Afa-Tg Foods Dec.5

K to12 BASIC EDUCATION CURRICULUM
TECHNOLOGY AND LIVELIHOOD EDUCATION

AGRICULTURE & FISHERY ARTS –FOOD (FISH) PROCESSING
Grade 10-TEACHING GUIDE
Food (Fish) Processing

Learner’s Material
First Edition, 2014
ISBN: ___________
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.
Borrowed materials (i.e. pictures, photos, brand names, trademarks, etc.) included in
this book are owned by their respective copyright holders. Every effort has been exerted to
locate and seek permission to use these materials from their respective copyright owners.
The publisher and authors do not represent nor claim ownership over them.
Published by the Department of Education

Secretary: Br. Armin A. Luistro FSC
Undersecretary: Yolanda S. Quijano, Ph.D.
Assistant Secretary: Elena R. Ruiz, Ph.D.
Development Team of the Learner’s Material
Consultants: Dr. Crisitna B. Celarta

TechnologicalUniversity of the Philippines
Dr. Pedrito S. Nitural

Central Luzon State University
Science City of Muñoz, Nueva Ecija
Authors: Zenaida R. Delantar

Obando School of Fisheries
Tawiran,Obando, Bulacan
Andrea H. Lorenzo
Fortunato F. Halili National Agricultural School
Guyong, Santa Maria, Bulacan
Validator: Esmeralda S. Escobar, Ph. D.
Editors: Angelica Andal

Esmeralda Bala
Reviewers:
Illustrator: Gilbert B. Zamora

Roy Albert V. Rillo
Subject Specialists: Albert B. Erni and Emmanuel S. Valdez

1
Printed in the Philippines by ____________

Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)
nd
Office Address: 2 Floor Dorm G, Philsports Complex, Meralco Avenue,
Pasig City, Philippines 1600
Telefax: (02) 634-1054, 634-1072
E-mail Address: imcsetd@yahoo.com
2
QUARTER 1
MODULE 1. PERSONAL ENTREPRENEURIAL COMPETENCIES ( PECs)

Grade Level Standard:
This is a course which leads to a specialization on Food (Fish)
Processing National Certificate (NCI). It covers three (3) of the seven (7)
Core Competencies that a Grade 10 Technology and Livelihood Education
(TLE) student ought to possess/perform: 1) operation of basic equipment; 2)
cleaning and sanitizing of equipment for processing/packaging area; 3)
loading and unloading raw material, products and supplies.
CONTENT STANDARD PERFORMANCESTANDARD

The learner demonstrates The learner independently creates a
plan of action that strengthens/ further
understanding of one’s PECs in
develops his/her PECs in FOOD
FOOD (FISH) PROCESSING. (FISH) PROCESSING.
LEARNING COMPETENCIES
Develop and strengthen PECs needed in FOOD (FISH) PROCESSING.
INTRODUCTION
This teacher’s guide will lead you to effectively and efficiently teach
Module 1. Moreover, this will guide you in determining relevant and
appropriate teaching techniques and strategies that will meet the needs and
demands of the learners to make them best understand, appreciate and be
inspired in realizing the importance of entrepreneurship and the
entrepreneurial competencies related to FOOD (FISH) PROCESSING.
This module will also provide learners with an opportunity to know that
individuals possess different PECs. These PECs include characteristics,
attributes, skills, or traits that make a person different from others. Likewise,
when one aligns these competencies with the competencies of successful
practitioners or entrepreneurs, he or she may become ready to face the
experiences of starting a business or being employed.
3
Moreover, the module is designed to encourage the learners to think

about entrepreneurship and its role in the business community and in
economic and social development.
OBJECTIVES
With your assistance and the guidance of this module, learners are expected
to understand the underlying principles and concepts of PECs more
particularly in:
- identifying areas for improvement, development and growth;
- aligning learners’ PECs according to their business or career choice;
and creating a plan of action that ensures success in their business or
career choice
INTRODUCTION
Guide learners in appreciating and understanding PECs in order to be
successful in business or employment by sharing inspiring real-life stories of
successful businessman and/ or well-known workers in the field of FOOD
(FISH) PROCESSING in your province.
 Explain to learners the importance of assessing their PECs.

 Guide learners in understanding the importance of entrepreneurs and
entrepreneurship.
OBJECTIVES
Guide learners in identifying and comprehending the objectives of Module 1.
PRE- ASSESSMENT
 Utilize the sample pre-assessment test available in the learners
materials or craft a comprehensive teacher-made test to assess
learner’s prior knowledge and skills in PECs.
 Evaluate the result of the pre-assessment and prepare a plan of action
to strategically address the learning needs and requirements of the
learners.
4
ANSWER KEY
1. E
2. K
3. H
4. A
5. J
6. B
7. C
8. I
9. D
10. F
Guide Questions
 Have learners actively perform Activity 2 on Module 1, and let them
share their answers and relevant experiences to the class.
 Process learners’ understanding of the guide questions presented on
Activity 2 on
Learning Goals and Targets

Help learners in utilizing available technology / resources in planning
their own learning goals and targets as reflected on Module 1.
Group Activity
 Group the learners then let them perform Activity 3 on Module 1 and let
them share their thoughts with the class.
 Process learners’ understanding of guide them in arriving at a relevant
and acceptable generalization.
5
KNOWLEDGE
 Discuss / present the importance of assessing personal entrepreneurial
competencies (PECs) and skills vis-à-vis a practicing entrepreneur or
employee; provide a resource person, an entrepreneur or employee
from your province or community.
 Expand learner’s curiosity by asking essential questions on the
important characteristics / attributes and skills of a good entrepreneur.
 Assist / Guide learners in understanding the entrepreneurial
competencies (characteristics, attributes) and skills of a good
entrepreneur.
 Have an appropriate, relevant and timely learning activity for the
learners to appreciate the entrepreneurial competencies.
 Assess learner’s knowledge, skills and understanding of the topic.
Utilize the result of the pre-assessment to improve their learning.
PROCESS
 Let learners accomplish Task 4 (PECs Checklist) on Module 1.
Encourage them have their own interpretation or personal insights
based on the accomplished task.
 Facilitate student-to-student interactions and process learners’
understanding.
UNDERSTAND
 Deepen learners’ understanding of PECs by guiding them to
accomplish Activity 1 (Interview) on Module 1.
 Facilitate appropriate learning activities to finish the task.
 Encourage learners to report their accomplishments to the class.
 Process learners’ understanding.
TRANSFER
 Assist learners in individually accomplishing Activity 1 (Preparation of a
Plan of Action) on Module 1. Guide them to competently craft their own
plan of action. Have learners present this to the class and process their
6
understanding.
 Guide learners in answering the essential questions presented in
Activity 2 on Module 1.
 Have learners share their answers with the class and then process
their understanding.
 Provide learners with more concrete examples of what and enrichment
activities to further deepen their understanding about PECs and its
importance in day-to-day living as future entrepreneurs or workers.
 Provide learners with applicable activities whereby they can transfer to
the community what they have learned.
 Let learners utilize available resources in the community to accomplish
the task.
POST ASSESSMENT
This must be given after the lesson. Ask your student to answer the post-
assessment on Module 1. You will use the result of the assessment to
determine if the student will take remediation of the lesson.
ANSWER KEY
1. E
2. K
3. H
4. A
5. J
6. B
7. C
8. I
9. D
10. F
7
MODULE 2. ENVIRONMENT AND MARKET
CONTENT STANDARD PERFORMANCE STANDARD

The learner demonstrates The learner independently
understanding of the environment and
creates a business vicinity map
market in the field of FOOD (FISH)
PROCESSING in one’s town/ reflective of the potential FOOD
municipality.
(FISH) PROCESSING market within
the locality/town.
LEARNING COMPETENCIES
 Develop a quality and marketable product or service in FOOD (FISH)
PROCESSING
 Select a business idea based on the criteria and techniques set
 Develop a brand for their product
INTRODUCTION
People who aspire to start a business need to explore the economic,
cultural and social conditions prevailing in an area. Needs and wants of the
people in a certain area that are not met may be considered as business
opportunities. Identifying the needs of the community, its resources, available
raw materials, skills, and appropriate technology can help a new entrepreneur
in seizing a business opportunity. An entrepreneur must have a clear idea of
the business they want to pursue.
To be successful in any kind of business venture, potential

entrepreneurs should always look closely at the environment and market.
8
They should always be watchful on the existing opportunities and constraints.

