Department of Education: Lesson Plan

Republic of the Philippines
Department of Education
REGION X – NORTHERN MINDANAO
SCHOOLS DIVISION OF OZAMIZ CITY
Lesson Plan
Learning Area TLE 7/8 -FOOD (FISH) PROCESSING NC II

Grade Level 7/8 Time Allotment I HOUR
Quarter Week 1 Day 1
I. OBJECTIVES
A. Content Standards The learner…
 demonstrates understanding of basic concepts and
underlying theories in Food (Fish) Processing.
B. Performance The learner…

Standards  independently demonstrates common competencies
in Food (Fish) Processing as prescribed in the
TESDA Training Regulation.
C. Learning The learner…

Competencies/  Explain basic concepts in Food (Fish) Processing
Learning  Discuss the relevance of the course.
Code  Explore on opportunities for Food (Fish) Processing
as a career.
D. Sub-tasked The learner…
Learning 1. explains basic concepts in Food (Fish) Processing.
Objectives 2. discusses the relevance of the course: history of Food
(Fish) Processing
3. gives the importance of food (fish) processing to the lives
of many people.
4. explores opportunities for Food (Fish) Processing.
II. CONTENT Basic concepts in Food (Fish) Processing
Relevance of the course
Career opportunities
A. Concepts History of Food (Fish) Processing, The four common
competency
B. References
1. Teacher’s Curriculum Guide Page 1
Guide pages
2. Learner’s Module pages 2-5
Material pages
3. Textbook
pages
C. Learning Resources
Address: IBJT Compound, Carangan, Ozamiz City

Telephone No: (088) 545-09-88 Our LEARNERS: The Diamonds of the Fortress.
Telefax: (088) 545-09-90 ASENSO OZAMIZ!
Email Address: deped1miz@gmail.com
1. Materials from
LR Portal
2. Other Learning Internet, Power point presentation, TV/LCD Projector
Resources https://www.google.com/search?
sxsrf=ALeKk02Lk9lvLwK_EGjJO1z7DrPvlGgNbA
%3A1587005258936&source=hp&ei=SseXXufeNtDnwQOp
jq_YDg&q=pictures+of+food+processing&oq=picture+of+f
ood+processing&gs_lcp=CgZwc3ktYWIQARgAMgcIIxCx
AhAnMgQIABAKMgYIABAWEB4yBQgAEM0COgcIIxD
qAhAnOgQIIxAnOgUIABCRAjoECAAQQzoFCAAQgwE
6BggAEAoQQzoHCAAQgwEQQzoCCAA6CAgAEBYQC
hAeSjUIFxIxMGcxNTZnMTI0ZzEzNGcxMzFnMTczZzEw
NWcxMjRnMjE4ZzEyNWcxMzFnMTIxZzE0N0odCBgSG
TBnMWcxZzFnMWcxZzFnMWcxZzFnNWc1ZzdQyhdY0
F5gunRoAnAAeACAAdEBiAGzGZIBBjIuMjMuMZgBAK
ABAaoBB2d3cy13aXqwAQo&sclient=psy-ab
https://en.wikipedia.org/wiki/Fish_processing
https://en.wikipedia.org/wiki/Food_processing#History
III. PROCEDURE
(Strategy Used) 3 I’s ( Introduction, Interaction, Integration)
A. Preparatory
Activities
1. Drill/Review A. Introduction
The teacher …
 leads the Opening Prayer
 greets the students.
 checks the attendance of the students
 tells the class regarding the classroom rule which is
abbreviated in 3 letters L-Listen, R-Respect, J-Join.
 Informs the class the common competencies that a
Grade 7/8 Technology and Livelihood Education.
2. Motivation The teacher will show pictures of different persons working
in the field of Food Processing.Teacher asks some questions:
1. What are they doing?
2. Based on the pictures,what are some processed foods, that
we usually eat?
3. Presentation of The teacher posts on the board and/or flashes on screen the
the Objectives objectives of the lesson and lets the learners read them:
1. Explain the basic concepts in Food (Fish) Processing.

