TECHNOLOGY AND LIVELIHOOD EDUCATION

AGRICULTURE AND FISHERY

Specialization
(Food/Fish Processing)
Grade 10
Introduction

This learning material deals with the knowledge, skills, and attitudes
which leads to a Food (Fish) Processing National Certificate (NC I). It covers three
of the seven core competencies that a Grade 10 Technology and Livelihood
Education (TLE) student ought to possess: (1) Operation of Equipment (OE) (2)
Cleaning and Sanitizing of Equipment for Processing and Packaging Area (CS),
and (3) Loading and Unloading Raw Materials, Products and Supplies. (LD)
It also enables the student to demonstrate an understanding of the Personal
Entrepreneurial Competencies (PECs) in Food (Fish) Processing; the Environment
and Market in this area; how to develop a product/ service and select a business
idea based on the criteria and techniques set for Food (Fish) Processing.

General Objectives:

At the end of the module, you are expected to:

 Demonstrate an understanding of one‘s Personal Entrepreneurial
Competencies and Skills (PECs) in Food (Fish) Processing
 Recognize the environment and market of Food (Fish) Processing in one‘s
town/municipality.
 Demonstrate how to operate appropriate equipment for Food (Fish)
Processing.
 Demonstrate the proper way of cleaning and sanitizing equipment and Food
Processing/Packaging area.
 Demonstrate the proper procedure of loading and unloading raw materials,
supplies, and products.

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 What Is This Learning Material About?
Food (Fish) Processing
K to 12 – Technology and Livelihood Education

This learning material has 5 Modules. Each Module has the following parts.

• Learning Objectives

• Content Standards

• Performance Standards

• Pre-Assessment

• Reading Resources/ Instructional Activities

 What to KNOW

 What to PROCESS

 What to UNDERSTAND

 What to TRANSFER

• Post Assessment

How Do You Use The Module?

To get the most from every module, you need to do the following:

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 1. Begin by reading and understanding the Learning Objective/s, Content and
Performance Standards. These will tell you what you should know and be
able to do at the end of each module.
2. Find out what you already know by taking the Pretest. If you get 80% to
100% of the items correctly, you may proceed to the next Module. If you fail
to get 80% to 100% of the items correctly, go through the Module again and
review especially those topics with items you answered incorrectly.
3. Do the required Learning Activities. They begin with one or more Information
Sheets. An Information Sheet contains important notes or basic information.
After reading the Information Sheet, test yourself on how much you learned
by means of the Self-check. Do not hesitate to go back to the Information
Sheet when you do not get all the test items correctly. This will ensure your
mastery of basic information.
4. Demonstrate what you learned by doing what the Activity / Operation /Job
Sheet directs you to do.
5. You must be able to apply what you have learned in another activity or in a
real life situation.
6. Accomplish the Scoring Rubrics for self - evaluation.

Each lesson also provides you with references and definitions of key terms for
your guide. They can be of great help. Use them fully.

Pre- Assessment

Directions: On a separate sheet, provide information on what you already know in

the first column (K), and what you want to know in the second column (W). You will
record what you have learned in the third column (L) as the lesson proceeds. The

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fourth column (S), So What is used to list ways in which the new knowledge will be
useful to you in relation to Personal Entrepreneurial Competencies (PECs),
Environment and Marketing (E&M), Operation of Equipment (OE), Cleaning and
Sanitizing Equipment and Processing/Packaging Areas (CS), Loading and
Unloading of Raw Materials, Products and Supplies (LD). Copy the sample table
below.

K (Know) W (Want) L (Learned) S (So What)

PECs

E &M

OE

CS

LD

Learning Goals/Targets

Having identified your strengths and areas for improvement, you are now ready to
set your learning goals and targets.
Now, think further and write your goals and targets below.

GOALS

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__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
________________________________________________

TARGETS (specific objectives with target dates indicated)

__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
________________________

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 Quarter 1

Module 1: PERSONAL ENTREPRENEURIAL COMPETENCIES (PECS)

Content Standard Performance Standard
The learner independently creates a
The learner demonstrates plan of action that strengthens/
understanding of one‘s PECs in further develops his/her PECs in
FOOD (FISH) PROCESSING.
FOOD (FISH) PROCESSING.