Successful entrepreneurs know how to take risks. The opportunities in the
business environment are those factors that provide possibilities for a
business to expand and make more profit. Constraints, on the other hand, are
those factors that limit the business to grow, hence reduce the chance of
generating profit. One of the best ways to evaluate the opportunities and
constraints is to conduct a Strengths, Weakness, Opportunities and Threats
(SWOT) Analysis.
LEARNING OBJECTIVES
With your assistance and the guidance in this module, learners are expected
to understand the underlying principles and concepts of Environmental
and Market more particularly in:
- identifying what is of “value” to the customer;
- identifying the target customer ;
- explaining what makes a product/service unique and competitive;
- applying creativity and innovative techniques to develop a marketable
product/service; and
- employing a unique selling proposition (USP) to the product and/ or
service.
PRE-ASSESSMENT
 Utilize the sample pre-assessment test available in the learner’s
materials or craft a comprehensive teacher – made test to assess
learner’s prior knowledge and skills in Environment and Market (EM).
 Evaluate the result of the pre-assessment and prepare a plan of action
to strategically address the learning needs and requirements of the
learners.
Guide Questions
 Ask learners to actively perform Activity 2 on Module 2 and guide them
in presenting their answers to the class.
9
 Process learner’s responses and guide them to an appropriate

generalization.
Learning Goals and Target
 Help learners in planning their own learning goals and targets as
reflected on page Module 2.
 Provide enrichment activities and guide them in analyzing available
resources and technology in the community in accomplishing their
learning goals and targets.
ANSWER KEY
1. D
2. C
3. A
4. B
5. A
6. D
7. B
8. C
9. D
10. D
KNOWLEDGE
(PRODUCT DEVELOPMENT)
 Discuss the concept of developing a product, finding value,
creating innovation, a unique selling proposition and its
relationship to the environment and market and business at
large.
 Let learners actively participate in the discussion on the
aforementioned topics. Assist or guide learners in presenting
their ideas and relevant experiences.
 Design varied levels of learning activities for the learners to
better understand the aforementioned topics.
10
 Guide learners in reflecting on the importance of product

development, the concept of developing a product, finding value,
creating innovation and a unique selling proposition.
 Design an assessment to evaluate learners’ understanding on
the previous topics.
 Utilize the result of the assessment in designing / developing
learning activities that would enrich the learner’s understanding.
(GENERATING IDEAS FOR BUSINESS)

 Let learners research on topics relating to generating ideas for
business, key concepts of selecting a business idea, and
branding.
 Let learners undergo various learning activities to better
appreciate the importance of generating ideas for business, key
concepts of selecting a business idea, and branding.
 Process the learners’ understanding relative to the objectives of
this module.
PROCESS
 Assign the student to do an interview with a successful entrepreneur
or practitioner within the town/municipality.
 Have learners present their interview and insights gathered to the
class. Process their understanding in relation to the objectives of
this module.
 Lead learners in reflecting on their SWOT Analysis and its

importance in generating business ideas by thru learning
opportunities and interaction with others outside the classroom and
with the use of technology related to business.
 Instruct learners to enrich their knowledge on SWOT Analysis by
conducting research.
 Provide an appropriate type of assessment to evaluate learner’s
understanding of SWOT Analysis. Utilize the result of the
assessment to craft more appropriate and productive learning
11
activities.
 Assist learners in performing Activity 1 (SWOT ANALYSIS) on
Module 2.
 Evaluate / Assess learner’s output and check it against the
objectives of this module.
UNDERSTAND
 Inspire learners to deepen their understanding on environment and
market by carefully watching the videos related to the prescribed topics
such as :
A. Steps in selecting a business idea
B. Criteria of a viable business idea
C. Benefits of a good brand
D. Ways on developing a brand
 After the learners watch the videos, have them prepare a
comprehensive narrative report on the topics they have watched.
 Encourage learners to present their accomplishments to the class.
 Process learner’s understanding in relation to the objectives of this
module

 Let learners work on an independent learning activity or cooperative
learning (ICL) in accomplishing the task (Extra Readings and Video
Viewing) on Module 2.
 Assist learners in presenting their output. Assess the evidence of
learning and provide useful input to improve their output.
TRANSFER
12
 Guide learners in developing the concept for their own

product or service as reflected on Activity 1 on page Module
2.
 Assist learners in analyzing and utilizing available resources
in developing their concept of their own product or service.
 Evaluate learner’s output by referring to teacher-made
rubrics which are aligned to the performance standards.
 Have learners eloquently share and present their output to
the class.
 Lead learners in reflecting on the importance of product
conceptualization.


 Have learners prepare for Activity 1 (Making My Own Logo)

on Module 2. Assist learners in accomplishing this task by
using their life experiences.
 Assess learners output using a teacher-made rubric following
the standards and objectives of this module.
POST- ASSESSMENT
This must be given after the lesson. Ask your student to answer the post-
assessment on Module 2. You will use the result of the assessment to
determine if the student will take remediation of the lesson.
ANSWER KEY
1. D
2. C
3. A
4. B
5. A
6. D
7. B
8. C
13
9. D
10. D
QUARTER 2
MODULE 3. OPERATING EQUIPMENT (OE)

LESSON 1. SELECTING AND PREPARING EQUIPMENT FOR USE

The learner demonstrates an The learner independently operates the
understanding of operating basic operation of equipment needed in
appropriate equipment for Food Food (Fish) Processing including
(Fish) Processing. recognition of functional and quality
equipment and its maintenance,
following specific procedures and
instructions.
LEARNING OBJECTIVES
1. Identify and prepare basic machines/ equipment required to complete
tasks, follow assignments, instructions and workplace requirements.
2. Carry out routine pre-operational checks according to manufacturer’s
specifications and workplace procedures.
3. Identify and report faulty and damaged machine/equipment following
workplace procedure.
4. Identify any training required to operate machine/ equipment according
to supplier and workplace requirements.
14
PRE-ASSESSMENT
This must be given after citing the objectives of the lesson. Ask your
student to answer the pre-assessment honestly and individually on Module 3,
Lesson 1. You will use the result of this to determine where your students are
in terms of background knowledge and skills, their strengths and weaknesses
as your bases for planning, instructional activities.
ANSWER KEY:
1. C
2. D
3. A
4. C
5. B
6. C
7. A
8. D
9. D
10. B
TEACHER’S DISCUSSION POINTS:

KNOWLEDGE
TOPICS:
A. Types, Characteristics and Function of Basic Equipment Used in
Food (Fish Processing)
B. Selection and Preparation of Equipment for Use in Food Processing
C. Pre- Operational Checks and Procedure in Using Equipment in Food
15
Processing
D. List of Defects and Damages of Equipment, Tools/Devices Used in
Food Processing
E. Procedures and Practices in the Work Place
F. Personal Protective Equipment in Food/Fish Processing
Guide Questions:
1. What are the functions/uses of the basic equipment used in Food
(Fish) Processing?
2. Why is it important to select and prepare the equipment before using it
in Food Processing?
3. Using the methods of processing, enumerate the different equipment
used in each method?
4. Why is it important that we perform pre-operational checks and
procedures in using equipment in Food Processing?
5. Why it is necessary to identify damages and defects of equipment,
tools/devices used in Food Processing?
6. How do we maintain cleanliness and sanitation in the workplace? Give
the steps and procedures.
7. What are the advantages of wearing the Personal Protective
Equipment in Food/Fish Processing
Motivation:
Ball Toss Brainstorming
Reveal the topic of the day. Throw the ball to a student and the student
shouts out something related to the topic. This activity can be used to activate
16
prior knowledge or to check for understanding. Toss the ball after conducting
a lesson and students will review the concept.
PROCESS
1. Guide the students to study and understand the different topics related
to in operating equipment:
a. Types, characteristics and functions of basic equipment used in Food
(Fish) Processing
b. Selection and preparation of equipment for use in Food (Fish)
Processing
c. Pre-operational checks and procedures in using equipment in Food
Processing
d. Defects and damages of machine/equipment
e. Procedures and practices in the work place
f. Personal Protective Equipment (PPE)
g. Occupational Health and Safety guidelines during operation of
equipment
h. Manufacturers’ specifications
i. Operation of machine/equipment
j. Shutting down equipment and machines
k. Identifying emergency function on equipment
l. Routine maintenance procedures
m. Cleaning and sanitation procedures for work area and equipment
n. Lock out and tag- out procedures
o. Safe workplace procedures
p. Emergency procedures
17
q. Reporting faulty or damaged machine/equipment

r. Managing waste (Reduce, Re-use and Recycle)
s. Reporting and documentation requirements
t. Relevant legislative provisions
u. Awareness of Codes or regulations such as HACCP
v. Applying safe workplace practices and procedures
w. Using of appropriate PPE
Select and Prepare Equipment for Use
Activity 1. Let the students answer this Checklist by placing a (√) mark before
the items given that they think they are familiar with.
Can you:
_____1. Classify the different equipment based on their uses?
_____2. Check and prepare the different equipment, tools, and utensils for
each method of processing food (fish)?
_____3. Identify and report damaged/defective equipment?
_____4. Apply safe workplace practices?
_____5. Prepare and use complete Personal Protective Equipment?
Suggested Differentiated Instruction:

A. Prepare a set of flash cards of different pictures of equipment used
in Food Processing. Prepare another set of flash cards of names of
the different pictures you used in the first.
Group the class into two. Make use of the two sets of cards in
18
making an educational game for the students :

1. The first group will have half of the pictures and the other group
will have the corresponding labels and vice versa. Group take
turns showing pictures.
2. Mix the two sets. Give the equal amount of flashcards to each
group. Set a time limit agreed upon by the students. The group
that can match the flash card of the other group will get the flash
card. If the group is wrong with the guess, they lose a turn. The
team with the highest number of flash cards will win the game.
B. Explain how to use Q- Notes to your students.

