Notre Dame of Parang, Inc

NOTRE DAME OF PARANG, INC.
Parang, Maguindanao
A.Y 2023-2024
LEARNING PLAN IN T.L.E 10
Quarter II. PREPARING VEGETABLE DISHES

Content Standard:
The learners demonstrate understanding on preparing and cooking vegetable dishes.
Performance Standard:
The learners should be able to prepare and cook vegetable dishes
MELCS:
 Identify market forms of vegetables
 Select various kinds of vegetables according to a given menu
 Cook variety of vegetable dishes following appropriate cooking methods to
preserve optimum quality and nutrition
 Prepare suitable sauces and accompaniment in serving vegetable dishes
Lesson 1: PREPARE VEGETABLE DISHES

Objectives:
 identify the market forms of vegetables
 prepare a variety of vegetable dishes following appropriate cooking methods
 prepare suitable sauces and accompaniment in serving vegetable dishes
PRE-ASSESSMENT (20 minutes)

Multiple Choice: Encircle the letter of the correct answer.
1. Which of the following vegetables is rich in carbohydrates?
A. legumes, peas, and beans C. Mushroom, tomatoes, and radish
B. Nuts, olives, and avocado D. Seeds, roots, and tubers
2. What is the flavor component of vegetables which gives strong flavor and odor to some
vegetables like onions, leeks, garlic, chives, cabbage, and broccoli?
A. Flavonoids C. Sugar
B. Glutamic acid D. Sulfur compounds
3. Which tool is used to drain excess water after washing vegetables?
A. Bowl C. Steamer
B. Colander D. Utility tray
4. Which of the following is cooking by placing blanched or raw vegetables in the pan, adding
liquid (stock, water, wine) then covering and cooking it slowly?
A. Baking C. Braising
B. Boiling D. Sauteing
5. Which fat soluble compound is responsible for the green coloring of plants?
A. Anthocyanins C. Chlorophyll
B. Carotenoids D. Lycopene
6. Mrs. Cabrillas needs more supply of Vitamin A. Which of the following will she eat to give
her the nutrient she needs?
A. Alugbati C. Lettuce
B. Potatoes D. Saluyot
7. Which of the following plating style is NOT a classic arrangement?
A. The starch or vegetables item is heaped in the center while the main item is sliced and
leaned up against it.
B. The main item in the center, with vegetable distributed around it.
C. The vegetable item in front and main item, starch item and garnish at the rear.
D. The main item is in the center with neat piles of vegetables carefully arranged around.
8. Chef Lanz will cook chopsuey. He is about to remove the hard core of a cabbage. Which of
the following knife will he use?
A. Butcher knife C. Cutting knife
B. Channel knife D. Paring knife
9. What kind of knife is used in removing the hard core of a cabbage?
10. Which of the following vegetables is cooked uncovered?
A. Fruit vegetables C. Roots and tubers
B. Green vegetables D. Yellow vegetables
INTRODUCTION (10 minutes)

This unit is about the preparing vegetables dishes. Vegetables are edible plants that give
color, flavor, and texture to meals. They are a good source of vitamins, minerals, and fiber. Eat
vegetable every day, especially the leafy, green, and yellow ones. They are not only nutritious
but low in calories as well. Plan for a variety of vegetables recipes. You will also be able to learn
the characteristics of quality vegetables and the market form of vegetables.
Consider this question: What are the principles in selecting, preparing, and cooking vegetable
recipes?
Map of conceptual change: (15 mins)
Instruction: This activity will check the prior knowledge on preparing vegetable dishes. Below is
the KWL sheet that contains 3 columned questions that you are supposed to complete the first
column with what you know about the topic and complete the second and third column as you go
through the process.
What I know What I want to know What I have learned
PROCESS QUESTIONS:
1. How do you prepare your vegetable dishes?
2. What is the importance in preparing vegetable dishes properly?
FIRM UP
Activity 1. Let’s Classify. (30 mins)
Knowing the different market forms of vegetables can also help in deciding
which vegetables to buy and prepare. When it comes to good nutrition, all forms of
fruits and vegetables matter—fresh, frozen, canned, dried and 100% juice.
Instruction: Match the market forms of vegetables under column A with its description under
column B. Write the letter of the correct answer on your answer sheet.
COLUMN A COLUMN B
1. Fresh A. Store at room temperature if given
2. Canned B. Crisp, bright color, firm, absence of deca
3. Frozen C. preserves the vegetable because it

reduces its moisture content
4. Dried D. Partially prepared, no need to thaw
before cooking, no sodium added
5. Dehydrated E. Are direct exposure to the sun or indirect
heating systems
F. Are underground parts of plants.
Activity 2. (20 mins)

Direction: Select various kinds of vegetables according to a given recipe. Give the ingredients
in preparing Chopsuey. Write your answer on your answer sheet.
Chop suey Pinakbet

1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
6. 6.
7. 7.
8. 8.
9. 9.
10. 10.
Map of Conceptual change:
Instruction: This activity will check your prior knowledge on preparing vegetable dishes. Below
is the KWL sheet that contains 3 columned questions that your are supposed to complete the
third column with what I have learned about the topic.
PROCESS QUESTIONS:
1. How can you make vegetable dishes attractive?
2. Why are vegetables important part of the meal?
3. Why is it important to prepare vegetables carefully?
ACTIVITY 3: Find your way (15 mins)

Directions: Find your way from the beginning to the end of the maze. Write all the words you
found along the way in your TLE notebook.
ACTIVITY 4: Word Pies (20 mins)
Directions: Add a letter to each pie to make a complete word. When each of the missing letters
is put together, they form a market form. You will have to figure out where the word begins, and
if it is to be read forward or backward. List at least two vegetables for each market form.
Examples:
1. Mushrooms
2. Taro leaves
1.
2.
Answers: Answers:
1. 1.
2. 2.
3. 4.
Answers: Answers:
1. 1.
2. 2.
DEEPEN (60mins)
Activity 5: How is it cooked?
Directions: below are lists of Filipino vegetable dishes. Identify the method of cooking used in
preparing these dishes and explain how it is done. Write your answer in your TLE notebook.
1. Pinakbet
Method of Cooking: _____________________________________________________________
How it is done: _________________________________________________________________
2. Chop suey
How it is done: _________________________________________________________________
3. Lumpiang Togue
How it is done: _________________________________________________________________
4. Ensaladang Talong
How it is done: _________________________________________________________________
5. Sinabawang Talbos ng Kamote

How it is done: _________________________________________________________________
ACTIVITY 6: Budget Vegetable Dish ( 20 mins)

Instructions:
1. Prepare your own vegetable dish with your innovative sauce or accompaniment.
2. Document the following
a. name of your dish
b. ingredients and procedure (vegetable dish and sauce)
c. methods of cooking applied
d. costing (vegetable dish and sauce)
3. Take a video or photos of the following:
a. wearing proper PPE and observe sanitation and safety
b. performing the procedures in making your vegetable dish and sauce
c.plating
RUBRICS:
DESCRIPTION POINTS
Arrange all the tools and utensils according to 20
order of preparation, ingredients are neatly
and properly placed in sparate containers,
excellent presentation.
order of preparation, ingredients are properly
placed in separate containers, nice
presentation.
order of preparation, ingredients NOT
properly placed in separate containers, nice
presentation.
POST-ASSESSMENT (15 minutes)

