Plagiarism Checker X Originality Report

Similarity Found: 15%

Date: Tuesday, July 28, 2020

Statistics: 462 words Plagiarized / 3130 Total words
Remarks: Low Plagiarism Detected - Your Document needs Optional Improvement.
-------------------------------------------------------------------------------------------

/ / Technology and Livelihood Education Food Processing Lesson5: Interpret a Layout

Plan Module 5
Department of Education ? Republic of the Philippines TLE – Exploratory Alternative
Delivery Mode Food processing Module 5: Interpret a Layout Plan First Edition, 2020
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 where in 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., songs, stories, poems, pictures, photos, brand names, trademarks, etc.)
included in this module 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: Leonor
Magtolis Briones Undersecretary: Diosdado M.

San Antonio Printed in the Philippines by Department of Education – MIMAROPA

Region Office Address: Meralco Ave. Cor. St Paul, Pasig City, NCR, Philippines Telefax:
02-863-14070 E-mail Address: clmd.depedro4b@gmail.com ii
Exploratory Technology and Livelihood Education Food Processing Lesson 5: Interpret a
Layout Plan Module 5
Introductory Message For the facilitator: Welcome to the Food Processing Grade 7/8 -
Exploratory Alternative Delivery Mode (ADM) Module on Interpret a Layout plan! This
module was collaboratively designed, developed and reviewed by educators both from
public and private institutions to assist you, the teacher or facilitator in helping the
learners meet the standards set by the K to 12 Curriculum while overcoming their
personal, social, and economic constraints in schooling.

This learning resource hopes to engage the learners into guided and independent
learning activities at their own pace and time. Furthermore, this also aims to help
learners acquire the needed 21st century skills while taking into consideration their
needs and circumstances. In addition to the material in the main text, you will also see
this box in the body of the module: As a facilitator, you are expected to orient the
learners on how to use this module. You also need to keep track of the learners'
progress while allowing them to manage their own learning.

Furthermore, you are expected to encourage and assist the learners as they do the tasks
included in the module.
For the learner: Welcome to the Food Processing Grade 7/8 - Exploratory Alternative
Delivery Mode (ADM) Module on Interpret a Layout Plan! This module was designed to
provide you with fun and meaningful opportunities for guided and independent
learning at your own pace and time.

You will be enabled to process the contents of the learning resource while being an
active learner. This module has the following parts and corresponding icons: What I
Need to Know This will give you an idea of the skills or competencies you are expected
to learn in the module. What I Know This part includes an activity that aims to check
what you already know about the lesson to take.

If you get all the answers correct (100%), you may decide to skip this module. What’s In
This is a brief drill or review to help you link the current lesson with the previous one.
What’s New In this portion, the new lesson will be introduced to you in various ways
such as a story, a song, a poem, a problem opener, an activity or a situation.

What is It This section provides a brief discussion of the lesson. This aims to help you
discover and understand new concepts and skills. What’s More This comprises activities
for independent practice to solidify your understanding and skills of the topic. You may
check the answers to the exercises using the Answer Key at the end of the module.

What I Have Learned This includes questions or blank sentence/paragraph to be filled

in to process what you learned from the lesson. What I Can Do This section provides an
activity which will help you transfer your new knowledge or skill into real life situations
or concerns. Assessment This is a task which aims to evaluate your level of mastery in
achieving the learning competency.
 Additional Activities In this portion, another activity will be given to you to enrich your
knowledge or skill of the lesson learned. Answer Key This contains answers to all
activities in the module. The following are some reminders in using this module: Use
the module with care. Do not put unnecessary mark/s on any part of the module. Use a
separate sheet of paper in answering the exercises.

Don’t forget to answer What I Know before moving on to the other activities included in
the module. Read the instruction carefully before doing each task. Observe honesty and
integrity in doing the tasks and checking your answers. Finish the task at hand before
proceeding to the next. Return this module to your teacher/facilitator once you are
through with it.

If you encounter any difficulty in answering the tasks in this module, do not hesitate to
consult your teacher or facilitator. Always bear in mind that you are not alone in
accomplishing this module. We hope that through this material, you will experience
meaningful learning and gain deep understanding of the relevant competencies.

You can do it!

/ What I Need to Know This module covers the knowledge, skills, and attitudes of
learners required to support food (fish) processing work. The focus of this module could
be used in many different learnings on interpreting a layout plan. It helps you
understand the importance of each signs and symbols used in plans and drawings that
relate with the basic fish processing activities.