Name: Date:
Topic: Class/Subject:
Assume that you are a teacher, you will make a quiz for the class, write the
question in the left column, and the answer in the right column. When you
prepare for a quiz, the questions serve as CUES to remind you of what you
must know. When using these notes to study, fold the right edge of the paper
over so that lines up with the dotted line of the paper. You should be able to
see your questions in the Q- column. Use this to Q-uiz yourself (Burke, 2000).
Direction : Turn your lessons into Direction: In this area, write the answer
questions in this column. to the question. Use bullets and
dashes to help organize your ideas.
Also, use symbols and abbreviations
to help you take notes more
efficiently.
19
Down here you should review, retell, or reflect on what you have read so far.
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
UNDERSTAND
Activity 1 : Checklist: Put a (√) mark before the items given below that
you think you are familiar with. Use a separate sheet for your answer.
Can you…..
_______1. Classify the different equipment based on their uses?
_______2. Check and prepare the different equipment, tools, and utensils
for each method of processing food?
_______3. Identify and report damaged/defective equipment?
_______4. Apply safe workplace procedures?
_______5. Prepare a complete processor’s outfit?
TRANSFER
Activity 1. Based on the chart below, let the students identify the tools and
equipment needed in Food/Fish Processing. Let them explain each type of
equipment and its uses.
20
CUTTING MEASURING
IMPLEMENTS TOOLS
EQUIPMENT USED
IN FOOD/FISH
PROCESSING
COOKING COOKING
UTENSILS EQUIPMENT
UTENSILS FOR
PREPARING FOOD
Activity 2. Demonstrate how to use the following standard measuring devices:

a. Salinometer
b. Refractometer
c. Kitchen Thermometer
d. Weighing Scale
Upon completion of the activities, the students will be graded using the
following RUBRIC:
1.How to Use a Salinometer

STEPS EXCELLENT SATISFACTORY NEEDS
(3) (2) IMPROVEMENT
(1)
21
1. Dipped salinometer
in a brine solution
2. Recorded the
readings
3. Cleaned with tap
water.
4.Wiped with dry, soft
cloth or tissue
4. Observed sanitary
procedures while
doing the activity.
TOTAL SCORE
2.How to Use a Refractometer

(3) (2) IMPROVEMENT
(1)
1. Put two drops of the
sample on the prism.
2. Closed the daylight
plate gently
3. Viewed the scale
through the eyepiece.
4. Focused the
refractometer until
clear.
5.Read the
measurement value
where the boundary
line intersects the
scale.
6.Wiped the sample
off with a wet tissue
7. Wiped remaining
water with dry, soft
tissue.
22
TOTAL SCORE
3.How to Use a Kitchen Thermometer

(3) (2) IMPROVEMENT
(1)
1. Dip in boiling liquid.
2. Recorded the
reading by OC or OF.
3. Cleaned after using
it.
procedures while
doing the activity.
TOTAL SCORE
4.How to Use a Weighing Scale

NEEDS
EXCELLENT SATISFACTORY
STEPS IMPROVEMENT
(3) (2)
(1)
1. Checked the
calibration.
2. Placed the food to
be weighted on the
plate.
3. Determined the
weight by checking
where the hand is
pointed.
4. Recorded the
readings in grams or
kilograms.
5.Cleaned the plates
of the weighing scale.
23
TOTAL SCORE
POST- ASSESSMENT
This must be given after the lesson. Ask your student to answer the
post-assessment on Module 2, Lesson 1. You will use the result of the
assessment to determine if the student will take remediation of the lesson.
ANSWER KEY:
1. C
2. D
3. A
4. C
5. B
6. C
7. A
8. D
9. D
10. B
LESSON 2. OPERATING EQUIPMENT
INTRODUCTION
24
The lesson deals with the selecting and maintaining the use of
Personal Protective Equipment (PPE); following manufacturer’s
specifications; dismantling and assembling the equipment or machine parts;
operating machine in accordance with Occupational Health and Safety
(OHS) requirements. It also includes the identification and reporting of out-of
specification product and process and equipment performance.
LEARNING OBJECTIVES
1. Select, maintain and use suitable Personal Protective Equipment in
accordance to Occupational Health and Safety requirements and
manufacturer’s specifications.
2. Operate machine/equipment in a safe and controlled manner, in
accordance with Occupational Health and Safety requirements and
manufacturer’s specification.
3. Identify and report out-of-specification products, process and equipment
performance according to workplace procedure.
PRE-ASSESSMENT
as your bases for planning instructional activities.
ANSWER KEY
1. C
2. C
25
3. D
4. D
5. C
6. B
7. D
8. C
9. A
10. D
TEACHER’S TALKING POINTS:

KNOWLEDGE
TOPICS:
A. Personal Protective Equipment in Food /Fish Processing
B. Practicing Occupational Health and Safety During Operation of
Equipment
C. Following Manufacturer’s Specification
D. Operating specific Equipment or Machines
Guide Questions:
A. What are the uses of the personal protective equipment in food/ fish
processing?
B. Why is it important to observe safety practices in the operation of
equipment?
C. What do you think are the required characteristics of standard food
equipment and utensils set by the FDA and NSF?
D. What are the warning labels on equipment and manufacturer’s
26
specifications?
E. Have you experienced operating kitchen equipment? Discuss in class
the steps in operating particular equipment.
Motivation:
1. Maria Went to Food Lab
It is a version of the popular parlor game- “Maria went to Market”. The
class needs three sets of Personal Protective Equipment consisting of a
laboratory gown, hairnet, a pair of gloves, a pair of white rubber shoes and a
facial mask. You can add trays and bowls. Make three groups with 5
members. Place a chair for every group or their classmates that will serve as
obstacle for the members of the group. Make an agreement with the class for
the mechanics of the game. The simplest goal is to be the fastest group to
finish the games.
After the game, start asking them about the materials they used. Guide
them to come up with the importance of using the personal protective
equipment.
2. Film /Video Showing:

Search for an interesting film video or documentary or television
program showing a food processing plant who failed to practice
Occupational Health and Safety Procedures. Let them take down notes about
their observation in the processing plant and its personnel including their
recommendation for improving the plant operations.
After the video showing, let the student form a group to summarize their
observations and recommendations. The group will present the output to the
whole class.
27
PROCESS
Operate Equipment
Activity 1. Have a compilation of Instructional Manuals of at least 10 different
equipment, tools, or devices used in Food Processing. Make a table showing
the capacity, dimension, and precautions on using it.
Name of Capacity Dimensions Precaution on

Equipment, Tools, Using It
Devices
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
UNDERSTAND
Activity 1. Let the students operate the Vacuum Machine or any electrical
equipment present in your Food Processing Laboratory. Let the students
reflect and answer these questions in their notebook.
 Why is it necessary to follow manufacturer’s specifications in operating
a Food Processing Equipment?
 Why do you think it is necessary to check on the performance of the
equipment?
 Do you think it is important to correctly operate food processing
equipment?
28
 Why is there a need to master the correct procedure in operating food

processing equipment
TRANSFER
Activity 1
Demonstrate how to operate a can sealer and a pressure cooker.
Note: Upon completion of the activities, follow the RUBRICS to rate your
students:
A. Operating A Can Sealer
(3) (2) IMPROVEMENT
(1)
1. Fastened can
sealer firmly to a table
or chair.
2.Attached the crank
or handle
and tightened set
screw
3.Changed the chuck,
height washers and
levers to the size of
can to be sealed
4.Lowered baseplate
5.Placed cover on can
and set can on base
plate
29
6. Raised can until it is

clamped firmly
between baseplate
and chuck.
7.Turned crank
clockwise until first
operation roll is
through half sealing
8.Turned cranked
clockwise until the
second operation roll
returned to its normal
position
9.Released sealed
cans
TOTAL SCORE
A. Operating a Pressure Cooker