1. Which of the following vegetables is rich in carbohydrates?
A. legumes, peas, and beans C. Mushroom, tomatoes, and radish
B. Nuts, olives, and avocado D. Seeds, roots, and tubers
2. What is the flavor component of vegetables which gives strong flavor and odor to some
vegetables like onions, leeks, garlic, chives, cabbage, and broccoli?
A. Flavonoids C. Sugar
B. Glutamic acid D. Sulfur compounds
3. Which tool is used to drain excess water after washing vegetables?
A. Bowl C. Steamer
B. Colander D. Utility tray
4. Which of the following is cooking by placing blanched or raw vegetables in the pan, adding
liquid (stock, water, wine) then covering and cooking it slowly?
A. Baking C. Braising
B. Boiling D. Sauteing
5. Which fat soluble compound is responsible for the green coloring of plants?
A. Anthocyanins C. Chlorophyll
B. Carotenoids D. Lycopene
6. Mrs. Cabrillas needs more supply of Vitamin A. Which of the following will she eat to give
her the nutrient she needs?
A. Alugbati C. Lettuce
B. Potatoes D. Saluyot
7. Which of the following plating style is not a classic arrangement?
A. The starch or vegetables item is heaped in the center while the main item is sliced and
leaned up against it.
B. The main item in the center, with vegetable distributed around it.
C. The vegetable item in front and main item, starch item and garnish at the rear.
D. The main item is in the center with neat piles of vegetables carefully arranged around.
8. Chef Lanz will cook chopsuey. He is about to remove the hard core of a cabbage. Which of
the following knife will he use?
9. What kind of knife is used in removing the hard core of a cabbage?
10. Which of the following vegetables is cooked uncovered?
A. Fruit vegetables C. Roots and tubers
B. Green vegetables D. Yellow vegetables
TRANSFER GOAL (60 mins)
Scaffol for Transfer 1: PLAN AND DESIGN (preparation for the ingredients and equipment of a
dishes before cooking)
PERFORMACE TASK: Preparing Vegetables Dishes

There will be a Thanks Giving Party for all grade 10 students. One of the viand on the
said party will be vegetable cooking contest. Each of them will showcase their chosen vegetable
recipe to prepare for the demonstration. The grade 10 as the facilitator for the said contest, will
record, show and demonstrate their chosen vegetable recipe to be presented to the selected TLE
teachers as judges. This is to showcase their skills in cooking and to demonstrate correct
preparation of vegetable dishes and techniques to help other students learn in preparing and
cooking vegetable dishes. The vegetable dish recipe prepared by the selected grade 10 chefs will
be judged according to proper balance, color, shape and proportion, and garnishing.
RUBRIC:
CRITERIA Outstanding Satisfactory Developing Beginning RATING
4 3 2 1
Balance proper Food was balanced and The balance was Evidence of Evidence of
(25pts) attractive. The moderately balance is limited balance is not
components of the dish observed. or not present on present on the
complemented each the dish. dish.
other.
Color (20pts) Color is Some color variety Color variety are The dish lacks
complementary and eye are present on the present on the dish color variety.
appealing. Different dish. but needs
colors are present on improvement.
the dish.
Shape and The dish showed The dish showed The slices and The dish lacked
Proportion (25pts.) variety of eye repetition of shapes. shape inappropriate the correct slices
appealing shapes. The The slices were for the dish. and shape
slices showed mastery appropriate for the appropriate for
of knife skills. dish. the dish.
Garnish (30pts) The garnish was The dish showed There was an The garnish
attractive, edible and some creativity. inappropriate needs
showed great display of selection of garnish improvement and
creativity. lacks creativity.
Parang, Maguindanao
A.Y 2022-2023
Quarter II.
Content Standard:
The learners demonstrate understanding on preparing and cooking vgetable dishes.
MELCS:
 Present vegetable recipes with appropriate sauces and accompaniments
Lesson 2: PRESENT VEGETABLE DISHES

Objectives:
 identify factors of food presentation
 appreciate the importance of knowing the guidelines in plating; and
 perform and apply the guidelines in plating.

1. It refers to good preparation and cooking techniques.
A. Proper cutting and cooking C. Visual sense
B. Professional skills D. Portion size
2. It refers to ability to perform according to required standards.
3. Balance the portion sizes of the items on the plate.
4. It means to create a center of attention and relate everything to it.
A. Arrange items for the convenience of the customer.
B. Keep food off the rim of the plate.
C. Maintain unity
D. Make every component count
5. Select a plate large enough to hold food without hanging off the edge.
C. Maintain unity
6. Why vegetables should be cooked in a short period of time?
A. It stops the acidity
B. It maintains shape
C. It maintains the color
D. It enhances the texture
7. What happen to protein content of a vegetable when cooked?
A. It thickens
B. It becomes more digestible
C. It increases the amount of protein in the vegetable
D. It decreases the amount of protein the vegetable
8. What should you avoid in regards to seasoning a vegetable dish?
A. It is more appropriate to used artificial seasonings
B. It is more inappropriate to used artificial seasonings
C. Seasonings should mask the natural flavors
D. Seasonings should be highlighted
9. Both methods may be used to complete cooking or precooked or blanced vegetables. Also
used for complete cooking raw vegetables.
A. Baking C. Sauteing
B. Braising D. Steaming
10. Which of the following vegetables is can be baked because dry heat produces a desirable
texture?
A.Cabbage C. Radish
B.Carrots D. Sweet potato

This lesson is about presenting vegetables dishes. Food presentation is the art of modifying,
processing, arranging, or decorating food to enhance its aesthetical appeal. It is also the best way
for a chef to bring their personality into a dish. The visual presentation of foods is often
considered by chefs at many different stages of food preparation, from the manner of tying or
sewing meats, to the type of cut used in chopping and slicing meats or vegetables, to the style of
mold used in a poured dish. The food itself may be decorated as in elaborately iced cakes, topped
with ornamental sometimes sculptural consumables, drizzled with sauces, sprinkled with seeds,
powders, or other toppings, or it may be accompanied by edible or inedible garnishes.
Giving focus on food presentations allows you to showcase your creativity and thoughtful
plating ideas.
Consider this question: How can you improve your skills in presenting vegetable dishes?
Instruction: This activity will check the prior knowledge on preparing vegetable dishes. Below is
PROCESS QUESTIONS:
1. What dishes we can make from vegetables?
2. How will you present your vegetable dishes?
3. Why is it important in presenting vegetable dishes?
FIRM UP
Activity 1. Let’s Identify. (30 mins)
Identify the essential factors of food presentation and their characteristic.
Essential Factor Characteristic
1. Good preparation and cooking techniques
2. Professional skills
3. Visual sense
4. Portion size
5. Arrangement on the plate
Activity 2. Think and Write! (20 mins)

Direction: 5 persons in 1 Group. List down the plating styles with vegetable dishes. Write the
different plating styles with vegetables. Write your answer inside the plates.
1.
2. 3.
PLATING STYLE
WITH
VEGETABLE DISHES
4.
Instruction: This activity will check your prior knowledge on presenting vegetable dishes.
Below is the KWL sheet that contains 3 columned questions that your are supposed to complete
the third column with what I have learned about the topic.
PROCESS QUESTIONS:
1. What have you learned about presenting vegetable dishes?
2. Why is it important to present vegetable dishes attractively?
3. How do you present properly your vegetables dish?
ACTIVITY 3: (15 minutes)

Instruction: Each group will present any song related to the family of vegetables minimum of 3
minutes.
DEEPEN (60mins)
ACTIVITY 4:
Directions: Identify and explain the following essential factors of food presentation. Answer the
following by using the given hint letters.
PP____ S_____
G____ P_____
And 2.) P ____
C ___ T _____ S_____
A_____
3.) On the
P _____