The language used in this module recognizes the diverse vocabulary in the field of food
(fish) processing. The lessons are arranged according to the standard sequence directed
to the achievement of two or more learning outcomes, as shown below. Content
Standard: The learner demonstrates an understanding of interpreting plans and
drawings that relate with basic fish processing activities.

Performance Standard: The learner interprets plans and drawings that relate with basic
fish processing activities. Module 5: LO 1. Interpret a Layout plan After going through
this module, you are expected to: Explain the meaning of signs and symbols used in lay
outing plan for fish processing activity, and Interpret layout plan for fish processing area
according to standard set.
/ Lesson 5 Interpret a Layout Plan / What I Know Hi preservationist! You are food
(fish) fanatic, I think you already know what I am thinking, it’s about your comfort in
preparing your fish products and, mind you, that is my concern too! However, are you
familiar with the signs and symbols, its meaning, used in lay-outing plan for your fish
processing activities? Well, let’s brush up on what you already know about these things
by accomplishing the task below.

Are you ready for this? Come! Let’s learn together. ACTIVITY 1 – Guess what to do? Let
us make sense for this is our first activity. Dara one of our preservationist in senior class
will guide you in this activity. Choose your answer in each situational questions then
write it to your answer sheet NOTE: Do not write anything in this module! Choose your
answer in each situational questions then write it to your answer sheet.

Dara has water and knife with her, if she is going to wash and eviscerate the fish, which
of the following food (fish) processing activity will be done by her? Receiving the fish
Storing the fish Preparing the fish Processing/sterilizing the fish Which of the following
food (fish) processing activity is done if Dara do the complete processing where it
involves the final heat treatment of her product? Processing/sterilizing the fish Storing
the fish Labeling the finish product Preparing the fish Dara is sorting her fish according
to its size, species and fish quality.

Which of the following food (fish) processing activities is done by her? Grading and
sorting the fish Labeling the finish product Receiving the fish Preparing the fish Dara
gathered all her finish products and labeled them with accurate information such as its
description, date of manufacturing and its expiration. Which of the following is the
purpose of this activity? Storing the fish Labeling the finish product Processing the fish
Receiving the fish Which of the following activities is done if Dara prepared a room for
her finish products to keep them, reduce the risk of food illness and ensure its quality?
Labeling the finish product Storing the fish Processing the fish Grading and sorting the
fish That was a bit challenging but very engaging wasn’t it? Now that you are familiar
with the different fish processing activities like receiving, preparation,
processing/sterilizing ,storing ,packaging and labeling these will help you to layout of an
ideal processing room.
/ What’s In ACTIVITY 2 – Take It Easy Do you still remember the steps in recording and
documenting your production input while working with your food (fish) processing
activity? If you do, copy the concept map below in your activity notebook and write the
first, second and third steps in recording and documenting.

At the center of the concept map is one of your products, Marinated Milkfish for
example. Source 1: Free Google Image, Labeled for Reuse Wow, you remember them
very well. Good job!
/ What’s New Where Do You Belong? Every area in your food (fish) processing activity
has their processing equipment and facilities needed to be there. Am I right? Can you
identify which equipment and facilities has to be there in every processing area? Inside
the box are the processing equipment and facilities.

Group them according to their respective areas. Basin Chopping Board Basket/Bakol
Descaler/scaler Knife Ladle Glass jars Measuring cup/spoon Weighing scale
Refrigerator/freezer Vacuum packer Stove Aluminum trays Plastics Pressure cooker Can
sealer Working table Steamer Casserole Strainer Printed materials/stickers
PROCESSING AREA Receiving Preparation Processing/Sterilizing Storing Packaging
Labeling Good job! You sure are a very promising junior
preservationist.

Why don’t you challenge yourself with some more tasks ahead?
/ What is It FOOD (FISH) PROCESSING FLOOR PLAN SYMBOLS Food (fish) floor plan
symbols are the necessary symbols to show the different counters, areas and direction
of work flow. Understanding the basic principles of and/or meaning of signs and
symbols used in lay outing plan for food (fish) processing activities will help to take
much of the mystery of the design process.