(3) (2) IMPROVEMENT
(1)
1.Poured 21/2 cups of
water, place the rack
then place the packed
jars in the cooker
2. Placed the cover of
30
cooker. The arrow on

the cover should be
aligned with the line
mark at the body
3. Tightened two
opposite knobs evenly
at the same time
4. Turned on the stove

and place the cooker
on the burner. Placed
petcock in horizontal
position. Waited until
a steam comes out
from the petcock for a
total of 7-10 minutes
then close the
petcock.
5. Waited until the

pressure gauge
register the desired
pressure
6. If desired pressure
is reached, counted
the processing time.
Maintained the
pressure until the end
of the prescribed
processing time
8. Turned off the

stove. Waited until
the pressure gauge
registers zero (0)
pressure
31
8. Loosened two
opposite knobs at the
same time. Opened
the cover in slanting
position away from the
face
9. Removed the glass

jars one at a time from
the cooker and close
the cooker or jars.
Cooled the jars and
cooker at room
temperature
TOTAL SCORE
POST- ASSESSMENT
post-assessment on pages 98-100. You will use the result of the assessment
to determine if the student will take remediation of the lesson
ANSWER KEY
1. C
2. C
3. D
4. D
5. C
6. B
7. D
32
8. C
9. A
10. D
LESSON 3. MAINTAINING EQUIPMENT AND RESOURCES
INTRODUCTION
The lesson deals with inspecting and maintaining the condition of
equipment and machine; cleaning and sanitation procedures for equipment,
maintaining work area in accordance with workplace requirement and
manufacturer’s specification. It also includes waste management and
maintaining records and reports on faulty or damaged machines/ equipment
for repair or replacement.
LEARNING OBJECTIVES
1. Shut down equipment/machines according to workplace procedure and
manufacturer’s specifications.
2. Clean and maintain the work area, tools and machine in accordance
with workplace requirements and manufacturer’s specification
3. Report faulty or damaged machine/equipment
4. Manage waste disposal
5. Maintain complete and accurate records in accordance with industry,
legislative and workplace requirements.
PRE-ASSESSMENT
33

as your bases for planning the instructional activities.
This pre-assessment on Module 3, Lesson 3 must be given after the
brief introduction of the lesson and before the discussion of the talking points.
ANSWER KEY:
1. D
2. C
3. B
4. D
5. C
6. A
7. D
8. D
9. C
10. B

KNOWLEDGE
TOPICS:
A. Shutting Down Equipment /Machine
B. Locating Emergency Stop Functions on Equipment
C. Routine Maintenance Procedures
D. Cleaning and Sanitation Procedures for Work Area and Equipment
E. Lockout and Tag-out Procedures
F. Safe Workplace Procedures
34
G. Emergency Procedures
H. Reporting Faulty or Damaged Machine/ Equipment
I. Managing Waste(Reduce, Re-use and Recycle 3Rs)
J. Reporting and Documentation Requirements and Processes
K. Relevant Legislative Provisions Including OHS Requirements
L. Awareness of Codes or Regulations such as HACCP
M. Applying Safe Workplace Practices and Procedures
N. Using of Appropriate PPE
Guide Questions:
1. Why is it necessary to follow the steps in shutting down equipment?
2. Why is it important to locate emergency stop functions on equipment?
3. What is maintenance?
4. Why you should report faulty or damaged machine/ equipment?
Motivation:
Segregation
Collect pictures or actual materials that are available in the food lab or
kitchen. See to it that the materials can be classified into items that can be
Reduced, Reused or Recycled. A container may be provided for them to keep
the picture or materials. After segregation, let the students explain the
materials in each container.
PROCESS
Activity 1.Let the students to have an ocular visit of a Food Processing Plant
Assessment Center. Ask them to prepare a checklist of equipment,
tools/devices found in the plant requiring maintenance. Follow this format:
35
MAINTENANCE CHECKLIST
NO EQUIPMENT TO BE MAINTAINED SCHEDULE OF MAINTENANCE
Activity 2. Based on the checklist, prepare a Maintenance Work Schedule.

Follow this format
MAINTENANCE SCHEDULE
Equipment:______________
WEEK/MONTH
NO ACTIVITIES MON TUE WED THU FRI
Activity 3. List down the different waste materials generated or accumulated –

encountered during the ocular visit. Follow this format.
36
WASTE MANAGEMENT
GENERATED/
NO. ACCUMULATED COMPOSTING RECYCLING DISPOSAL
WASTE
Note: Upon completion of the activities, you will be graded using the following
RUBRIC:
CRITERIA/R NEEDS DEVELOP SUFFICIE ABOVE TOTAL
ATE IMPROVE ING (2) NT (3) AVERAGE
MENT (1) (4)
Clarity Ideas are Ideas are The ideas The ideas
(Ability to presented presented are are
express but with though presented presented
ideas in a minimal lacking in clearly. very
comprehensi relevant relevant Relevant clearly.
ve manner details. details. details are Details are /4
given. complete,
relevant,
and enrich
the work.
Organization Information Informatio Informatio Information
37
/Mastery and ideas n and n and and ideas

(sequencing are poorly ideas are ideas are are
of sequenced presented presented presented
elements/ide . The in an order in a logical in a logical
as audience that the sequence sequence
has audience which is which flows /4
difficulty can follow followed naturally
following with by the and is
the thread minimum audience engaging
of thought difficulty. with little to the
or no audience
difficulty.
Content Main ideas Main ideas All ideas All ideas
(Ideas and and the and some and most and
details relevant of the of the relevant
relevant to details relevant relevant details
the assigned pertaining details details pertaining
topic) to pertaining pertaining to assigned /4
assigned to to topic were
topic were assigned assigned identified
incomplete topic were topic were and
and identified identified discussed.
minimally and and
discussed. discussed. discussed.
Total Score
/12
38
Differentiated Instruction:
1. Sort garbage in the trash cans. Waste products will be provided and a
trash can label with Re-Use, Reduce, Recycle. The student will be
asked to pick the waste product, describe it and place in the appropriate
labeled trash cans.
UNDERSTAND
Complete the unfinished sentence below:
1. After doing my maintenance checklist, I realize that --------------------.
2. To perform cleaning well, we must -------------------------------------------------.
3. To use appropriate PPE, we should ----------------------------------------------.
4. To have a safe workplace, we should ----------------------------------------.
5. Reporting and documentation help in ----------------------------------------.
TRANSFER
Activity 1.Let the student demonstrate the following;

1. Putting lubricants on can sealer
2. Cleaning the Pressure Cooker.
3. Cleaning of Cooking Utensils
RUBRIC:
1. Putting lubricants on the can sealer
NEEDS
STEPS IMPROVEMENT
(3) (2)
(1)
1. Identified the parts
39
to be lubricated.
2. Placed the
lubricants evenly on
all parts.
3. Avoided spills of
lubricants
procedures while
doing the activity.
TOTAL SCORE
2. Cleaning the Pressure Cooker

(3) (2) IMPROVEMENT
(1)
1.Washed thoroughly
with soap and clean
water.
2. Cleaned the
petcock by carefully
inserting a thin piece
of wire and run it
gently in and out to be
sure it is cleared and
obstructed.
3. Rinsed with hot
water.
4. Wiped with a damp
cloth
5. Dried thoroughly
before it is placed in
the storage room.
TOTAL SCORE
3. Cleaning the Cooking Utensils
40

(3) (2) IMPROVEMENT
(1)
1. Drained off fat, juice
and sauce.
2. Strained out
sediment
3. Washed with water
and detergent.
4. Rinsed thoroughly.
5.Dipped in sanitizing
solution
6.Wipe with a damp
cloth or air dried
TOTAL SCORE
POST- ASSESSMENT
ANSWER KEY:
1. D
2. C
3. B
4. D
5. C
6. A
41
7. D
8. D
9. C
10. B
QUARTER 3
MODULE 4. CLEANING AND SANITIZING EQUIPMENT AND
PROCESSING /PACKAGING AREA
LESSON 1. PREPARE FOR CLEANING

