F I R S T Q U A R T E R U N I T MAP MARY’S CHILD SCIENCE ORIENTED SCHOOL

S Y 2018-2019 First Park Subdivision Daraga, Albay

Unit Standards, Learning Goals, Power Competencies and Targets

Subject Area: TLE Grade/Level: 7-Archimedes Quarter: 1

Unit Topic: Commercial Cooking Teacher: Claries N. Sallan

Learning
Standards Power Competencies Learning Targets Assessments Strategies
Goals
CONTENT Acquisition
STANDARD: (A)

The learners
demonstrate
understanding in the:
a. use of kitchen  Utilize appropriate kitchen  I can identify the kitchen tools,  Demonstration  4 Pics 1 Word
tools, tools, equipment, and equipment, and paraphernalia based on  Written Test Game
equipment, paraphernalia their uses.  Brainstorming
and  I can classify the kitchen tools,  Discussion
paraphernalia equipment, and paraphernalia based on  Drawing
in cookery; their uses.  Pic Show
 Pictionary
b. performing  Carry out measurements and  I can give the abbreviations and  Problem Solving
mensuration calculations in a required equivalents of measurements.  Q&A
and task  I can convert system of measurement  Round Robin
calculation in according to recipe requirement.
cookery;  Short Skit
 I can identify the types of measuring  Video Analysis
tools.  Whip Around
 I can measure ingredients according to  Work Display
recipe requirement.
 Calculate cost of production  I can compute cost of production.

 I can read and interpret architectural

c. interpretation  Read and interpret kitchen kitchen symbols and layout according to
of diagrams, plans specifications in the blueprint.
 F I R S T Q U A R T E R U N I T MAP MARY’S CHILD SCIENCE ORIENTED SCHOOL
S Y 2018-2019 First Park Subdivision Daraga, Albay

plans, and  I can determine the parts and functions

kitchen of a kitchen layout.
layouts; and  Prepare a kitchen layout  I can prepare a sketch and layout
according to the type of kitchen.

d. practice of  Identify the importance of  I can explain safety regulations, hazard

occupational Occupational Health and control practices, and procedures based
safety and Safety Procedures on organization procedures.
health.  Identify hazards and risks  I can follow consistently OHSP for
controlling hazards and risks.
Meaning Making Related Power Competency:
(M)

Essential Question:  Discuss proper use of the  I can observe safety practices in using  Guided  Brainstorming
a. How can you kitchen tools, equipment, kitchen tools, equipment, and Generalization Map
prepare and and paraphernalia for food paraphernalia in food preparation.  Corners
cook food safety.  Inquiry Learning
using tools,  Jigsaw Discussion
utensils, and  Problem Solving
equipment  Q&A
accurately?

b. How can you  Enumerate ways of  I can demonstrate the proper way of
prepare measuring ingredients. measuring ingredients.
ingredients to  Discuss the importance of  I can apply the principles of calculating
attain good cost of production. cost of production.
quality
products?
Why is it
important to
determine the
cost of
production?

c. How will you  State the parts and functions  I can list the pointers to consider in
read and of a kitchen layout preparing a sketch and layout of a
interpret kitchen.
architectural
kitchen
F I R S T Q U A R T E R U N I T MAP MARY’S CHILD SCIENCE ORIENTED SCHOOL
S Y 2018-2019 First Park Subdivision Daraga, Albay

symbols and
layouts?

d. How can  Realize the importance of  I can execute the OSHP to control
hazards and occupational safety and hazards and risks
risks be health procedures
controlled?

Essential
Understanding:
a. Students will
understand
that there are
different types
of kitchen
tools,
equipment,
and
paraphernalia
that can be
used in
accurate
measuring,
cutting,
mixing,
preparing,
cooking and
special usage.

b. Students will
understand
that
measuring
ingredients
according to
recipe
requirement is
a must to
ensure the
F I R S T Q U A R T E R U N I T MAP MARY’S CHILD SCIENCE ORIENTED SCHOOL
S Y 2018-2019 First Park Subdivision Daraga, Albay

quality of
finished
products.
Computing
the cost of
production
helps a lot in
determining
the selling
price and to
ensure fair
selling price
for the items
for sale.

c. Students will
understand
that reading
and
interpreting
architectural
kitchen
symbols and
layouts must
be according
to the given
specifications
in the
blueprints.

d. Students will
understand
that hazards
and risks can
be controlled
by following
OSH
procedures
consistently
 F I R S T Q U A R T E R U N I T MAP MARY’S CHILD SCIENCE ORIENTED SCHOOL
S Y 2018-2019 First Park Subdivision Daraga, Albay

and by using
PPE in
accordance
with OSHP.
PERFORMANCE Transfer Related Power Competency: Differentiated
STANDARD: (T) Performance Tasks
Transfer Goal:
 Drawing
The learners Students on their own  Scaffolding
independently: will be able to:  Self-Evaluation
 Simulation

a. uses tools, a. use kitchen  Identify and classify the  I can show the proper usage of tools and  Role 1:
equipment, tools, kitchen tools and equipment equipment used in a specific recipe. Student
and equipment, based on their uses. (Contestant)
paraphernalia and
in cookery paraphernalia
according to according to
standard standard
operating operating
procedures; procedures at
home and that
will be useful
when going
into food
service
business;