One of the most basic layout principles are the imaginary lines drawn from each of the
primary work stations – receiving area, preparation, processing/sterilizing, storing,
packaging, labeling. Thus, you can assess the distance required to move to and from
each area then, determine how well the work will flow. Refrigerators Freezer Free
Standing Stove/Oven Working table Washer Sinks Standing free sink Toilet
Cabinet Lecture Space Teacher’s Table FOOD (FISH) PROCESSING AREAS AND
ACTIVITIES Yes, you have a lot to learn as you go along with this session! Do not get
confuse preservationist! Food processing areas are the primary work stations where you
must be considerate about the workflow in order for you to avoid work traffic.

Those floor plans and symbols presented above are the necessary information to be
tagged in lay outing plan of your processing areas. For more information, read,
understand and learn about the description of Food (fish) Processing areas and activities
discussed in this session. Have fun! Receiving. This area is designed wherein you receive
your raw materials and you have to sort and grade them according to size, species and
quality.

More than that, your activities in this area includes the segregation of suitable from
unsuitable ones. Preparation. Preparatory activities for your raw materials should be
done in this area. This activity includes washing your fish, eviscerate them, cut, as well as
brining or/and pre-cooking the fish by steaming, blanching or broiling.
Processing/Sterilizing.

This is the area where your crucial and sensitive activities as preservationists are done.
Activities involve are the whole and unto final processing, and complete sterilization
until you get your expected finished products. Standard safety precautions and proper
hygiene are strictly and highly observed in this area. Storing.

Storage room should be provided for keeping your finished products intended to
prolong its shelf life such as canned/bottled fish, smoked fish, pickled fish, salted fish,
and other processed fishery products. Storage room should be well ventilated and
efficient to handle different types of finished products. Packaging. Enclosing or
wrapping food and fish products in bottles, cans, jars or plastics for the purpose of
protecting the finished products is called packaging.
Any suitable container that will help to preserve the product may use as packaging
material. Labeling. Its purpose is to give and display correct information of the product,
labeled them with accurate description, date of manufacturing and its expiration. /
What’s More ACTIVITY 3 – Make Me Yours! Oh! Guided with ideal layout of the
processing room, can you make your own layout of an ideal processing room including
the floor plan and symbols? Of course, I know you can do it.

Let’s go!
/ What I Have Learned Activity 4 -Plans for Thought Geez! At this point, you were
already able to identify the primary working areas in a food (fish) processing room and
its floor plan symbols. Well, you should be proud to say that you can actually lay out a
plan on your own! But remember, your layout plan should be based on the ideal
standards to avoid work traffic flow. How did you find your journey so far? Oops, it isn’t
over yet.

Let us now test what you have learned from all activities you did by answering the
questions that follows. What are the primary working areas in a food (fish) processing
room? Among the primary working areas, which of them involves a crucial and sensitive
activities done as preservationist? Why? Which among the floor plan symbols you
should not forget to tagged in your processing area? Why is/are this/these so? Why do
you think it is important for you to learn the floor plan symbols and the layout plan in
your food (fish) processing area? If you were to begin your own food (fish) processing
room, which area you should prioritize the most in completing its facilities and
equipment? What is your basis for selecting this working area?
/ What I Can Do Are you now more familiar the meaning of signs and symbols used in
lay outing plan for fish processing activity. Okay, now let us go with this exciting activity.

Activity 5 -Take me there! Directions: Dara will show you the 5 signs that represent each
processing areas. You are going to pick a floor plan symbols one-by-one then paste it
where processing area should it be on. Before pasting, you are required to identify the
signs of each processing area and talk briefly about the activities involve there.
Are you ready? Let’s go! You will be assessed with the following point of Rubrics: (20
points) CRITERIA OR CONDITIONS SCORE 10 9 8 7 No. of symbols pasted correctly
Pasted all (10-11) symbols correct and appropriate in each signs Pasted 5 to 9 symbols
correct and appropriate in each signs Pasted 1 to 4 symbols correct and appropriate in
each signs No symbols pasted correctly and appropriately Identify the signs and brief
talks of the activities involve in each area appropriately All signs are identified
appropriately and brief talks of the activities involve in the area 3 to 4 signs are
identified appropriately and brief talks of the activities involve in the area 1 to 2 signs
are identified appropriately and brief talks of the activities involve in the area No signs
are identified appropriately and brief talks of the activities involve in the area /
Assessment How do you find the lesson, isn’t it exciting? But oops, there’s more! Let us
do another activity to really assess how much you’ve learned from the lesson.