The learner demonstrates The learner independently cleans
understanding of cleaning and and sanitizes Food Processing
sanitizing methods for equipment and equipment and packaging areas
work areas, which include the Food
Processing and packaging areas.
INTRODUCTION
This module deals with how to prepare for cleaning, and sanitizing
equipment and processing /packaging areas to meet workplace requirements.
It includes the different utilities, cleaning/sanitizing supplies and materials; and
how to prepare sanitizing solutions necessary to meet workplace
requirements.
42
LEARNING OBJECTIVES
At the end of the module, the students should be able to :
1. Prepare to clean equipment and processing/packaging areas.
2. Clean and sanitize equipment and processing/packaging area to meet
workplace requirements.
PRE-ASSESSMENT
students to answer the pre-assessment on pages honestly and individually.
You will use the result of this to determine where your students are in terms of
background knowledge and skills, their strengths and weaknesses as your
bases for planning instructional activities.
This pre-assessment Module 4, Lesson 1 must be given after a brief
introduction of the lesson and before the discussion of the talking points.
ANSWER KEY:
1. A
2. C
3. D
4. B
5. A
6. C
7. A
8. B
9. C
43
10. C

KNOWLEDGE
TOPICS:
1. Preparing for Cleaning
2. Characteristics of Detergent and Properties of Disinfectants or
Sanitizers
3. Typical Materials for Cleaning and Sanitizing
4. Preparation of Sanitizing Solution
5. Water Quality
6. Cleaning and Sanitizing Equipment
Guide Questions:
1. What is the difference between cleaning and sanitation?
2. Why should we clean and sanitize?
3. What are the characteristics of sanitizers?
4. What are the typical materials for cleaning and sanitizing?
Motivation:
Hand Signals:
Show used Kitchen tools/utensils/equipment and cleaning agents to the class.
Let the students show a hand signal where:
Thumbs Up – the cleaning agent is appropriate for the given
tool/utensil/equipment
Thumbs Down – the cleaning agent is not appropriate for the given
tools/utensil/equipment
Thumbs sideward - means unsure of the answer
44
PROCESS
Let the student answer the Observation Guide. The activities may vary
depending on your food laboratory.
Activity: Answer the following Observation Guide Checklist with regards to
cleanliness and sanitation:
Direction: Put a check (√) on the space provided for if you practice the
following activities.
Legend:
4 …….. Always 1…………… Seldom
3………Most of the time 0 …………. Never
2 ………Sometimes
Activities SCORE TOTAL
4 3 2 1 0
1. Washes hands before preparing
food.
2. Uses clean utensils and
equipment
3. Maintains clean working area all
the time.
a. Garbage container is available in
the working area
b. Separates organic material for
disposal from those that will be
cooked.
4. Uses clean water during food
45
preparation.( i.e. Free flowing tap

water or water from stock container
that has no molds, foul odor and
wriggler
5. Soaks utensils and equipment in
a sanitizing solution prior to use
6. Covers food when preparing,
cooking, and storing. No flies,
mosquitoes, cockroaches or ants in
the laboratory area.
Activity 2. Collect and make an album of product labels of the different

cleaning materials that can be found in your locality/market.
UNDERSTAND
Answer the following:
1. Why is it necessary to clean and sanitize tools and equipment before and
after using it?
2. Differentiate cleaning from sanitation
TRANSFER
Demonstrate the following;
1. Prepare sanitizing solution for the following:
a. Hand Dip
b. Selected Cooking Utensils
46
RUBRICS:
1. Prepare sanitizing solution for Hand Dip

(3) (2) IMPROVEMENT
(1)
1. Prepare the needed
tools and materials.
2. Measure the right
amount of Chlorine
and water correctly.
3. Place sanitizing
solution in a container.
procedures while
doing the activity.
TOTAL SCORE
2. Prepare Sanitizing solution for Selected Cooking Utensils

(3) (2) IMPROVEMENT
(1)
1. Prepare the needed
tools and materials.
2. Measure the right
amount of Chlorine
and water correctly.
3. Place sanitizing
solution in a container.
procedures while
doing the activity.
TOTAL SCORE
47
POST- ASSESSMENT
post-assessment on pages Module 4, Lesson 1. You will use the result of the
ANSWER KEY:
1. A
2. C
3. D
4. B
5. A
6. C
7. A
8. B
9. C
10. C
LESSON 2. CLEANING AND SANITIZING EQUIPMENT AND

PROCESSING/PACKAGING AREAS TO MEET WORKPLACE
REQUIREMENTS
INTRODUCTION
This lesson deals with cleaning, sanitizing equipment and
processing/packaging area, inspection of equipment to be used; identifying
and reporting unacceptable equipment; it will also talk about how to store
cleaning equipment and chemicals; proper disposal of waste from the
cleaning process; restoring equipment and processing/packaging area to
48
operating order. Completing records according to regulatory/legislative

standards workplace, and Occupational Health and Safety (OHS)
requirements; and manufacturer’s specifications will also be discussed in
this lesson.
LEARNING OBJECTIVES
1. Clean and sanitize equipment, processing/packaging area according to
workplace procedures, Occupational Health and Safety (OHS)
requirements and manufacturer’s specification.
2. Inspect equipment, processing/packaging area according to required
operating conditions and cleanliness.
3. Identify and report unacceptable equipment and processing/packaging
area conditions according to workplace procedures
4. Store cleaning equipment and chemicals according to workplace
procedures.
5. Dispose of waste from the cleaning process according to workplace ,
Occupational Health and Safety (OHS), regulatory/legislative
requirements.
6. Restore equipment, processing/packaging area to operating order
according to workplace procedures.
7. Complete records in line with workplace requirements.
PRE-ASSESSMENT
student to answer the pre-assessment on Module 4, Lesson 2 honestly and
individually. You will use the result of this to determine where your students
are in terms of background knowledge and skills, their strengths and
49
weaknesses as your bases for planning instructional activities.

This pre-assessment on Module 4, Lesson 2 must be given after the brief
introduction of the lesson and before the discussion of the talking points.
ANSWER KEY
1. B
2. D
3. C
4. F
5. E
6. G
7. A
8. A
9. B
10. C

KNOWLEDGE
TOPICS:
A. Cleaning and Sanitizing Equipment and Processing /Packaging Area
B. Inspecting Equipment and Processing /Packaging Area
C. Identifying and Reporting Unacceptable Equipment and Processing
/Packaging Area
D. Storing, Cleaning Equipment and Chemicals
E. Proper Disposal of Waste from Cleaning Process
F. Restoring Equipment and Processing/Packaging Area to Operating
50
Order
G. Completing Records
H. Regulatory/Legislative Requirements
I. Workplace Requirements
J. Occupational Health Requirements
K. Interpreting Manufacturer’s Specifications
Guide Questions:
1. Why should we clean and sanitize our equipment?
2. How do you store harmful chemicals?
3. How important is keeping and completing records of the equipment?
4. Why is it necessary to read and understand the equipment
manufacturer’s specification?
Suggested Differentiated Instructions:

A. Pick and Tell: Put strips of paper where guidelines in cleaning and
sanitizing are written in a box. Let the students pick up the strips and
arrange it in chronological order.
B. Yes/No Cards – Use 10 X 15 cm index cards

1. Tell the students to write YES on one side, and NO on the other
side.
2. Show them actual kitchen equipment and point out the area to be
checked. Let them raise the index card showing YES if the area is
correct and NO if it is wrong.
3. Take note of their answers and do the same in succeeding
questions.
51
C. Exit Ticket or Card

Directions: Let the students answer any of the three guide questions. If
they answer correctly, they may exit. If they make a mistake, they need
to review and wait for their turn.
PROCESS
Activity 1. Let the students demonstrate the proper way of hand washing
Activity 2. Group the class in two (2). Let them demonstrate the following:
1. Proper cleaning of equipment- can sealer, pressure cooker
2. Proper cleaning and sanitizing of the kitchen sink
RUBRICS:
(3) (2) IMPROVEMENT
(1)
1. Washed the
surfaces thoroughly
with water and
detergent.
2. Brushed and
scrubbed the parts
where dirt
accumulate.
3. Rinsed with tap
water until all suds are
removed.
4.Wiped with clean
cloth and let it dry
5.Soaked in sanitizing
solution
6.Wiped with clean
cloth to dry.
52
7.Stored in clean and

dry area.
TOTAL SCORE
Activity 3. Let the students individually dismantle a can sealer and inspect
the condition of it.
RUBRICS:
NEEDS
STEPS IMPROVEMENT
(3) (2)
(1)
1. Removed properly
the clamp.
2. Removed the
chuck, crank,
baseplate, washer.
3. Checked the
seaming rolls.
4. Checked the rivet
TOTAL SCORE
UNDERSTAND
Activity 1. Let the students keep a Cleaning and Sanitation Report /Record.
Follow the format below:
Gas Stove Daily Cleaning and Sanitation Record
Date:
TASK ACTION COMMENTS CORRECTIVE SIGNATURE