1. It refers to good preparation and cooking techniques.
2. It refers to ability to perform according to required standards.
3. Balance the portion sizes of the items on the plate.
4. It means to create a center of attention and relate everything to it.
C. Maintain unity
5. Select a plate large enough to hold food without hanging off the edge.
C. Maintain unity
6. Why vegetables should be cooked in a short period of time?
A. It stops the acidity
B. It maintains shape
C. It maintains the color
D. It enhances the texture
7. What happen to protein content of a vegetable when cooked?
A. It thickens
B. It becomes more digestible
C. It increases the amount of protein in the vegetable
D. It decreases the amount of protein the vegetable
8. What should you avoid in regards to seasoning a vegetable dish?
A. It is more appropriate to used artificial seasonings
B. It is more appropriate to used artificial seasonings
C. Seasonings should mask the natural flavors
D. Seasonings should be highlighted
9. Both methods may be used to complete cooking or precooked or blanced vegetables. Also
used for complete cooking raw vegetables.
A. Baking C. Sauteing
B. Braising D. Steaming
10. Which of the following vegetables is can be baked because dry heat produces a desirable
texture?
A.Cabbage C. Radish
B.Carrots D. Sweet potato

Scaffold 2 for Transfer 1: Pre-recording the presentation from preparation to demonstration.
(present inside the classroom)
You need to prepare any vegetable dish for your lunch or dinner and apply the guidelines
in plating vegetables.
RUBRIC:
10 Present the vegetables dish by applying all the guidelines in plating.
8 Present the vegetables dish by applying at least 6 guidelines in plating.
Prepared By:
KIMBERLYN MAE ALVERO-IBRAHIM

Teacher
Checked By:
MANILYN V. DACER
Department Head
Parang, Maguindanao
A.Y 2022-2023
Quarter II.
Content Standard:
MELCS:
 Store vegetables based on the prescribed location and temperature
 Demonstrate vegetable storage in accordance
Lesson 3: STORE VEGETABLES

Objectives:
 Identify the different techniques in storing vegetables
 Discuss how to store vegetables properly
 Store vegetables based on the prescribed location and temperature.

1. This is the process in which both cooked and raw materials are stored in appropriate
conditions for future use without any entry or multiplication of microorganisms.
A. Food storage C. Freezing food
B. Food refrigeration D. Proper storing
2. This is a method of food preservation which is labor intensive.
A. Canning C. Freezing
B. Drying D. Salting
3. This is means that microorganisms initiate the fermentation process and change the food
quality without causing bad tastes or generating toxins.
A. Curing and salting C. Freezing
B. Drying D. Canning
4. A method of preservation where it prevents microorganisms from growing causing food
spoilage.
A. Canning C. Drying
B. Curing D. Freezing
5. The convenient method used to preserve most of the product generated by our ancestors.
A. Common storage C. Canning
B. Freezing D. Curing and salting
6. This food storage system ensures that the food with the nearest best before or use by dates are
consumed or sold first.
A. FIFO C. FIDO
B. FIDA D. FIFA
7. When used, there is a strong chance that the food may have deteriorated or have gone off by
the time you come to use it.
A. labeling C. Planning
B. Canning D. Freezing
8. This improves the efficiency of the kitchen.
A. FIFO C. FIDO
B. FIDA D. FIFA
9. This practice helps planning the menu.
A. FIFO C. FIDO
B. FIDA D. FIFA
10. This method applies to frozen, refrigerated, and dry storage items.
A. FIFO C. FIDO
B. FIDA D. FIFA

Food storage is the process in which both cooked and raw materials are stored in
appropriate conditions for future use without any entry or multiplication of microorganisms. It
allows food to be eaten immediately for some time (typically weeks to months) after harvest
rather than exclusively.
Food is stored by almost every human society and by many animals. Its main purpose is to
preserve crops to consume out of season, to keep food in good conditions, slow down ageing,
protect from frost, provide even supply, avoid gluts (surplus), prevent storages and to obtain
higher prices. Storing vegetables is considered quick and easy and doing it in the right way will
keep them fresh and safe to eat. Some vegetables and fruit need to be stored in the refrigerator,
others need to ripen before being placed in the refrigerator, and others are best stored at room
temperature or in a cool dry place.
Consider this question: How can you store vegetables properly?

Instruction: This activity will check the prior knowledge in storing vegetable dishes. Below is the
KWL sheet that contains 3 columned questions that you are supposed to complete the first
PROCESS QUESTIONS:
1. What is the importance of storing the vegetables properly?
2. Why do we need to know the different techniques in storing of vegetables?
3. How to store vegetables long-term?
FIRM UP
Activity 1. Knowing the different techniques in storing vegetables. (30 mins)
Direction: Using the sides of the cube, write the five techniques in storing vegetables. Use your
notebook for your answers.
Activity 2. Check the box if the sentence is correct. Use your notebook for your answers.
(20 mins)
1. Indoor storage of vegetables, the outside stairwells to basement cannot be used is

space permits some insulation materials like bales of hay.
2. Dried product retains the quality and nutritional value found with fresh product.
3. Curing and salting is a common method of preserving garden product because of the
great change that it makes in the quality and overall taste.
4. Parsnips and horseradish do not develop an undesirable bitter taste after a couple
frosts.
5. Burying in the earth will not allow for a controlled atmosphere because soil
temperature fluctuates, they remain cool compared to air temperatures.
6. Drying is the oldest way to preserve or store vegetables.
7. Canning can incur added costs with the purchase of equipment, containers and general
supplies.
8. Freezing is a common and a very desirable way to preserve certain types of garden
produce.
9. Some vegetables like carrot, beet, turnip, rutabaga, horseradish, parnips can be left in
the ground through the winter.
10. The most convenient place to store fruits and vegetables is inside the home.
Instruction: This activity will check your prior knowledge in storing vegetables. Below is the
KWL sheet that contains 3 columned questions that your are supposed to complete the third
column with what I have learned about the topic.
How can you store vegetables in a proper way?

PROCESS QUESTIONS:
1. What have you learned about storing vegetables?
2. What do you think are the factors that affects the storage life of vegetables?
3. Why is it important to apply safety and proper storage of vegetables?
ACTIVITY 3: (15 minutes)

Instruction: identify the different fruits and vegetables should be stored in different ways in using
the refrigerator:
a. Products that are keep best in cold, moist
storage includes:
b. Products that are keep best in cold, dry
storage includes:
c. Products that are keep best in warm, dry
conditions includes:
DEEPEN (60mins)
ACTIVITY 4: Discuss the topic using the WH questions or the journalistic questions.
Directions: With the information you learned about the techniques in storing vegetables, tell
something about the topic. Use the WH questions.
Who ___________________________________
What ___________________________________
Where __________________________________
Techniques
When ___________________________________ In
Storing Vegetables
Why ____________________________________
How ____________________________________
Rubric:
Score Criteria
4 Explain very clearly the techniques in storing vegetables.
3 Explain clearly the techniques in storing vegetables.
2 Explain partially the techniques in storing vegetables.
1 Was not able to explain any of the techniques in storing vegetables.