Introduction

In this module, you will learn more about entrepreneurship and the
entrepreneurial competencies related to Food (Fish) Processing. You will have
first-hand experience in educational activities leading to a personal assessment of
your entrepreneurial competencies and an assessment of the entrepreneurial
competencies of a successful Food (Fish) Processor within your province. You
will have activities to align your competencies with those of successful
practitioners. Moreover, this module is designed to introduce entrepreneurship, its
role in the business community in particular and to economic and social
development in general.

To start with this module, let us first understand entrepreneurs and

entrepreneurship.

Entrepreneurs are people with skills and capabilities to see and evaluate
business opportunities. They are individuals that can strategically identify products
or services needed by the community and deliver them at the right time and the
right place.

Entrepreneurs are agents of economic change; they organize, manage and

assume the risks of a business. A good entrepreneur is an opportunity- seeker,

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risk - taker, goal - setter, a planner, and problem solver. He/she is hardworking,
persistent and a committed worker.

Entrepreneurship on the other hand is not just a simple business activity. It

is a strategic process of innovation and new venture creation. Basically,
entrepreneurship is both the art and science of converting business ideas into
marketable products or services to improve the quality of living of individuals or a
community.

With your knowledge about entrepreneurs and entrepreneurship, begin

assessing your Personal Entrepreneurial Competencies (PECs). Always
remember that ―Successful entrepreneurs continuously develop and
improve their
PECs.”

Below are the competencies you will master after finishing this module.

Learning Objectives:

At the end of this module, you are expected to:

- Identify areas for improvement, development and growth;

- Align your PECs according to your business/career choice; and
- Create a plan of action that ensures success in your business/career choice

Take the first challenge in this module - the pre- assessment.

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 Pre - Assessment
As part of your initial activity, you will be challenged to dig deep into your
knowledge and previous experiences on the topic. Try to diagnose/assess what
you already know about personal entrepreneurial competencies by answering the
activities below

Activity 1. Matching Type

Direction: Match the entrepreneurial competencies in column A with their

meaning in column B. Write the letter of your choice in your notebook.

A B
____1. Creative
____2. Profit - Oriented
____3. Disciplined
____4. Good Decision Maker
____5.Possesses People Skills
____6. Planner
____7. Self-confident
____8. Hardworking
____9. Able to accept change
____10. Committed
a. makes wise decisions towards the set
objectives
b. strategic thinker and goal- setter
c. trusts in one‘s ability
d. adaptable to change
e. make innovative moves to achieve competitive
edge
f. dedicated
g. skilled in record keeping
h. able to create and alter steps to achieve a goal
i. works diligently
j effective and efficient in communicating
and relating with people

k. always looking for income – generating

activities

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Activity 2: Guide Questions

Direction: The following are guide questions which encapsulate the entire module.
Write your answers on your assignment notebook, then share your answer with
the class.

A. Explain why entrepreneurial activities are important to the social

development and progress of the economy.
B. What entrepreneurial activities do you know and are capable of doing which
are related to Food (Fish) Processing?
C. Given the opportunity to own a business that relates with Food (Fish)
Processing, do you think you can manage it? Explain your answer.
D. What do you think are the most important competencies you must possess
in order to be successful in running your chosen business?
E. Name successful entrepreneurs from your province whose business is
related to Food (Fish) Processing. Be able to share to the class their PECs
that made them successful.

After all the guide questions have been answered to the b est of your
knowledge and ability, share your answer with your classmates . You too, may
compare your insights, personal knowledge of, and relevant experiences on the
topic to make it more exciting and engaging.

Learning Goals a nd Target s

After reading and understanding the objectives of this module, and

answering the pre-assessment and the guide questions, you will be asked to set
your own personal goals. These goals would motivate you to learn more about
PECs.

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10
Goals and Learning Ultimate Goal
Targets Activities

Figure 1: Strategic process to achieve the objectives of this module

Reading Resources and Instructional Activities

After setting your own personal goals and targets to achieve the objectives of
this module, check your inherent knowledge of PECs. Try to answer the following
guide questions with the help of your classmates.

Activity 3: Group Activity

Directions: Answer the following guide questions on a separate sheet of paper.

Share your answers with the class.