TAKEN ACTION (Group
YES NO Leader)
53
Sanitize
__________ YES
(45ml Bleach in
12 l water)
Remove YES Little amount Wash
inedible debris, of food debris thoroughly
rinse with water left
Dismantle the
Food Blender,
Rinse parts and
soak in YES
sanitizing
solution
Rinse
thoroughly YES
Wipe with cloth YES
to dry
Inspect for YES Very Clean
cleanliness
Re- assemble Correctly
the Food YES assembled
Blender
TRANSFER
Let the students keep an Inspection Report following this format:
A. Written Records YES/NO COMMENTS
1. The following are fully implemented:
54
Written Sanitation Standard Operating

Procedures (SSOP)’s identify areas,
equipment, utensils to be cleaned; the
frequency of cleaning and sanitation
procedures, chemicals to be used; those
responsible to verify effectiveness
corrective actions to be taken and the
records required.
2. There is a cleaning and sanitation

schedule identifying each piece of
equipment, each utensils and each area.
3. Documented cleaning and sanitizing

activities for each piece of equipment
and area.
B. Cleaning and Sanitation Procedures YES/NO COMMENTS

1. No cleaning practices are performed
during the operations that could
potentially cause product contamination.
2. Food and packaging are protected

from contamination during clean – ups.
3. Water is used in a way that does not

create water droplets of aerosols that
could potentially contaminate food,
55
packaging or food contact surfaces.
4. Cleanliness is evident throughout the

facility in both processing/packaging
areas.
5. Food contact surfaces are clean.
6. There are no build-ups or

accumulations of food products or soil.
7. Spills are cleaned up promptly.
8. Equipment/Utensils used during

processing are cleaned and sanitized
regularly.
9. Floors are free of standing water.
10. Hoses are neatly stored off the floor.
11. Good housekeeping practices are

observed.
12. A designated person/student who

performed the cleaning/ sanitizing
operations routinely performs a
sanitation assessment before the
56
operation begins or resumes.
13. Cleaning and sanitizing chemicals

are acceptable.
14. Cleaning/ sanitizing containers,
brushes, applicators are labelled or
coded to prevent unintended use.
15. Chemicals are stored in a separate

locked area away from food processing
or food storage areas.
POST- ASSESSMENT
ANSWER KEY
1. B
2. D
3. C
4. F
5. E
6. G
7. A
8. A
57
9. B
10. C
QUARTER 4
MODULE 5. LOADING AND UNLOADING RAW MATERIALS, PRODUCTS
AND SUPPLIES

The learner demonstrates The learner independently loads and
understanding of proper procedure unloads raw materials, products and
in loading and unloading of raw supplies in Food (Fish) Processing in
materials products and supplies in accordance with workplace
Food(Fish) Processing requirements
INTRODUCTION
This module deals with how to prepare for loading and unloading raw
materials, products and supplies; and how to secure and protect load. It
includes the identification and proper handling hazardous raw materials,
products and/or supplies; how they are segregated in accordance with work
place requirements and legislation.
LEARNING OBJECTIVES
At the end of this module, the students should be able to:
1. Load and unload raw materials, products and supplies properly.
2. Secure and protect load.
3. Complete documentation for loading and unloading raw materials,
products, and supplies.
58
Lesson 1. Loading and Unloading Raw Materials, Products and

Supplies
INTRODUCTION
Raw materials, products, and supplies each have a particular procedure
of loading and unloading. The movement of raw materials from the supplies
to the plant or from the plant of finished products must be done properly. This
is considered as one important part in processing foods/fishery products.
LEARNING OBJECTIVES:
1. Select loading and unloading procedures according to workplace and OHS
requirements.
2. Identify and handle dangerous or hazardous raw materials, products
and/or supplies in accordance with OHS, regulatory and legislative
requirements.
3. Identify raw materials, product and/or supplies requiring special handling
4. Follow special handling procedures according to workplace requirements
5. Pack and unpack raw materials products and/or supplies according to
workplace requirements
6. Load raw materials and/or supplies in accordance with relevant material
loading regulations and workplace requirements
7. Select and use lifting aids and appliances according to loading procedures
in compliance with workplace requirements and legislation
8. Conduct loading and unloading activities safely and efficiently according to
workplace requirements
59
9. Identify and control hazards and risks according to Occupational Health

and Safety and workplace requirements
PRE-ASSESSMENT
weaknesses as your bases for planning instructional activities.
ANSWER KEY
1. C
2. B
3. D
4. A
5. B
6. D
7. C
8. C
9. C
10. A
PROCESS
Activity 1. Ask the students to make a visit to the nearby market. Observe
and document the different ways of loading and unloading various food
products such as fish, meat, fruits and vegetables.
60
Activity 2. Instruct the students to answer the activity. Identify the different
transporting and packaging materials used in the given food/fishery products.
Activity 3. Ask the students to collect 10 samples of packaging materials.
Ask them to record the type of packaging materials and the type and name of
food/fishery products being packed following this format.
TYPE OF PACKAGING
NAME OF FOOD PRODUCTS
MATERIAL
UNDERSTAND
Activity 1. Based on the lesson, answer the following questions:
1. How will you select a loading and unloading procedures according to
workplace requirements?
2. Can you identify the different hazardous materials and supplies in the
work place? What are they?
3. How will you select the different lifting aid according to loading
procedure?
61
TRANSFER
Activity 1. Instruct the student to conduct loading and unloading activities on
these different materials and supplies.
1. Fruits like mangoes packed in bamboo baskets
2. Glass jars placed in cartons
3. Tin cans placed in cartons
4. Meat products placed in plastic containers
Note: Upon completion of the activities, the students will be graded using the
following RUBRICS:
(3) (2) IMPROVEMENT
(1)
1. Handle gently the
food products to be
load and unload.
2. Fill only to capacity
of the container and/or
packaging material.
3. Place
container/packages in
upright position
4. Pack food products
according to common
maturity/type of
packaging materials
TOTAL SCORE
Activity 2. The students will demonstrate how to pack food/ fishery

products using the following type of packaging: hard plastics, films, and
plastic bags.
62
Note: Upon completion of the activities, The students will be graded using the
following RUBRICS:
(3) (2) IMPROVEMENT
(1)
1. Handle gently the
food products to be
packed
2. Fill only to capacity
of the container and/or
packaging material.
3. Place
container/packages in
upright position
4. Pack food products
according to common
maturity/type of
packaging materials
1. Observe
sanitary
practices .
TOTAL SCORE
Activity 2. Let the students demonstrate how to pack food/fishery products

using the following types of packaging materials: hard plastic, films and plastic
bags.
POST- ASSESSMENT
post-assessment on pages Module 5, Lesson 1. You will use the result of the
63
ANSWER KEY:
1. C
2. B
3. D
4. A
5. B
6. D
7. C
8. C
9. C
10.A
LESSON 2. SECURING AND PROTECTING LOAD
INTRODUCTION
Securing and protecting load includes checking how load is properly
distributed. It also deals with warehouse planning and lay out and workplace
safety requirements.
At the end of this lesson, the students should be able to:
1. Check load distribution to ensure that it is even, legal, and within working
capacity.
2. Check load to ensure that dangerous goods and hazardous substances are
appropriately segregated in accordance with regulatory and workplace
requirement.
3. Secure load using the correct load restraint and protection equipment, as
well as carrying and garage conditions according to workplace and OHS
64
requirements.
4. Protect the load in accordance with legal and workplace safety
requirements.
PRE-ASSESSMENT
weaknesses as your bases for planning instructional activity.
ANSWER KEY:
1. A
2. D
3. B
4. A
5. A
6. B
7. A
8. C OR D
9. D
10. A

KNOWLEDGE
Topics:
A. Proper Distribution of Load
65
B. Methods of Securing and Protecting Load