1. This is the process in which both cooked and raw materials are stored in appropriate
conditions for future use without any entry or multiplication of microorganisms.
A. Food storage C. Freezing food
B. Food refrigeration D. Proper storing
2. This is a method of food preservation which is labor intensive.
A. Canning C. Freezing
B. Drying D. Salting
3. This is means that microorganisms initiate the fermentation process and change the food
quality without causing bad tastes or generating toxins.
A. Curing and salting C. Freezing
B. Drying D. Canning
4. A method of preservation where it prevents microorganisms from growing causing food
spoilage.
A. Canning C. Drying
B. Curing D. Freezing
5. The convenient method used to preserve most of the product generated by our ancestors.
A. Common storage C. Canning
B. Freezing D. Curing and salting
6. This food storage system ensures that the food with the nearest best before or use by dates are
consumed or sold first.
A. FIFO C. FIDO
B. FIDA D. FIFA
7. When used, there is a strong chance that the food may have deteriorated or have gone off by
the time you come to use it.
A. labeling C. Planning
8. This improves the efficiency of the kitchen.
A. FIFO C. FIDO
B. FIDA D. FIFA
9. This practice helps planning the menu.
A. FIFO C. FIDO
B. FIDA D. FIFA
10. This method applies to frozen, refrigerated, and dry storage items.
A. FIFO C. FIDO
B. FIDA D. FIFA

Scaffold 3 for Transfer 1: Present the video recording from storing to plating styles.
RUBRIC:
Score Criteria
Prepared By:
KIMBERLYN MAE ALVERO-IBRAHIM

Teacher
Checked By:
MANILYN V. DACER
Department Head
Parang, Maguindanao
A.Y 2022-2023
Quarter II.
Content Standard:
MELCS:
 Store vegetables based on the prescribed location and temperature
 Demonstrate vegetable storage in accordance
Lesson 4: EVALUATE THE FINISHED PRODUCT

Objectives:
 Recognize the factors to consider in evaluating a dish or product;
 Recall facts about evaluating dishes; and
 Rate the finished product using rubrics.

1. It is a substance consumed to provide nutritional sustenance for an organism.

A. Food C. Menu
B. Dish D. Meal
2. This refers to a prepared item of food like cordon bleu.
A. Food C. Menu
B. Dish D. Meal
3. This is the term for all item that has been manufactured and is useful to us.
A. Nutritive tool C. Product evaluation
B. Dishes D. Sensory
4. This involves the sense of sight and can be described through colors, size, shape, consistency
and crumb.
A. Flavour C. Appearance
B. Fresh D. Texture
5. This is produced by a combination of taste and aroma.
B. Fresh D. Texture
6. This involves the senses of sight and touch and results to different cooking methods to
produce different textures such as soft, chewy, crispy, sticky and grainy.
B. Fresh D. Texture
7. This refers to the nutritive value of the food or dish.
A. Sensory tools C. Nutritive tools
B. Senses D. Food evaluation
8. This must be evaluated for the purpose of maintaining the consistency of the products served.
A. Meal C. Menu
B. Recipe D. Dish
9. It refers to the taste buds on our tongue.
A. Taste C. Aroma
B. Appearance D. Texture
10. This involves the senses of smell and is detected by the nose.
A. Evaluation C. Evolution
B. Impression

Food is any substance consumed to provide nutritional sustenance for an organism. Food
may come from plant or animal and comprises necessary nutrients, like carbohydrates, fats,
proteins, vitamins, or minerals.
The word dish, on the other hand refers to a prepared item of food, like a baked macaroni or
a mango float. If you attent a particular social event called a potluck, each person who attends
will bring a dish- they may bring a salad, another person brings a buko pie, another person brings
beef stofado etc. Each of these prepared items of food is called a dish.
In any food or dish preparte, this must be evaluated for the purpose of maintaining the
consistency of the products served.
Consider this question: How can you evaluate vegetable dishes?

Instruction: This activity will check the prior knowledge in evaluating vegetable dishes. Below is
PROCESS QUESTIONS:
1. What is the importance of evaluating vegetable dishes?
2. How will you evaluate a finished product in cooking?
FIRM UP
Activity 1. Recognize some terms used in evaluating a dish or product. (30 mins)
Direction: Complete the sentences by writing on the lines the correct word or group of words.
Choose your answer from the box.
Glutamate impression evaluated food

Animals substance protein prepared
Senses flavours
Dish refers to a prepared item of ________, like a baked macaroni or a mango float. In
any food or dish _______, this must be _______ for the purpose of maintaining the consistency.
For a dish to leave an everlasting _________, it must surprise the person tasting it, create
emotion, either by arousing curiosity, or by stimulating the senses through the way in which
_______ are combined and constructed. Up until 1980’s only four tastes were recognized:
sweetness, saltiness, sourness and bitterness. Also known as _______
Activity 2. Recall facts about evaluating dishes (20 mins)
Direction: Tell whether the statement is True or False. Write the word true if the statement is
correct and false if it is wrong.
____ 1. Any food or dish prepared must be evaluated for the purpose of maintaining the
____ 2. Product evaluation is a term used for a specific item useful to men.
____ 3. A dish is evaluated through its characteristic as perceived by the five senses.
____ 4. The less experience one has analyzing, the more reliable the judgement will be.
____ 5. Evaluating the dish will help one to optimize for success.
____ 6. For a dish to leave an everlasting impression, it must be presented normally.
____ 7. Glutamate is also known as umari which directly stimulates the tongue.
____ 8. It is only in 1990 that only four tastes were recognized; namely sweetness, saltiness,
sourness and bitterness.
____ 9. A great dish must offer the person eating it with real sense of pleasure.
____ 10. FYI evaluation is possible.
Instruction: This activity will check your prior knowledge in st evaluating vegetable dishes.
How can you evaluate vegetable dishes?
PROCESS QUESTIONS:
1. What have you learned about evaluating vegetable dishes?
2. What do you think are the factors that affects after evaluating vegetable dishes?
ACTIVITY 3: List the three sensory means of evaluating a dish. Tell a fact about it. (15minutes)
Instruction: Using the three sides of the isosceles triangle, indicate the sensory type of evaluating
a dish.
Sensory
Evaluation
DEEPEN (60mins)
ACTIVITY 4: Make a pictorial report with illustration showing the method of evaluating dishes.
A. Food C. Menu
B. Dish D. Meal
A. Food C. Menu
B. Dish D. Meal
and crumb.
B. Fresh D. Texture
B. Fresh D. Texture
B. Fresh D. Texture
A. Meal C. Menu
B. Recipe D. Dish
A. Taste C. Aroma
B. Impression D. Emotion
TRANSFER GOAL (60 minutes)
RUBRIC:
Score Criteria
Prepared By:
KIMBERLYN MAE F. ALVERO

Teacher
Checked By:
MANILYN V. DACER
Department Head
Parang, Maguindanao
A.Y 2022-2023
Quarter III.
Content Standard:
The learners demonstrate understanding on preparing and cooking fish and seafood
dishes.
The learners should be able to prepare and cook fish and seafood dishes
MELCS:
 Prepare the kitchen tools, equipment, and ingredients based on required standards
 Identify types, varieties, market forms, nutritive value, and composition of fish and
seafood
 Assemble ingredients according to recipes
 Identify steps in processing fish
Lesson 1: PERFORM MISE EN PLACE

Objectives:
 Identify the types, varieties, market forms and composition of fish and seafood;
 Identify the different fish cuts
 Rate the finished product using rubrics.

A. Food C. Menu
B. Dish D. Meal
A. Food C. Menu
B. Dish D. Meal
and crumb.
B. Fresh D. Texture
B. Fresh D. Texture
B. Fresh D. Texture
A. Meal C. Menu
B. Recipe D. Dish
A. Taste C. Aroma
B. Impression

When was the last time you ate in a seafood restaurant? Did you enjoy the clam soup, the
grilled tilapia, and stuffed pusit? What about the baked tahong, the steamed lapu-lapu, and
steamed
Consider this question: How can you evaluate vegetable dishes?