1. Explain the importance of assessing one‘s PECs before engaging in a particular

entrepreneurial activity.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
__________________________________________________________.

2. Are there other strategies or approaches where you can assess your PECs?
Explain how these would be useful in selecting a viable business venture.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
__________________________________________________________.

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 3. What are the desirable personal characteristics, attributes, lifestyles, skills, and
traits of a prospective entrepreneur? Why do you think these are important?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
__________________________________________________________.

4. How will each of the following PECs (attributes, lifestyles, skills and traits) affect
in establishing a business?
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
__________________________________________________________.

5. What is the significance of evaluating PECs of a successful entrepreneur?

What helpful insights can you draw from this activity?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________.

How was your experience in answering the guide questions with your
classmates? Were you able to benefit from them? What were the insights you gained?

Now, it‘s time to study the different topics that will enrich your knowledge of
PECs. Read carefully all the important details about the succeeding topic.

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What to KNOW
Lesson 1. Develop and Strengthen Personal Competencies and Skills (PECs)
Needed in Food (Fish) Processing

A. Assessment of Personal Entrepreneurial Competencies (PECs) and Skills

in relation to a Practicing Entrepreneur in a Province.

The entrepreneurial competencies refer to the important characteristics that

should be possessed by an individual in order to perform entrepreneurial functions
effectively. In this module, you will learn some of the most important characteristics,
attributes, and skills of a successful entrepreneur.

Below are a few important characteristics of a good entrepreneur:

• Hardworking: One of the important characteristics of a good entrepreneur

is being hardworking. This means habitually working diligently for a long
hours. Hardworking people keep on strive to improve their performance to
produce good products and/ or provide good services.

• Self-confident: Entrepreneurs are confident in their abilities and trust their

judgment. They exhibit self-confidence in order to cope with all the risks of
operating their own business.

• Disciplined: Successful entrepreneurs always stick to the plan and fight the
temptation to do what is unimportant.

• Committed: A good entrepreneur accepts full responsibility for everything

in his/her business. He/she is dedicated making the business successful.

• Able to accept change: Nothing is permanent but change. Change occurs

frequently. An entrepreneur copes with and thrives on changes.
He/she capitalizes on positive changes to make the business grow.

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• Creative: An entrepreneur should be creative and innovative to stay in
business and in order to have an edge over the competition..

• Takes Initiative: An entrepreneur takes the personal responsibility for the

failure or success of the business.

• Profit-Oriented: An entrepreneur enters into business to generate profit or

additional income. Therefore, an entrepreneur must see to it that the
business becomes profitable.

Listed below are the important skills of a successful entrepreneur.

• Planning: Planning is a strategic thinking and setting of goals to achieve

objectives by carefully maximizing all the available resources. A good
entrepreneur develops and applies step-by-step plans to realize goals. A
good entrepreneur knows that planning is an effective skill only when
combined with action.

• People Skills: This is very important in order to be successful in any kind of

business. Possessing people skills refers to the entrepreneur‘s ability to
effectively and efficiently communicate and relate to people working within
and outside of your business. In day-to-day business transactions, you
need to deal with people. Well- developed people skills can spell the
difference between success and failure of the business.

• Decision Making: Successful entrepreneurs have the ability to think quickly

and make wise decision towards pre-determined objectives. No one can
deny that the ability to make decisions is an important skill that an
entrepreneur should possess. Sound decisions should arise from verified
facts/information and should be towards the pre-determined objectives.

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 What to PROCESS
In order to firm up what you have learned and to have a better appreciation of
the different entrepreneurial competencies, try to read the PECs checklist presented
below, then answer the same.

Activity 1. PECs Checklist

Directions: Using the PECs Checklist, assess yourself by indicating a check ()
mark in either strengths and/or development areas column. Interpret the results by
counting the total number of check marks in each of the columns. After accomplishing
the checklist, form a group and share your insights about the checklist and your
answers.