C. Hazard and Risk Identification and Control
D. Warehouse Plan/ Site Layout and Obstacle
E. PPE Protective /Safety Gadgets
F. Awareness of Codes or Regulations such as HACCP and GMP
Guide Questions:
1. What is a Material Safety Data Sheet?
2. What are the contents of a Material Safety Data Sheet?
3. What is the function of a Warehouse?
4. Define and discuss Hazard Analysis and Critical Control Points and
Good Manufacturing Practices.
Motivation:
Visit a nearby food warehouse in your place. Let the student make a narrative
report about their visit.
PROCESS
Activity 1. The student will draw an illustration/ simple lay out of a
warehouse.
Note: Upon completion of the activities, the students will be graded using the
following RUBRICS:
(3) (2) IMPROVEMENT
(1)
1. Illustrate a simple
lay out of a ware
house.
66
2. Label the different

components of a ware
house.
3. Lay out the
different features of
ware house correctly.
TOTAL SCORE
UNDERSTAND
Answer the following :
a. How will you ensure proper distribution of load?
b. How will you secure and protect load?
c. Why do we need to lay out warehouse?
TRANSFER
Let the student accomplish the worksheet.
Activity . Prepare a Raw Material Distribution Worksheet following this format:
Remarks (Tell
Name of Raw
whether they are in
Materials/Products/ Description
good condition or
Supplies
not
67
POST- ASSESSMENT
ANSWER KEY:
1. A
2. D
3. B
4. A
5. A
6. B
7. A
8. C or D
9. D
10. A
LESSON 3. COMPLETE DOCUMENTATION
INTRODUCTION
Food Processors must maintain records that list the source, recipient,
origin, destination, route, transfer points, date received and released, and the
number and description of the packages load and unloaded.
68
At the end of this lesson, the students should be able to:
1. Select and check raw materials, products and/or supplies for ability to travel
in accordance with relevant regulations/permit requirements.
2. Complete all required records in accordance with legislative and workplace
requirements.
PRE-ASSESSMENT
weaknesses as your bases for planning instructional activity.
ANSWER KEY:
The answer may vary depending on the illustration.

KNOWLEDGE
Topics:
1. Selection and checking of raw materials, products, and/or supplies
inclusive of travel documents and permits
2. Completing relevant records
3. Legislative requirements
4. Workplace requirements
Guide Questions:
1. What should be the condition of raw materials to be examined?
69
2. What should be the condition of packaging and containers?

3. What are the different documents that should be accomplished in
loading and unloading raw materials, products and supplies?
Suggested Differentiated Instructions:

1. Exit Ticket or Card. Let the students answer any of the three guide
questions. If answered exactly, they may exit. If they commit a mistake
they need to review and wait for their turn.
PROCESS
Activity. Collect samples of delivery receipts from different food
establishments. Record the data that can be found on the receipt
UNDERSTAND
Let the students answer the following questions:
1. Why is there a need to keep records of loading and unloading
activities?
2. What are the different reference documents that you should provide
regarding loading and unloading raw materials and supplies?
TRANSFER
Prepare a Purchase Order Slip and Delivery Receipt following this format:
70
Item ITEM/DESCRIPTION/SPECIFICA
AMOUNT
PRICE
No. TION/STOCK NO.
UNIT
UNIT
QTY
POST- ASSESSMENT
assessment to determine if the student will take remediation of the lesson
ANSWER KEY:
The answer may vary depending on the illustration.
SUMMARY
This book/module covered three of the seven core

competencies that the Grade 10 Technology and Livelihood Education (TLE)
71
students should achieve.
Module 1 and 2 discussed the understanding on understanding of

one’s Personal Entrepreneurial Competencies and Skills (PECS); recognizing
the Environment and market in Food (Fish) Processing. Here the students
learned the characteristics of an entrepreneur; discovered their personal traits
and skills and aligned them with an effective entrepreneur; identified the kind
of business in the community.
Module 3 discussed on how to operate equipment. It comprised

lessons on how to select and prepare equipment to be used; types,
characteristics, and functions of basic equipment; how to operate equipment;
and how to maintain equipment and resources. The students learned about
the different defects and damage of an equipment, can acquire the
importance of following manufacturer’s specifications; applying safety
procedures and practices in the workplace; Occupational Health and Safety
requirements and relevant legislative provisions.
Module 4 was about how to clean and sanitize equipment and the
processing /packaging area. It included lessons on how to prepare for
cleaning, and cleaning and sanitizing equipment to meet workplace
requirements. The students learned the importance of cleanliness and
sanitation; the characteristics of detergents and properties of disinfectants or
unacceptable sanitizers; typical materials used for cleaning; the preparation of
a sanitizing solution; storing chemicals and equipment, and identifying
unacceptable standards for equipment/processing/packaging area.
Module 5 discussed on loading and unloading raw materials, products
72
and supplies. It included lessons on how to load and unload raw materials,
products and supplies; how to secure and protect a load; and how to
accomplish complete documentation. The students learned the procedures
and principles of loading and unloading raw materials, products and supplies;
identifying hazardous or dangerous materials that require special handling
and documentation; as well as the identification of hazards and risk control;
workplace procedures and requirements; and Occupational Health and Safety
Practices.
GLOSSARY OF TERMS
Acid. A substance containing a high concentration of Hydrogen ions which

creates a pH value less than 7.0
Alkaline. A substance with relatively low concentration of hydrogen ions

creating a pH value greater than 7.0
Assembling. Putting together the parts of a machine or equipment.
Breakdown. A mechanical failure causing a machine or equipment to

malfunction.
Calibration. The process of ensuring that all inspection, testing or

measuring equipment is functioning properly an reading
accurately.
Chemical Agent. A compound that increases the effectiveness of water in
removing soil and other foreign materials from surfaces.
73
Cleaning. The process of removing surface dirt, debris and associated

bacteria from a surface by washing with water and detergent.
Container. Any bottle, box, drum, cylinder, bag, barrel, vessel, or tank.
Contaminants. Any biological or chemical agent, foreign matter, or other

substances not intentionally added to food which may
compromise food safety or suitability.
Corrosion. Rusting or gradual wearing of machine parts due to a chemical

reaction between substances like iron and oxygen or other
corrosive materials like salts, acids, etc.
Critical Control Point. A point in time or a physical location at which failure of

control factors or apply preventive measures will expose the
consumer to unacceptable health risks.
Cross Contamination. The transfer of harmful microorganism from one

person, object, food or place to another through a non-surface
object such as equipment, utensils or human hands.
Dismantling. To take a machine apart so that it is in separate pieces.
Food-borne Illnesses. Diseases that are usually either infectious or toxic in

nature, caused by agents that enter the body through the
ingestion of food.
74
Food Hygiene. The measures and conditions necessary to control hazards

that could lead to food-borne diseases and to ensure fitness for
human consumption of a food plant or animal origin taking into
account its intended use.
Food Safety. The assurance that food will not cause harm to the consumer
when it is prepared or eaten according to its intended use,
refers to all those hazards, whether chronic or acute, that make
food injurious to the health of the consumer.
Forklift . Equipment with fork-like mechanism to lift container.
Good Manufacturing Practices (GMP). Quality assurance system aimed at

ensuring that products are consistently manufactured, packed,
repacked or held to quality standards appropriate for the
intended use. It is concerned with both manufacturing and
quality control procedures.
Hazardous materials or substances. Materials or substances in solid, liquid

or gaseous forms known to constitute toxic, flammable,
explosive, corrosive, oxidizing and radioactive properties
Hazards. Characteristics of chemical substances that are potentially

dangerous or which have the capacity to harm.
Hazard Analysis at Critical Control Points (HACCP). A science-

based system which identifies, evaluates and controls hazards
which are significant for food safety at critical points during a
75
given stage in the food supply chain.
Inspection. Checking or testing of an individual item against an established

standard
Label. The display of written, printed or graphic matter upon the container,
tag, literature or other suitable material affixed thereto for the
purpose of giving information as to identify components,
ingredients, attributes, directions for use, specifications and
other information as may be required by law or regulation.
Leaks. An unintentional hole or crack that permits something such as

liquid, gas or light to escape or enter.
Lubricant. A substance, like oil or grease that coats or treats a machine to

lessen friction.
Maintenance. Continuing repair work, or work that is to be done regularly to

keep a piece of equipment in good working condition.
Manufacturer. An establishment engaged in any and all operations involved

in the production of items for use.
Mesh Bag. A non- rigid container generally made of fibrous materials and
characterized by open weaves, also called a net bag.
Mitigation. A measure that is used to minimize the damaging effect of an

emergency.
76
Pallet. A low portable platform made of wood, metal or both, used to facilitate
handling, storage, or transport of materials.
Nestable. The capability of a container to be partially inserted into another

container.
Personal Protective Equipment (PPE). Equipment or various clothing worn

to prevent injury or illness occurring while handling hazardous
materials.
pH. The acidity or alkalinity of a liquid measured by the concentration of free