Instruction: This activity will check the prior knowledge in evaluating vegetable dishes. Below is
PROCESS QUESTIONS:
1. What is the importance of evaluating vegetable dishes?
2. How will you evaluate a finished product in cooking?
FIRM UP
Activity 1. Recognize some terms used in evaluating a dish or product. (30 mins)
Direction: Complete the sentences by writing on the lines the correct word or group of words.
Choose your answer from the box.
Glutamate impression evaluated food

Animals substance protein prepared
Senses flavours
Dish refers to a prepared item of ________, like a baked macaroni or a mango float. In
any food or dish _______, this must be _______ for the purpose of maintaining the consistency.
For a dish to leave an everlasting _________, it must surprise the person tasting it, create
emotion, either by arousing curiosity, or by stimulating the senses through the way in which
_______ are combined and constructed. Up until 1980’s only four tastes were recognized:
sweetness, saltiness, sourness and bitterness. Also known as _______ .
Activity 2. Recall facts about evaluating dishes (20 mins)
Direction: Tell whether the statement is True or False. Write the word true if the statement is
correct and false if it is wrong.
____ 1. Any food or dish prepared must be evaluated for the purpose of maintaining the
____ 2. Product evaluation is a term used for a specific item useful to men.
____ 3. A dish is evaluated through its characteristic as perceived by the five senses.
____ 4. The less experience one has analyzing, the more reliable the judgement will be.
____ 5. Evaluating the dish will help one to optimize for success.
____ 6. For a dish to leave an everlasting impression, it must be presented normally.
____ 7. Glutamate is also known as umari which directly stimulates the tongue.
____ 8. It is only in 1990 that only four tastes were recognized; namely sweetness, saltiness,
sourness and bitterness.
____ 9. A great dish must offer the person eating it with real sense of pleasure.
____ 10. FYI evaluation is possible.
Instruction: This activity will check your prior knowledge in st evaluating vegetable dishes.
How can you evaluate vegetable dishes?
PROCESS QUESTIONS:
ACTIVITY 3: List the three sensory means of evaluating a dish. Tell a fact about it. (15minutes)
Instruction: Using the three sides of the isosceles triangle, indicate the sensory type of evaluating
a dish.
Sensory
Evaluation
DEEPEN (60 minutes)

ACTIVITY 4: Make a pictorial report with illustration showing the method of evaluating dishes.

A. Food C. Menu
B. Dish D. Meal
A. Food C. Menu
B. Dish D. Meal
and crumb.
B. Fresh D. Texture
B. Fresh D. Texture
B. Fresh D. Texture
A. Meal C. Menu
B. Recipe D. Dish
A. Taste C. Aroma
B. Impression D. Emotion

RUBRIC:
Score Criteria
Prepared By:

Teacher
Checked By:
MANILYN V. DACER
Department Head
Parang, Maguindanao
A.Y 2022-2023
Quarter III.
Content Standard:
dishes.
MELCS:
 Handle seafood hygienically
 Thaw frozen seafood correctly to ensure maximum quality and maintain nutritional value
LESSON 1: HANDLE FISH AND SEAFOOD

Objectives:
 identify the guidelines in checking the freshness of fish
 appreciate the importance of familiarizing the cooking techniques for fish and shellfish
 perform and present any fish dish

1. What process is removing scale from a fish?
A. Deboning C. Scaling
B. Filleting D. Skinning
2. What process is removing the flesh of a fish which has been cut or sliced away from the bone?
3. What process involves using a specialty knife to separate flesh from bones?
A. Deboning C. Skinning
B. Scaling D. Splitting
4. What process is dividing the lobster into two parts?
5. What process is removing skin from a fish mainly to prepare muscle tissues beneath for
consumption?
6. Which of the following is a safe/good food handling practice?
A. Smoking while handling seafood
B. Washing hands with soap and water
C. Wearing dirty clothes
D. Wearing jewelry while handling food
7. These are fish that have a shell and indigestible skin.
A. Herring C. Salmon
B. Shellfish D. Sardines
8. Which of the following fish that have a backbone on the upper edge of their bodies.
A. Herring C. Round fish
B. Boneless fish D. Flat fish
9. These are the most common cut offered in restaurant.
A. Drawn C. Fillet
B. Dressed D. Whole
10. This is the cross section cut or dressed fish.
A. Butterflied C. Steaks
B. Cubes D. Sticks

All foods including fish and seafood, must be handled and prepared in a clean area to
avoid cross contamination. Proper food handling is extremely important for guaranteeing quality
and safety and paramount for seafood because its often more perishable than oter foods. Spoilage
can happen quickly. Enzymes within seafood flesh kick start the decaying process, which is
further helped by naturally occuring microorganisms. Knowing the best way to safely handle and
store seafood can help to make it last longer, taste its best and limits any risk of illness.

Instruction: This activity will check the prior knowledge in handling fish and seafoods. Below is
How can you familiarize the cooking techniques for fish and shellfish?
PROCESS QUESTIONS:
1. What is the importance of handling fish and shellfish?
2. What are the things to consider in handling fish and shellfish?
3. Why is safety and hygienic practices in handling fish and seafood important?
FIRM UP
Activity 1. (30 minutes)
Direction: Complete the word search puzzle. Use the clues to help you identify the word.
O D S O E R Y T I O P H S F G T H D V
P O C E L K U O G S S S P L U Y O H G
T R A P P E D P L G O E L I F P U T E
F I L L E T I N G N E L I F L S L U R
F S I F G H E R D I O U T L I G G P E
E O N P G T T H F N K P T F F S H O R
A M G S D G S K E N Y U I L O P H O T
G O A L I S L I F I E K N M O L G Y Y
D E B O N I N G S K R E G Y I P I O U
O P T A L A S G R S O B N G H J K L O
Clues:
1. The process of removing the _____ from a fish.
2. The process of removing the flesh of a fish which has been cut or sliced away from the bone
by cutting lengthwise along one side of the fish parallel to the backbone.
3. The process of removing skin from a fish mainly to prepare muscle tissues beneath for
consumption.
4. The process involves using a special knife to separate flesh from bones.
5. The process of dividing the lobster into two parts.
Activity 2. (20 minutes)

Direction: Fill in the missing word. Provided below is a word bank that will help you complete
the statement. Write the answer in your notebook.
eyes flesh gills

scales odor tail
1. In checking the freshness of fish, _____ are clear, shiny and bulging.
2. Fish _____ are red or pink in color.
3. Texture of _____ is firm and elastic.
4. Fish must be fresh and has a mild _____.
5. Fresh fish has shiny _____, and tightly cling on skin.
Instruction: This activity will check your prior knowledge in handling fish and sea foods.
Below is the KWL sheet that contains 3 columned questions that you are supposed to complete
PROCESS QUESTIONS:
ACTIVITY 3:
Directions: Write TRUE if the statement is correct and FALSE if not. Write your answer in your
notebook.
1. Strong fishy odor or a brownish color is a normal sign of age or spoilage.