Table 1: PECs Checklist

SCO
RE
Personal Entrepreneurial Competencies 5 4 3 2 1
of an Entrepreneur

Hardworking
- Working diligently
Self-confident
- Confidence in one‘s ability
Disciplined
- Focused on work at hand
Committed
- Solid dedication
Able to accept change
- Adaptable to change
Creative ov
er
- Innovative to have edge
competition

Profit-oriented

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- Always striving for income

Planner
- Strategic thinking and setting of goals

People Skills
- effective and efficient communication and
relation with people

Decision Maker
- makes wise decisions towards the set
objectives

TOTAL

Legend:

5 - I definitely possess this trait 100%

4 – I possess this trait more than most 75%

3 – I possess this trait about the same as most 50%

2 – I somewhat possess this trait 25%

1 – I definitely need to improve on this trait 10%

WHAT TO UNDERSTAND

How was your experience in discovering your strengths and the areas
where you need improvement? Did you gain insights when you discussed the activity
with your classmates? To deepen your understanding of PECs, do the Task 5 below.

Activity 1. Interview

Interview a successful Food (Fish) Processor or entrepreneur in your province

whose type of business is related with Food (Fish) Processing. Focus your interview
on PECs and other business-related attributes that helped them become successful.

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Analyze the result of the interview and reflect on the characteristics of an entrepreneur.
Write your answers on a separate sheet of paper.

Sample Interview Guide

Name of Proprietor/Practitioner:
____________________________________________
Age: _______________________ Number of Years in Business: __________
Business Name:
________________________________________________________ Business
Address:
______________________________________________________

1. What preparations were necessary before you engaged in this type

business/job?
2. What are your special skills/characteristics that are related to your
business/job?
3. How did you solve business-related problems during the early years of your
business operation?
4. Did you follow the advice from a successful businessman/practitioner before
you engaged in your business?
5. What are the best business practices that you can pass on to with aspiring
entrepreneurial students?
6. What are the characteristics, attributes, lifestyle, skills and traits that made you
successful in your business?
7. What lifestyle changes did you make or not make that contributed to your
success in business?

Note: Cull the needed information from the interview to supply answer/s to
Row 1 in the table below. Meanwhile, fill out the second row with your PECs.

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 Personal
Entrepreneurial Characteristics
Competencies

Successful Entrepreneur
in the province

My PECs

Using the information on the table above, analyze, and reflect on the similarities
and differences between your answers and those of the interviewee. Put your
reflection on the table below. Write your conclusion on the space provided
below.

Personal Entrepreneurial
Competencies
Similarities Differences

Characteristics

Conclusion:________________________________________________________
__________________________________________________________________
__________________________________________________________________
_________________________________________________

WHAT TO TRANSFER
After performing the activities on the importance of PECs, let‘s determine how
much you have learned. Perform the activity to determine how well you have
understood the lesson.

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Activity 1. Preparation of a Plan of Action

Directions: Using the table below and the information generated from Task 5
(Interview), prepare an action plan that indicates how you would align
your PECs to the PECs of the successful entrepreneur Food (Fish)
Processing entrepreneur in your province.

Objective Area Activities Strategies Time Expected

Frame Outcome

To align my
PECs with
the PECs of
a
Characteristics
successful
entrepreneu
r

in Food
(Fish)
Processing
.

Activities – means what actions you will do to develop the characteristics you want

Strategies – means what are the ways and techniques you will use in developing these
characteristics

Time Frame – means how long will you accomplish these activities

Expected Output – identify the possible result/outcome

Activity 2. Essential Questions

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Direction: Read and study the following questions below. Use a separate sheet of
paper or your notebook to write your answers.

1. Why is there a need to compare and align your PECs with the PECs of a
successful entrepreneur?

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
________________.

2. How does your action plan help sustain your strong PECs and/or address your
areas for development?
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________.

3. What plan of action would you implement to address your areas for
development?

_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________
_____________.

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 POST ASSESSMENT Matching Type

Direction: Match the entrepreneurial competencies in column A with their

meaning in column B. Write the letter of your choice in your notebook.