Hydrogen ions and expressed in logarithmic phase.
Physical Agent. Includes heat, cold, noise, radiation, and electricity that
occur naturally or can be produced (e.g. heat as a physical
agent that can be the result of weather or created to kill
microorganisms).
Preventive Maintenance. A system of maintenance that aims to minimize or

eliminate breakdown in equipment and machinery by a program
of regular inspection and repair.
Processing. Any action that substantially alters the initial raw materials,
product or ingredients including, but not limited to, heating,
smoking, curing, drying.
Risk. The potential, probability or a threat of damage or injury will occur in
77
a given situation.
Safety Data Sheets (SDS) or Material Safety Data Sheets (MSDS). A

document that provides important physical characteristics,
ecological, health, safety and toxicological information on
chemical substances or ingredients used in the workplace.
Sanitation Standard Operating Procedures (SSOP). Written step- by- step

procedures that describe in detail how cleaning and sanitation
procedures should be done to comply with Good Manufacturing
Practices related to cleaning and sanitation.
Specification. A detailed description, including dimensions, materials used.

etc. of an item which enables a user to correctly employ the item
for production.
Surfactant. An agent that reduces the surface tension of a liquid (usually

water) to permit the penetration of cleaning compounds by
increasing the emulsifying, foaming, dispersing, spreading, and
wetting purposes of a product; reduces the surface tension
between two liquids thru manually applied force or by means of
a motor.
Troubleshooting. The systematic approach to locate the cause of a fault in

an electronic circuit or system
REFERENCES
78
A. BOOKS
Bautista,O.K.1990. Postharvest Technology for Southeast Asian

Perishable Crops, Makati, Philippines. Technology and Livelihood Resource
Center and UP at Los Baños.
Calmorin, L.P.,Calmorin, M. A., Tinaypan, A.S..1990. Introduction to Fishery

Technology, Manila, Philippines. National Book Store
Calmorin, L.P., 2006 Post Harvest Fisheries, Mandaluyong City, Philippines,

National Bookstore
Cortez, L.A. 1990. Processing and Preservation of Freshwater Fish., Manila,

Philippines, National Bookstore
Dagoon, J. D., 1985. Exploratory Fishery Arts, Manila, Philippines

Rex Bookstore
Guzman, M.P., Claudio, V. S., De Leon, S. Y 1986. Basic Foods for

Filipinos. Manila, Philippines: Merriam & Webster Bookstore, Inc.
Hermes-Espejo, J,. 1998 Fish Processing Technology in the

Tropics,.Tawid Publications,Quezon City, Philippines
Lagua, R. T., Cruel, C. P., Claudio, V. S., 1977. Food Preservation for
Filipinos. Quezon City Philippines,. GMS Publishing Corporation
Legaspi, A. S. et al.1990 A Guide for Fish Handling, Marketing and

Distribution 2nd Edition. Technology and Packaging Publication section,
Fisheries Development Support
Narvaez-Soriano, N. (1994). A Guide to Food Selection, Preparation and

Preservation. Quezon City, Philippines. Rex Bookstore
B. HANDBOOKS
BFAD. 1984. Rules and Regulation Governing the Labeling of

Prepackaged of 6 Food Products Distributed in the Philippines. A.O. No.
79
88-B s. 1984. Bureau of 7 Food and Drugs. Department of Health. Alabang,

Muntinlupa City, Philippines 8
BFAD. 1998. Permissible Net Content Variation in Prepackaged Food.
BFAD 9 B.C. No. 6-A s. 1998. Bureau of Food and Drugs. Department of
Health. Alabang, 10 Muntinlupa City, Philippines 11
BFAD. 2004. Guidelines, Current Good Manufacturing Practice in 12

Manufacturing, Packing, Repacking or Holding Food (A.O. No. 153 s.
2004). 13 Bureau of Food and Drugs. Department of Health. Alabang,
Muntinlupa City, 14 Philippines 15
BFAD. 2006. Updated List of Food Additives. B.C. No.016 s 2006. Bureau
of Food 16 and Drugs. Department of Health. Alabang, Muntinlupa City,
Philippines 17
BFAD. 2007. Updated Standards for Iodine Level of Salts. B.C. No.2007-
009. 18 Bureau of Food and Drugs. Department of Health. Alabang,
Muntinlupa
DOH Administrative Order 88-A series 1984. Regulatory Guidelines

concerning Food Additives
DOLE Occupational Safety and Health Standards.
Food Processing NC II Competency Based Learning Materials (CBLM)

DepEd Tech- Voc Unit
80
Module 5, Project EASE, Effective ad Affordable Secondary Education
Petronas Energy Philippines. 2013
TESDA CENTREX, Handouts. Concepcion Vocational School,

Concepcion, Tarlac.2006
C. SOURCE OF PICTURES
Obando School Of Fisheries, Food Processing laboratory
D. OTHERS
http://www.entrepreneur.com/article/77408#ixzz2twpYG49A
http://www.oshc.dole.gov.ph/30/OSH-ISSUANCE
http://www.thetimes100.co.uk/theory/theory--constraints--
421.php#ixzz1PVki8a36
http://www.thetimes100.co.uk/theory/theory--constraints-on-production-
-303.php#ixzz1PVkyDy8k
81
http://www.thetimes100.co.uk/theory/theory--nature-and-role-of-
marketing--245.php#ixzz1PVlc88gR
http://www.thetimes100.co.uk/theory/theory--opportunities-constraints-
business-environment--165.php#ixzz1PVjUuaWu
http://www.thetimes100.co.uk/theory/theory--production-and-resource-
requirements--354.php#ixzz1PVlGG7zv
Microsoft ® Encarta ® 2006. © 1993-2005 Microsoft Corporation
www.englishcompanion.com
82

Afa-Tg Foods Dec.5

Загружено:

Сведения о документе

Оригинальное название

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

Afa-Tg Foods Dec.5

Загружено:

Авторское право:

Доступные форматы

K to12 BASIC EDUCATION CURRICULUM

TECHNOLOGY AND LIVELIHOOD EDUCATION

Grade 10-TEACHING GUIDE

Food (Fish) Processing

Published by the Department of Education

Consultants: Dr. Crisitna B. Celarta

Dr. Pedrito S. Nitural

Authors: Zenaida R. Delantar

Validator: Esmeralda S. Escobar, Ph. D.

Editors: Angelica Andal

Illustrator: Gilbert B. Zamora

Subject Specialists: Albert B. Erni and Emmanuel S. Valdez

Grade 10-TEACHING GUIDE

Printed in the Philippines by ____________

Grade 10-TEACHING GUIDE

MODULE 1. PERSONAL ENTREPRENEURIAL COMPETENCIES ( PECs)

CONTENT STANDARD PERFORMANCESTANDARD

Grade 10-TEACHING GUIDE

Moreover, the module is designed to encourage the learners to think

 Explain to learners the importance of assessing their PECs.

Grade 10-TEACHING GUIDE

Learning Goals and Targets

Grade 10-TEACHING GUIDE

Grade 10-TEACHING GUIDE

Grade 10-TEACHING GUIDE

MODULE 2. ENVIRONMENT AND MARKET

CONTENT STANDARD PERFORMANCE STANDARD

To be successful in any kind of business venture, potential

Grade 10-TEACHING GUIDE

They should always be watchful on the existing opportunities and constraints.

Grade 10-TEACHING GUIDE

 Process learner’s responses and guide them to an appropriate

Grade 10-TEACHING GUIDE

 Guide learners in reflecting on the importance of product

(GENERATING IDEAS FOR BUSINESS)

(GENERATING IDEAS FOR BUSINESS)

 Lead learners in reflecting on their SWOT Analysis and its

Grade 10-TEACHING GUIDE

(GENERATING IDEAS FOR BUSINESS)

Grade 10-TEACHING GUIDE

 Guide learners in developing the concept for their own

(GENERATING IDEAS FOR BUSINESS)

 Have learners prepare for Activity 1 (Making My Own Logo)

Grade 10-TEACHING GUIDE

MODULE 3. OPERATING EQUIPMENT (OE)

CONTENT STANDARD PERFORMANCE STANDARD

Grade 10-TEACHING GUIDE

TEACHER’S DISCUSSION POINTS:

Grade 10-TEACHING GUIDE

Ball Toss Brainstorming

Grade 10-TEACHING GUIDE

Grade 10-TEACHING GUIDE

q. Reporting faulty or damaged machine/equipment

Select and Prepare Equipment for Use

Suggested Differentiated Instruction:

Grade 10-TEACHING GUIDE

making an educational game for the students :

B. Explain how to use Q- Notes to your students.

Grade 10-TEACHING GUIDE

Grade 10-TEACHING GUIDE

Activity 2. Demonstrate how to use the following standard measuring devices:

1.How to Use a Salinometer

Grade 10-TEACHING GUIDE