2. Discuss the relevance of the course: history of Food (Fish)

Processing.
3. Gives the importance of food (fish) processing to the lives
of many people.
4. Explore opportunities for food (fish) processing.
B. Developmental B. Interaction
Activities/ Lesson  The class will be divided into four groups
Proper  The teacher posts on the wall the different historical
period of food processing, wherein all groups can go
to different historical periods.
 Each group will be given 2-3 minutes before they can
proceed to another historical period.
 The teacher will give signal on when to transfer.
PREHISTORIC PERIOD
Food processing dates back to the prehistoric ages when crude processing
incorporated fermenting, sun drying, preserving with salt, and various types
of cooking (such as roasting, smoking, steaming, and oven baking), Such basic
food processing involved chemical enzymatic changes to the basic structure of
food in its natural form, as well served to build a barrier against surface microbial
activity that caused rapid decay. Salt-preservation was especially common for
foods that constituted warrior and sailors' diets until the introduction of canning
methods. Evidence for the existence of these methods can be found in the writings
of the ancient Greek, Chaldean ancient Greek, Chaldean, Egyptian and
Roman civilizations as well as archaeological evidence from Europe, North and
South America and Asia. These tried and tested processing techniques remained
essentially the same until the advent of the industrial revolution. Examples of
ready-meals also date back to before the preindustrial revolution, and include
dishes such as Cornish pasty and Haggis. Both during ancient times and today in
modern society these are considered processed foods`.`
19TH CENTURY
Modern food processing technology developed in the 19th centuries was
developed in a large part to serve military needs. In 1809 Nicolas Appert invented
a hermetic bottling technique that would preserve food for French troops which
ultimately contributed to the development of tinning, and subsequently canning by
Peter Durand in 1810. Although initially expensive and somewhat hazardous due
to the lead used in cans, canned goods would later become a staple around the
world. Pasteurization, discovered by Louis Pasteur in 1864, improved the quality
and safety of preserved foods and introduced the wine, beer, and milk preservation.

20TH CENTURY
In the 20th century, World War II, the space race and the rising consumer society
in developed countries contributed to the growth of food processing with such
advances as spray drying, evaporation, juice concentrates, freeze drying and the
introduction of artificial sweeteners, colouring agents, and such preservatives
as sodium benzoate. In the late 20th century, products such as dried instant soups,
reconstituted fruits and juices, and self cooking meals such as MRE food ration
were developed. By the 20th century, automatic appliances like microwave
oven, blender, and rotimatic paved way for convenience cooking.
In western Europe and North America, the second half of the 20th century
witnessed a rise in the pursuit of convenience. Food processing companies
marketed their products especially towards middle-class working wives and
mothers. Frozen foods (often credited to Clarence Birdseye) found their success in
sales of juice concentrates and "TV dinners".[6] Processors utilised the perceived
value of time to appeal to the postwar population, and this same appeal contributes
to the success of convenience foods today.
HOLOCENE PERIOD
There is evidence humans have been processing fish since the early Holocene. For
example, fish bones (c. 8140–7550 BP, uncalibrated) at Atlit-Yam, a
submerged Neolithic site off Israel, have been analyzed. What emerged was a
picture of "a pile of fish gutted and processed in a size-dependent manner, and then
stored for future consumption or trade. This scenario suggests that technology for
fish storage was already available, and that the Atlit-Yam inhabitants could enjoy
the economic stability resulting from food storage and trade with mainland sites.
 The class will have an activity called GALLERY

WALK:
Mechanics:
1. Each group will identify what historical period, they had
been to.
2. Answer the guide questions.
3. They will choose one representative to present their
output.
Guide Questions:
1. What are the different historical periods
2. What happened in each historical period?
3. What did they invent on that historical period?
 After the activity of the students, the teacher will

further discuss the lesson through a power point
presentation or with the use of visual aids.
Generalization
Guide Questions:

1. What are the four common competencies in Food (Fish)

Processing?
2. Why does Food (Fish) Processing evolve? Can you give
the four historical periods that happened in Food (Fish)
processing? Can you tell something in each period?
3. How important is Food (Fish) Processing to the lives of
people especially nowadays?
4. What are the possible opportunities in the Food (Fish)
Processing course?
C. Culminating
Activities
1. Practice Direction: Identify what period in food processing is being
Exercises described.
_____1.Crude processing incorporated fermenting, sun
drying, preserving with salt, and various types of cooking
_____2.Invented a hermetic bottling technique that would
preserve food for French troops.
_____3.Products such as dried instant soups, reconstituted
fruits and juices, and self-cooking meals such as MRE food
ration were developed.
_____4.Food processing companies marketed their products
especially towards middle-class working wives and mothers.
_____5.These days, fish processing is undertaken by artisan
fishermen, on board fishing or fish processing vessels, and
at fish processing plants.
Answers:
1. Prehistoric
2. 19th Century
3. 20th Century
4. Holocene
5. Prehistoric
C. Integration
 The class will be divided into four groups.
 Each group will discuss the historical perspective of
Food (Fish) Processing.
 The first group will present through a photo essay,
second is through reporting, third is power point
presentation, fourth is through acting.
Group 1- Prehistoric Age
Group II- 19th Century
Group III- 20th Century
Group IV- Early Holocene

