanliness and video.
income, if the above factors are hygienic decency. No What part in the video is the
considered. consumer would knowingly most significant to the
wish to consume food prepared learner?
in unhygienic environment. Does the video manifest
safety and sanitation in food
preservation/food
processing?
How?
F. Developing mastery The teacher explains that in our At your own level, how will
(Leads to Formative Assessment 3) country, there are provinces you ensure safety and
which have abundance of food sanitation in food
items. The teacher gives preservation/food
examples: processing?
General Santos City in Mindanao
– tuna
Guimaras in the Visayas –
mangoes
Pangasinan in Luzon – milkfish
Cebu in the Visayas - Rabbit fish
with white dots (danggit)
Ask the learners how the above
 food items can be
preserved/processed.
G. Finding practical applications of Engage the learners in the Cleanliness and sanitation not
concepts and skills in daily living discussion by asking them, “ only includes maintenance of
when you go to the province clean and well-sanitized
during summer, what foods are surfaces of all equipment, but
abundant in their areas? also proper disposal of wastes.
What are done by their
relatives/friends in order to
preserve them?
H. Making generalizations and Mention that food Think of other ways to ensure Underscore the importance
abstractions about the lesson preservation/food processing that processed foods are of sanitation and safety in
can be a source of additional prepared observing the food processing / food
income, if the above factors are principles of sanitation and preservation.
considered. safety.
I. Evaluating learning True or False
1. The tools and
equipment stored in the
cabinet need not be
washed after storage for
a long time.
2. The harvested fruits and
vegetables in your own
backyard are clean;
hence, they need not be
washed.
3. The wearing of hairnet
during cooking of food
to be sold is optional
because of the climate in
the Philippines.
4. Safety and sanitation in
food includes proper
waste disposal.
5. The use of plastic
kitchen gloves is
advisable in the
preparation of food.

J. Additional activities for application Completion of presentation. Think of food items which the Bring photos or drawing of
or remediation learner wants to preserve and measures to ensure safety and
The teacher thanks the possibly provide a source of sanitation in food
 members of the class for the income for them. processing/preservation.
effort they have exerted.

The teacher mentions that

he/she was impressed with all
of the presentation. (if
applicable)

Remember that if a group was

not able to deliver well, it may
reflect on the guidance
provided by the teacher during
the preparation.
V. REMARKS
VI. REFLECTION
A.No.oflearnerswho earned80%onthe
formative assessment
B. No.oflearnerswho
requireadditionalactivities
forremediation.
C. Didtheremediallessons work?
No.oflearnerswho
havecaughtupwiththe lesson.
D.No.oflearnerswho
continuetorequire remediation
E. Whichofmyteaching
strategiesworkedwell?Why
didthesework?
F. WhatdifficultiesdidI
encounterwhichmy
principalorsupervisorcan
helpmesolve?
G.What innovation or localized
materials did I use/discover which I
wish to share with other teachers?