b. measures and b. accurately  Demonstrate the correct  I can follow the operating procedures in  Role 2:
calculates measure measuring of ingredients in measuring ingredients according to Assistant Chef
ingredients in ingredients by accordance to measurement recipe requirement.
cookery; using the procedures  I can use correct numerical
correct computations in measuring ingredients.
measuring
tools and
perform
conversion of
measurements
according to
 F I R S T Q U A R T E R U N I T MAP MARY’S CHILD SCIENCE ORIENTED SCHOOL
S Y 2018-2019 First Park Subdivision Daraga, Albay

recipe
requirement;

c. interprets c. read and  Make/draw their own  I can use techniques in drawing signs,  Role 3:
kitchen/shop interpret kitchen layout using signs, symbols, and data for kitchen layout Consulting and
layouts based architectural symbols and data making. Design
on given symbols and accordingly Specialist
blueprints; and layouts
according to
specifications
in the
blueprint and
use
appropriate
kinds of lines
in preparing a
kitchen layout
for business
purposes; and
d. practice d. observe safety  Make/draw signage or  I can control hazards and risks in the  Role 4: Health
occupational precautions in posters appropriate in the kitchen through making and Safety
safety and the workplace kitchen. signage/posters. Executive
health. especially Officer
when exposed
to hazardous
working
conditions.
 F I R S T Q U A R T E R U N I T MAP
RUBRIC FOR TRANSFER 1:
CRITERIA
1. Demonstration of kitchen
tools and equipment and
their uses
2. Classification of kitchen
tools and equipment
3. Execution of procedure
4. Time Management
RUBRIC FOR TRANSFER 2:
CRITERIA
1. Demonstration
2. Application of procedures
S Y 2018-2019
4 3
ADVANCED
Demonstrated and identified
all the kitchen tools and
equipment correctly.
Tools and equipment are
grouped correctly and
appropriately according to
their uses/functions.
The task was done according
to the given procedure and
with ease and confidence.
The student finished the task
ahead of time.
4 3
ADVANCED
Uses tools and equipment
correctly and confidently at
all times.
All ingredients were correctly
measured.
Manifests very clear
understanding of the step- by-
step procedure
PROFICIENT
Demonstrated and identified
most kitchen tools and
equipment correctly.
Tools and equipment are
grouped according to their
uses/functions.
The task was done according
to the given procedure but
with some errors.
The student finished the task
on time.
TOTAL
PROFICIENT
Uses tools and equipment
correctly and confidently
most of the times.
One ingredient was not
correctly measured.
Manifests clear
understanding of the step- by-
step procedure
MARY’S CHILD SCIENCE ORIENTED SCHOOL
First Park Subdivision Daraga, Albay
2 1
RATING
DEVELOPING BEGINNING
Demonstrated and identified Demonstrated and identified
some kitchen tools and few kitchen tools and
equipment correctly. equipment correctly.
Some tools and equipment are Tools and equipment are
grouped according to their grouped improperly.
uses/functions.
The task was done according The task was not done
to the given procedure but according to the given
with few errors. procedure.
The student finished the task The student has no concept of
beyond the given time. time.
2 1
RATING
DEVELOPING BEGINNING
Uses tools and equipment Uses tools and equipment
correctly and but less incorrectly and less confidently
confidently sometimes. most of the time.
Two ingredients were Three or more ingredients were
incorrectly measured. incorrectly measured.
Manifests understanding of Manifests less understanding of
the step-by-step procedure the step- by-step procedure
but sometimes seeks seeking clarification most of the
clarification time
 F I R S T Q U A R T E R U N I T MAP MARY’S CHILD SCIENCE ORIENTED SCHOOL
S Y 2018-2019 First Park Subdivision Daraga, Albay

Works independently with
ease and confidence at all
times
3. Safety work habits Observes safety precautions
at all times
TOTAL
Works independently with
ease and confidence most of
the time
Observes safety precautions
most of the time
Works independently with
ease and confidence
sometimes
Observes safety precautions
sometimes
Works independently but with
assistance from others most of
the time
Most of the time not observing
safety precautions

RUBRIC FOR TRANSFER 3 & 4:

4 3 2 1
CRITERIA RATING
ADVANCED PROFICIENT DEVELOPING BEGINNING
1. Clear Exceptionally clear and easy to Generally clear and quite easy Lacks clarity and difficult to Unclear, cannot understand
understand to understand understand
2. Comprehensive The message and explanation The message and explanation The message and explanation The message and explanation
posed are advanced. posed are appropriate. posed are somewhat simple. posed are inadequate.
3. Relevant Highly relevant Generally relevant Somewhat relevant Irrelevant
4. Appearance Creatively and neatly done Creatively done and neat Creatively done and neat Simply done and neat enough
showing much relevance to the enough with relevance to the enough but no relevance to but not so relevant to the given
given topic given topic the given topic topic
TOTAL

Prepared by: Reviewed by: Approved by:

CLARIES N. SALLAN JENNIFER C. RETALO MARIEL P. DELA ROSA MILDRED L. PERETE

Teacher JHS Department Coordinator Directress Principal/ President