2. Small pieces like fillets and steaks should be thawed for even cooking.
3. FIFO means “First In, First Out”.
4. All shrimps should smell fresh and sweet.
5. Choose mussels that are very light in weight or seem to be hollow.
6. Fresh fish should have shiny scales, and tightly cling on skin.
7. Fresf fish may be stored for 4 to 5 days.
8. Cooked lobster meat must be covered and refrigerator at 30 degree to 34 degree fahrenhiet.
9. Shrimp to be served cold, must be peeled and deveined before cooking.
10. Oyster, clams, mussels in the shell must be alive and tightly closes shells when jostled.
PROCESS QUESTIONS:
1. What are the things you should consider in cooking fish and shellfish?
2. How will you know if the shellfish you buy in the market is fresh?
DEEPEN (60mins)
ACTIVITY 4: Make a riddle about fish and seafoods and present to the class.
Example:
I’m sometimes seen on a hook but I’m not a coat
I have a tail but I’m not a dog
I have scales but I don’t weigh things
I can be eaten with chips but I’m not salsa
I can be caught in a net but I’m not a butterfly
I live in water but I’m not a frog.
Answer: FISH

consumption?
A. Drawn C. Fillet
B. Dressed D. Whole
B. Cubes D. Sticks

Scaffold 1 for Transfer 1: Present the video recording.
Take a video of yourself performing any fish or seafood dish that you want to prepare for
your lunch or dinner.
RUBRIC:
Score Criteria
4 Can perform the skill without supervision and with initiative and adaptability to
problem solutions.
3 Can perform the skill satisfactorily without assistance or supervisions.
2 Can perform the skill satisfactorily but requires some assistance and/or supervisions.
1 Can perform parts of the skill satisfactorily, but requires considerable assistance
and/or supervisions.
Prepared By:

Teacher
Checked By:
MANILYN V. DACER
Department Head
Parang, Maguindanao
A.Y 2022-2023
Quarter III.
Content Standard:
dishes.
MELCS:
 Handle seafood hygienically
 Thaw frozen seafood correctly to ensure maximum quality and maintain nutritional value
LESSON 2: HANDLE FISH AND SEAFOOD (Week 3) Continuation

Objective:
 perform and present any fish and seafood dish
Activity 1: VIDEO VIEWING
PROCESS QUESTIONS:
2. How will you know if the fish or shellfish you buy in the market is fresh?
DISCUSSION
Activity 2: List 4 aspects you need to consider when selecting seafood for menu and explain how
a chef could contribute to sustainability when purchasing seafood.
DEEPEN (60mins) ACTIVITY 3: Presentation of the riddle about fish and seafood and present
to the class.
Example:
Answer: FISH


consumption?
A. Drawn C. Fillet
B. Dressed D. Whole
B. Cubes D. Sticks

RUBRIC:
Score Criteria
problem solutions.
Prepared By:
KIMBELYN MAE F. ALVERO

Teacher
Checked By:
MANILYN V. DACER
Department Head
Parang, Maguindanao
A.Y 2022-2023
Quarter III.
Content Standard:
dishes.
MELCS:
 Prepare and present fish and seafoods dishes
 Perform guidelines in serving fish and seafood dishes
LESSON 3: PLATE/PRESENT FISH AND SEAFOOD (Week 4)

Objectives:


consumption?
A. Drawn C. Fillet
B. Dressed D. Whole
B. Cubes D. Sticks

All foods including fish and seafood, must be handled and prepared in a clean area to
avoid cross contamination. Proper food handling is extremely important for guaranteeing quality
and safety and paramount for seafood because its often more perishable than oter foods. Spoilage
can happen quickly. Enzymes within seafood flesh kick start the decaying process, which is
further helped by naturally occuring microorganisms. Knowing the best way to safely handle and
store seafood can help to make it last longer, taste its best and limits any risk of illness.

Instruction: This activity will check the prior knowledge in handling fish and seafoods. Below is
PROCESS QUESTIONS:
1. What is the importance of handling fish and shellfish?
2. What are the things to consider in handling fish and shellfish?
3. Why is safety and hygienic practices in handling fish and seafood important?
FIRM UP
Activity 1. (30 mins)
Direction: Complete the word search puzzle. Use the clues to help you identify the word.
O D S O E R Y T I O P H S F G T H D V
P O C E L K U O G S S S P L U Y O H G
T R A P P E D P L G O E L I F P U T E
F I L L E T I N G N E L I F L S L U R
F S I F G H E R D I O U T L I G G P E
E O N P G T T H F N K P T F F S H O R
A M G S D G S K E N Y U I L O P H O T
G O A L I S L I F I E K N M O L G Y Y
D E B O N I N G S K R E G Y I P I O U
O P T A L A S G R S O B N G H J K L O
Clues:
1. The process of removing the _____ from a fish.
2. The process of removing the flesh of a fish which has been cut or sliced away from the bone
by cutting lengthwise along one side of the fish parallel to the backbone.
3. The process of removing skin from a fish mainly to prepare muscle tissues beneath for
consumption.
4. The process involves using a special knife to separate flesh from bones.
5. The process of dividing the lobster into two parts.
Activity 2. (20 mins.)

Direction: Fill in the missing word. Provided below is a word bank that will help you complete
the statement. Write the answer in your notebook.
eyes flesh gills

scales odor tail
1. In checking the freshness of fish, _____ are clear, shiny and bulging.
2. Fish _____ are red or pink in color.
3. Texture of _____ is firm and elastic.
4. Fish must be fresh and has a mild _____.
5. Fresh fish has shiny _____, and tightly cling on skin.
Instruction: This activity will check your prior knowledge in handling fish and sea foods.
PROCESS QUESTIONS:
ACTIVITY 3:
Directions: Write TRUE if the statement is correct and FALSE if not. Write your answer in your
notebook.
1. Strong fishy odor or a brownish color is a normal sign of age or spoilage.

2. Small pieces like fillets and steaks should be thawed for even cooking.
3. FIFO means “First In, First Out”.
4. All shrimps should smell fresh and sweet.
5. Choose mussels that are very light in weight or seem to be hollow.
6. Fresh fish should have shiny scales, and tightly cling on skin.
7. Fresf fish may be stored for 4 to 5 days.
8. Cooked lobster meat must be covered and refrigerator at 30 degree to 34 degree fahrenhiet.
9. Shrimp to be served cold, must be peeled and deveined before cooking.
10. Oyster, clams, mussels in the shell must be alive and tightly closes shells when jostled.
PROCESS QUESTIONS:
2. How will you know if the shellfish you buy in the market is fresh?
DEEPEN (60mins)
ACTIVITY 4: Make a riddle about fish and seafoods and present to the class.
Example:
Answer: FISH

consumption?
A. Drawn C. Fillet
B. Dressed D. Whole
B. Cubes D. Sticks

RUBRIC:
Score Criteria
problem solutions.
Prepared By:

Teacher
Checked By:
MANILYN V. DACER
Department Head
Parang, Maguindanao
A.Y 2022-2023
Quarter IV. MEAT AND POULTRY PROCESSING

Content Standard:
The learners demonstrate understanding Of/on: the different cuts of meat, the
different market forms of meat and poultry, buying the right kind of meat and poultry,
processing meat and poultry, marketing and packaging processed meat and poultry.
The learners should be able to identify different cuts of meat, recognizes the
different forms of meat and poultry, buy the right kind of meat and poultry, processes
meat and poultry, market and packages processed meat and poultry.
MELCS:
 Identify and differentiate the kinds of meat and poultry for processing
Lesson 1: KINDS OF MEAT AND POULTRY FOR PROCESSING

Objectives:
 identify the kinds of meat and poultry for processing
 describe the market forms of meat and poultry
 enumerate the tips in buying the right kind of meat

1. Which of the following type of chicken is usually four to six months old and chosen for
grilling or roasting?
A. Broiler C. Hen
B. Roaster D. Stag
2. Which of the following form of meat that has not undergone chilling after slaughter?
A. Fresh meat C. Frozen meat
B. Chilled meat D. Processed meat
3. Which of the following form of meat has been kept cold above freezing point within 24 hours?
4. Which of the following form of meat stored in the freezer. It is sold in the appearance and is as
hard as a stone?
5. Which of the following form of meat products that have been cured with preservatives agents?
6. It is the process of preparing food for future consumption by preventing its spoilage.
A. Food preservation C. Smoking
B. Salting D. Canning
7. It is the easiest and most common method in food preservation _____?
A. Drying C. Salting
8. Which of the following meat cuts are taken from animal parts that have less muscle activity
and are plump, like sirloin and tenderloin?
A. Tender cuts C. Tough cuts
B. Less tender cuts D. Short cuts
9. Which of the following meat cuts that come from the muscle parts most used by the animal,
like hocks, chuck, and flank?
10. Which of the following meat cuts that necessitate longer cooking like bulalo?
EXPLORE (10 minutes)