TRUE OR FALSE Directions: Read and analyze each statement below carefully. Write T if
the statement is TRUE otherwise F if the statement is FALSE. Preparation includes
washing and precooking the fish. Packaging includes the final heat treatment during
processing. Preparation involves a segregation of suitable from unsuitable raw materials.
Labeling is a tagging of correct and accurate information of the product.

Freezing a fish is considered as storing. IDENTIFICATION Directions: Name the following

floor plan symbols. Floor Plan Symbols Name ____________ ____________ ____________
____________ ____________ / Additional Activities ACTIVITY 6 - A VISIT IN THE
COUNTRYSIDE Now that you have finished all the activities in this module, you are now
ready to step into the countryside and apply your newly-gained competencies. Visit a
nearby food (fish) processing laboratory and note the different work areas and
equipment facilities used.

You need the to improve and substantiate your idea about planning and lay outing.
/ Answer Key Guess what to do Take it easy Assessment C A C B B Weigh all the
materials and ingredients List all the materials and ingredients used Follow the correct
format in documenting and recording (Production Report) T F F T T Free standing sink
Working table Free standing stove/oven freezer cabinet Where do you belong?
PROCESSING AREA Receiving Preparation Processing/ Sterilizing Storing Packaging
Labeling Basin Descaler/ scaler Ladle Refrigerator / freezer Glass jars Printed
materials /stickers Basket /Bakol Knife Measuring cup / spoon Vacuum packer
Weighing scale Aluminum trays Stove Plastics Casserole Pressure cooker Can sealer
Working table Steamer Chopping Board Strainer References Free Google Image.

Labeled for Reuse. “Marinated Milkfish”.

(http://photozou.jp/photo/photo_only/233734/120172767?size=1024#content). TLE
Learning Module. Lesson 3. “Interpret Kitchen Layout.” (https://gltnhs-
tle.weebly.com/lesson-31.html). F. S. Bravo, et al., “Food (Fish) Processing”, K to 12 Basic
Education Curriculum Technology and Livelihood Education Learning Module, P. 11.
INTERNET SOURCES:
-------------------------------------------------------------------------------------------
<1% - https://www.yumpu.com/en/document/view/54484776/tle-ict-computer-
hardware-servicing-g9-lm
1% - https://www.slideshare.net/lhoralight/health-36650925
2% - https://tle4.webs.com/BSHS-TLE10-DMT/GR.%209%20H.E%20DRESSMAKING-
SLEEPING%20GARMENTS.pdf
1% - https://globeelibrary.ph/download/4482
6% - https://www.scribd.com/document/468674367/MODULE-EAPP
<1% - https://www.slideshare.net/kimberlyabellana/k-12-37358180
1% - https://www.youtube.com/watch?v=pMC8XYwWZ6o
<1% - https://www.princetonacademy.org/distancelearning
<1% - https://www.slideshare.net/knowellton/k-to-12-household-services-learning-
module
<1% - https://opentextbc.ca/writingforsuccess/chapter/introduction-to-academic-
writing/
<1% - https://frit.osu.edu/sites/frit.osu.edu/files/pdf/Module3.pdf
<1% - https://www.lessonplanet.com/lesson-plans/supporting-details/all
<1% - https://www.slideshare.net/daniholic/handicraft-production-lm
<1% - https://www.slideshare.net/dionesioable/biology-m1-nature-of-biology-
25631578
<1% - https://www.scribd.com/document/259359655/Fish-Processing-CG
1% - https://www.scribd.com/document/412243247/Fish-Processing-CG-1
1% - https://www.slideshare.net/skyrocker0004/final-tle-af-fish-processing-grade-710-
cg-01202014
<1% - https://www.slideshare.net/knowellton/k-to-12-fish-processing-learning-module
<1% - https://www.scribd.com/doc/95037582/k-to-12-Fish-Processing-Learning-
Module
<1% - https://quizlet.com/101817447/hb-exam-2-flash-cards/
1% - https://www.coursehero.com/file/p2lj9no/Very-flexible-design-lay-out-Major-
appliances-can-be-placed-in-a-variety-of/
<1% - https://www.cyberciti.biz/tips/my-10-unix-command-line-mistakes.html
<1% - https://www.slideshare.net/skyrocker0004/fish-processing-learning-module