Rubrics
Criteria 30 20 10
Relevance/ Understanding of Understanding of Understanding of
Message concept is clearly concept is evident. the concept is not
evident evident.
Organized Presentation is Presentation is Presentation is not
Presentation orderly and orderly and orderly done.
visually appealing. effective.
Creativity Engaging and Most engaging Interesting in parts
attention grabbing but not sustained.
throughout the
presentation.
Value Integration:
1. Why do you think Food (Fish) Processing evolved very
quickly?
2. How Food (Fish) Processing can help people?
Note to the Teacher: The practice exercises will be presented

by the teacher through power point presentation or it will be
written in a cartolina.
IV. EVALUATION I. Based on the discussion complete the statement below.
Food (Fish) Processing is divided into _________________.

This course is important because____________. Someday a
Food (Fish) Processing student can become a_________.
II. Matching Type: Match Column A to Column B.

A B
1. Fish processing is undertaken by artisan A. Prehistoric
Fishermen on board fishing or fish
Processing vessels and at fish processing B. 19th Century
Plants.
2. Crude processing incorporated fermenting,
Sun drying, preserving with salt and C. 20th Century
Various types of cooking.
3. Food processing companies marketed D. Holocene
their products especially towards middle-
class working wives and mothers.
4. Invented a hermetic bottling technique that
would preserve food for French troops.
If you will be given a chance to have a business relevant to

food (fish) processing, what will you choose and why? (3
points)
V. ENRICHMENT/ In a ¼ sheet of paper, list at least three of a different career
ASSIGNMENT opportunities in the field of Food (Fish) Processing within

your locality.
Prepared by:
GAY GAZAL OUANO

Signature Over Printed Name
Checked:
CLARINDA FE L. SIMBLANTE DANILO P. ARROYO
ELEM. SCHOOL PRINCIPAL II EPS-TLE
Reviewed:
MAY P. EDULLANTES
EPS, LRMDS
Recommending Approval:
ANACLETA A. GACASAN AUDIE S. BORRES

Chief ES, CID Asst. Schools Division Superintendent
Approved:
JEAN G. VELOSO
Schools Division Superintendent

Learning Area TLE 7/8 FOOD (FISH) PROCESSING

Grade Level 7/8 Date
Quarter Week 1 Day 1
Content Basic concepts in Food (Fish) Processing
Relevance of the course
Career opportunities
REMARKS
REFLECTION:
a. Number of learners
who earned 75% and
above on the
formative assessment
b. Number of learners
who need
remediation
c. What difficulties did

I encounter which
supervisor can help
me solve?
d. What innovation or
localized materials
did I use/discover
which I wish to share
with other teachers?
Note: This template shall be accomplished daily.



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Republic of the Philippines

Learning Area TLE 7/8 -FOOD (FISH) PROCESSING NC II

B. Performance The learner…

C. Learning The learner…

Address: IBJT Compound, Carangan, Ozamiz City

Address: IBJT Compound, Carangan, Ozamiz City

2. Discuss the relevance of the course: history of Food (Fish)

Address: IBJT Compound, Carangan, Ozamiz City

 The class will have an activity called GALLERY

 After the activity of the students, the teacher will

Address: IBJT Compound, Carangan, Ozamiz City

1. What are the four common competencies in Food (Fish)

Address: IBJT Compound, Carangan, Ozamiz City

Note to the Teacher: The practice exercises will be presented

Food (Fish) Processing is divided into _________________.

II. Matching Type: Match Column A to Column B.

If you will be given a chance to have a business relevant to

Address: IBJT Compound, Carangan, Ozamiz City

GAY GAZAL OUANO

ANACLETA A. GACASAN AUDIE S. BORRES

Address: IBJT Compound, Carangan, Ozamiz City

Learning Area TLE 7/8 FOOD (FISH) PROCESSING

c. What difficulties did

Note: This template shall be accomplished daily.

Address: IBJT Compound, Carangan, Ozamiz City

Address: IBJT Compound, Carangan, Ozamiz City

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