This unit is about meat and poultry processing. You will also be able to learn the
characteristics of the different types of meat cuts. Poultry is one of the most common food items
used in the catering industry with chicken being by far the most popular. The flesh of poultry is
more easily digested than that of butchers’ meat. It contains protein and is therefore useful for
building and repairing body tissues and providing heat and energy. It is low in fat and contains a
high percentage of unsaturated acids.
Map of conceptual change: (15 minutes)

Instruction: This activity will check the prior knowledge about meat and poultry products. Below
is the KWL sheet that contains 3 columned questions that you are supposed to complete the first
How can you describe the different types of meat and chicken cuts?
PROCESS QUESTIONS:
1. Are you a meat eater or a poultry eater? Why?
2. How would you define poultry?
3. How can you tell if meat and poultry are good?
FIRM UP
Activity 1.
Instruction: Accomplish the graphic organizer about meat and poultry. (2 groups)
Meat Eater Reasons Poultry Eater Reasons
Activity 2: VIDEO VIEWING (Kinds of meat and poultry for processing)
PROCESS QUESTIONS:
1. What have you learned about the video?
2. What are the different kinds of meat and poultry?
3. Why do you think processing of meat and poultry is important?
FIRM UP
Activity 3. Vocabulary Check
Direction: Give your own idea in defining the following words.
Instruction: This activity will check your prior knowledge about meat and poultry products.
How can you describe the different types of meat and chicken cuts?
PROCESS QUESTIONS:
1. How will you describe the different types of meat and chicken cuts?
2. Why are some of them classified as tender and some tough?
Activity 4: DESCRIBE ME!

Direction: Describe the market forms of meat and give their characteristic.
MARKET FORMS OF MEAT CHARACTERISTIC
1.
2.
3.
4.
DISCUSS ( Methods of Preserving Meat)
PROCESS QUESTIONS:
1. What is preservation?
2. What are the different methods of preserving meat?
3. How these methods of preserving meat can be processed?
4. Why food preservation is important?
DEEPEN (60mins)
Direction: Fill the square with your learnings, the circle with thoughts related to the lesson, and
the triangle with three points about the lesson that you want to remember.
This square with my learnings.
These are three points I This is what is going

want to remember. around my head.
TRANSFER GOAL:
Learners will be able to independently use their learning on the principles and
methods of cooking so that they will be able to prepare delicious meals for family and for
livelihood.
SCAFFOLD 1:
Visitation of wet markets and supermarkets and survey on the market forms of
meat and poultry being sold. Make a video presentation.
RUBRICS:
CRITERIA Outstanding Satisfactory Developing Beginning RATIN
4 3 2 1 G
Correctness and The The The The
Completeness of demonstration demonstration demonstration demonstration
Steps (20pts) steps were all steps were steps were steps were
correct and correct but incorrect. incorrect and
complete incomplete. incomplete.
Procedure The The The The
(20pts) demonstration demonstration demonstration demonstration
procedure was procedure was procedure was procedure was
easy and doable to some not doable to difficult to
doable. extent. some extent. follow.
Quality of work The output was The output was The output was The output was
output (20pts.) of high quality. satisfactory. of poor quality. not observe.
Sanitation (30pts) The The The The
demonstration demonstration demonstration demonstration
was done with was done with was was messy and
maximum minimum inappropriate somewhat dirty.
cleanliness.and cleanliness and cleanliness and
sanitation. sanitation. sanitation.
Speed and Time The The The The
finished on time finished a few finished very was not yet
minutes later. late. finished.

1. Which of the following type of chicken is usually four to six months old and chosen for
grilling or roasting?
A. Broiler C. Hen
B. Roaster D. Stag
2. Which of the following form of meat that has not undergone chilling after slaughter?
3. Which of the following form of meat has been kept cold above freezing point within 24 hours?
4. Which of the following form of meat stored in the freezer. It is sold in the appearance and is as
hard as a stone?
5. Which of the following form of meat products that have been cured with preservatives agents?
6. It is the process of preparing food for future consumption by preventing its spoilage.
A. Food preservation C. Smoking
B. Salting D. Canning
7. It is the easiest and most common method in food preservation _____?
8. Which of the following meat cuts are taken from animal parts that have less muscle activity
and are plump, like sirloin and tenderloin?
9. Which of the following meat cuts that come from the muscle parts most used by the animal,
like hocks, chuck, and flank?
10. Which of the following meat cuts that necessitate longer cooking like bulalo?
Prepared By:
Teacher
Checked By:
MANILYN V. DACER
Department Head
Parang, Maguindanao
A.Y 2022-2023

Content Standard:
The learners demonstrate understanding of marketing and packaging process meat and
poultry.
The learners independently prepare process meat and poultry products.
MELC:
 Cook meat cuts
LESSON 2:
OBJECTIVES:
 Identify the two methods of cooking meat.
 Compile pictures of favorite meat dish.
 Appreciate the importance of knowing the two methods of cooking meat dishes.
 Prepare a recipe

1. Which of the following method does not belong to dry heat?
A. Broiling C. Roasting
B. Baking D. Stewing
2. What are the two basic coatings for meat?
A. Flour and breadcrumbs C. Flour and oil
B. Flour and water D. Cornstarch and water
3. What term is use for flesh cattle (beef and veal), sheep (lamb), and pigs (pork)?
A. Met C. Meet
B. Meat D. Mite
4. Which of the following methods that involves submerging food in hot liquid fat?
A. Boiling C. Grilling
B. Deep-Frying D. Steaming
5. Which of the following methods of cooking that uses hot, dry air to cook meat?
A. Deep-Frying C. Roasting
B. Grilling D. Sautéing
6. It is a moist heat cooking technique that employs hot steam to conduct the heat in food item?
A. Boiling C. Sautéing
B. Roasting D. Steaming
7. It is the easiest and most common method in food preservation?
8. Which of the following cooking method that relies on heat being conducted through the air
from an open flame?
9. A form of moist-heat cooking in which keep the food just below boiling when cooking or
heating it?
A. Grilling C. Sautéing
B. Roasting D. Simmering
10. Mr. A is a butcher; his customer wants to buy a meat part with a lot of bones for cooking
pochero. Which of the following knives should he use?
A. Boning knife C. Chef’s knife
B. Butchers knife D. Cleaver knife
EXPLORE (10 minutes)

Activity 1: GUESS ME!
PROCESS QUESTIONS:
1. What have you observed in the picture?
2. What is the easiest way to cook meat?
3. Why is it important to know the methods of cooking meat?
FIRM UP
(Activity 1) FACT or BLUFF
Instructions: The learners will stand up/sit down if it is a FACT or a BLUFF.
PROCESS QUESTIONS:
1. What have you learned?
2. What is the importance of the two methods of cooking?
3. How can you apply your knowledge using the two methods of cooking meat?
(Activity 2) Identify me!

(Group Activity)
Instruction: Identify the pictures whether dry heat method or moist heat method.
PROCESS QUESTIONS:
1. What do you think are the benefits of using moist-heat cooking method?
2. How do you determine the cooking method if it is dry heat or moist heat?
3. What is the best dry heat method you can apply at home and you can enjoy with your family
and why?
Activity 3: COMPILE ME!

Instructions: Collect and compile at least five pictures of your favourite meat dish, paste it in
your activity notebook. Use any decorating materials. Identify the kind of method used in
cooking the dish.
PROCESS QUESTIONS:
1. What have you noticed?
2. What is the importance of meat in our daily life?
2. How do you describe eating meat?
DEEPEN:
(Group Activity)
Direction: Discuss the different methods of cooking meat and its importance.
PROCESS QUESTIONS:
1. What do you think is the best cooking method for meat?
2. How can methods of cooking affect the quality of meat?
Values Integration
Learners will be able to independently use their learning on the principles and
methods of cooking so that they will be able to prepare delicious meals for family and for
livelihood. They will prepare a recipe of processed meat products.
SCAFFOLD 2:
Demonstration on the methods of processing meat
RUBRICS:
4 3 2 1
Correctness and The The The The
Completeness of demonstration demonstration demonstration demonstration
Steps (20pts) steps were all steps were steps were steps were
correct and correct but incorrect. incorrect and
complete incomplete. incomplete.
Procedure The The The The
procedure was procedure was procedure was procedure was
easy and doable to some not doable to difficult to
doable. extent. some extent. follow.
Quality of work The output was The output was The output was The output was
output (20pts.) of high quality. satisfactory. of poor quality. not observe.
Sanitation (30pts) The The The The
demonstration demonstration demonstration demonstration
was done with was done with was was messy and
maximum minimum inappropriate somewhat dirty.
cleanliness and cleanliness and cleanliness and
sanitation. sanitation. sanitation.
Speed and Time The The The The
finished on time finished a few finished very was not yet
minutes later. late. finished.
POST-ASSESSMENT
1. Which of the following method does not belong to dry heat method?
A. Broiling C. Roasting
B. Baking D. Stewing
2. What are the two basic coatings for meat?
A. Flour and breadcrumbs C. Flour and oil
B. Flour and water D. Cornstarch and water
3. What term is use for flesh cattle (beef and veal), sheep (lamb), and pigs (pork)?
A. Met C. Meet
B. Meat D. Mite
4. Which of the following methods that involves submerging food in hot liquid fat?
A. Boiling C. Grilling
B. Deep-Frying D. Steaming
5. Which of the following methods of cooking that uses hot, dry air to cook meat?
6. It is a moist heat cooking technique that employs hot steam to conduct the heat in food item?
A. Boiling C. Sautéing
B. Roasting D. Steaming
7. It is the easiest and most common method in food preservation?
8. Which of the following cooking method that relies on heat being conducted through the air
from an open flame?
9. A form of moist-heat cooking in which keep the food just below boiling when cooking or
heating it?
A. Grilling C. Sautéing
B. Roasting D. Simmering
10. Mr. A is a butcher; his customer wants to buy a meat part with a lot of bones for cooking
pochero. Which of the following knives should he use?
A. Boning knife C. Chef’s knife
B. Butchers knife D. Cleaver knife
Prepared By:
KIMBERLYN MAE F. ALVERO, LPT

Teacher
Checked By:
MANILYN V. DACER, LPT

Department Head

Parang, Maguindanao
A.Y 2022-2023

Content Standard:
The learners demonstrate understanding of marketing and packaging process meat and
poultry.
The learners independently prepare process meat and poultry products.
LESSON 3:
PERFORMANCE TASK: Meat and Poultry Processing

You are a culinary student in food processing. You are invited to demonstrate correct methods in meat processing in
the community of Parang, Maguindanao. You will showcase your chosen meat and poultry products to prepare for
the demonstration. The culinary student as the facilitator for the said contest, will record, show and demonstrate
their chosen meat products to be presented to the selected TLE teachers as judges. This is to showcase their skills to
demonstrate correct preparation of meat and poultry products. The Meat and Poultry Processing prepared by the
selected grade 8 culinary graduate will be judged according to have complete steps, doable procedure, quality work
output, and was done with maximum cleanliness and sanitation and finished on time.

4 3 2 1
Correctness and The demonstration The demonstration The demonstration The demonstration
Completeness of Steps steps were all correct steps were correct but steps were incorrect. steps were incorrect
(20pts) and complete incomplete. and incomplete.
Procedure The demonstration The demonstration The demonstration The demonstration
(20pts) procedure was easy procedure was doable procedure was not procedure was
and doable. to some extent. doable to some difficult to follow.
extent.
Quality of work output The output was of The output was The output was of The output was not
(20pts.) high quality. satisfactory. poor quality. observe.
Sanitation (30pts) The demonstration The demonstration The demonstration The demonstration
was done with was done with was inappropriate was messy and
maximum minimum cleanliness cleanliness and somewhat dirty.
cleanliness.and and sanitation. sanitation.
sanitation.
Speed and Time The demonstration The demonstration The demonstration The demonstration
(10pts) finished on time finished a few finished very late. was not yet finished.
minutes later.
Prepared By:
KIMBERLYN MAE F. ALVERO, LPT

Teacher
Checked By:
MANILYN V. DACER, LPT

Department Head

Notre Dame of Parang, Inc

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NOTRE DAME OF PARANG, INC.

LEARNING PLAN IN T.L.E 10

Quarter II. PREPARING VEGETABLE DISHES

Lesson 1: PREPARE VEGETABLE DISHES

PRE-ASSESSMENT (20 minutes)

INTRODUCTION (10 minutes)

What I know What I want to know What I have learned

3. Frozen C. preserves the vegetable because it

Activity 2. (20 mins)

Chop suey Pinakbet

Map of Conceptual change:

What I know What I want to know What I have learned

ACTIVITY 3: Find your way (15 mins)

5. Sinabawang Talbos ng Kamote

ACTIVITY 6: Budget Vegetable Dish ( 20 mins)

POST-ASSESSMENT (15 minutes)

PERFORMACE TASK: Preparing Vegetables Dishes

LEARNING PLAN IN T.L.E 10

Lesson 2: PRESENT VEGETABLE DISHES

PRE-ASSESSMENT (20 minutes)

INTRODUCTION (10 minutes)

What I know What I want to know What I have learned

Activity 2. Think and Write! (20 mins)

Map of Conceptual change:

What I know What I want to know What I have learned

ACTIVITY 3: (15 minutes)

POST-ASSESSMENT (15 minutes)

TRANSFER GOAL (60 mins)

KIMBERLYN MAE ALVERO-IBRAHIM

LEARNING PLAN IN T.L.E 10

Lesson 3: STORE VEGETABLES

PRE-ASSESSMENT (20 minutes)

INTRODUCTION (10 minutes)

Consider this question: How can you store vegetables properly?

What I know What I want to know What I have learned

1. Indoor storage of vegetables, the outside stairwells to basement cannot be used is

Map of Conceptual change:

How can you store vegetables in a proper way?

ACTIVITY 3: (15 minutes)

POST-ASSESSMENT (15 minutes)

TRANSFER GOAL (60 mins)

KIMBERLYN MAE ALVERO-IBRAHIM

LEARNING PLAN IN T.L.E 10

Lesson 4: EVALUATE THE FINISHED PRODUCT

PRE-ASSESSMENT (20 minutes)

1. It is a substance consumed to provide nutritional sustenance for an organism.

INTRODUCTION (10 minutes)

Consider this question: How can you evaluate vegetable dishes?

Map of conceptual change: (15 mins)

What I know What I want to know What I have learned

Glutamate impression evaluated food

Map of Conceptual change:

KIMBERLYN MAE F. ALVERO

LEARNING PLAN IN T.L.E 10

Lesson 1: PERFORM MISE EN PLACE

PRE-ASSESSMENT (20 minutes)

INTRODUCTION (10 minutes)

Map of conceptual change: (15 mins)

What I know What I want to know What I have learned