A B
____1. Creative
____2. Profit - Oriented
____3. Disciplined
____4. Good Decision Maker
____5.Possesses People Skills
____6. Planner
____7. Self-confident
____8. Hardworking
____9. Able to accept change
____10. Committed
a. makes wise decisions towards the set
objectives
b. strategic thinker and goal- setter
c. trusts in one‘s ability
d. adaptable to change
e. make innovative moves to achieve competitive
edge
f. dedicated
g. skilled in record keeping
h. able to create and alter steps to achieve a goal
i. works diligently
j effective and efficient in communicating
and relating with people

k. always looking for income – generating

activities

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 Quarter I

Module 2: ENVIRONMENT AND MARKET (EM)

Content Standard Performance Standard

The learner independently creates a
The learner demonstrates an business vicinity map reflective of the
potential Food (Fish) Processing
understanding of the environment market within the locality/town.
and market in the field of Food (Fish)
Processing, particularly in one‘s
town/municipality.

Introduction
People who aspire to start a business need to explore the economic, cultural
and social conditions prevailing in the 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. They should always be
watchful for existing opportunities and constraints. The opportunities in the business
environment are those factors that provide possibilities for a business to expand and
become more profitable. Constraints, on the other hand, are those factors that limit the
business ability to grow, hence reduce the chance of generating profit. One of the best

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ways to evaluate the opportunities and constraints is to conduct a SWOT Analysis
(Strengths, Weakness, Opportunities and Threats).

SWOT analysis is a managerial tool to assess the business environment. This

method gathers important information, which in turn is used in strategic planning.
Successful entrepreneurs must know how to take risks in business.

Strengths and Weaknesses are internal in an organization. They relate to resources

owned or lacking in an organization, things that the entrepreneur has control over, and
as well as the extent of its marketing.

Opportunities and Threats exist in the external environment. Opportunities

pertain to the market, to the development of new technology, and external factors such
as government policies, climate, and trends, favorable to the business. Threats pertain
to what the competition is doing as well as legal and other constraints of the business.

Now that you have read some of the important considerations to be successful
in any business, you are ready to explore the environment and market.

To begin, let us find out the competencies that you will master after finishing this
module.

Learning Objectives:

At the end of this module, you are expected to:

- Identify what is of ―Value‖ to the customer;

- Identify the potential customer;
- Explain what makes a product unique and competitive;
- Apply creativity and innovative techniques to develop a marketable product;
- Employ a Unique Selling Proposition (USP) to the product/service and - Explore
ways of generating a business.

Now that you have an idea about the things you will learn, take the first challenge in
this module- the pre assessment.

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Pre - Assessment Activity 1. Multiple Choice

Direction: Write only the letter of your answer in your notebook.

1. This is generated by examining what goods and services are sold in the
community.

a. Business Creation
b. Business Pricing
c. Business Concept
d. Business Idea
2. A process of making a new product to be sold to the customers.

a. Product Analysis
b. Product Conceptualization
c. Product Development
d. Product Implementation
3. These are luxuries, advantages and desires that every individual considers
beyond necessary.
a. Wants
b. Desires
c. Requirements
d. Needs
4. This is the factor presented by a seller as the reason that one product or
service is different from and better than that of the competition.
a. Unique Selling Plan
b. Unique Selling Proposition
c. Unique Pricing Policy
d. Finding Value-Added
5. In this stage, the needs of the target market are identified, reviewed and
evaluated.
a. Concept Development
b. Economic Analysis
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 c. Project Development
d. Refine Specification
6. This is the introduction of a new idea to make the products and services more
attractive and saleable to the target customers.
a. New Idea
b. Creativity
c. Product Development
d. Innovation
7. A managerial tool used to assess the environment to gather important
information used for strategic planning.
a. Environmental Scanning
b. SWOT Analysis
c. WOTS Analysis
d. Survey Analysis
8. A marketing practice of creating a name, symbol or design that identifies and
differentiates a product from other products.
a. Product Naming
b. Unique Selling Proposition
c. Branding
d. Tagline
9. This is a meaningful and unforgettable statement that captures the essence of
your brand.
a. Product Naming
b. Unique Selling Proposition
c. Branding
d. Tagline
10. These are the things that people cannot live without.
a. Wants
b. Desires
c. Requirements
d. Needs

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 Activity 2. Guide Questions:
Direction: Read and study the guide questions below. Use a separate sheet of paper
to write your responses to the guide questions
1. How does one determine the products or services to be produced and/or offered
to the target customers?
2. How does one select an entrepreneurial activity?
3. When can one say that a certain product has ―value‖?
4. Is innovation and creativity of your products/services important? Explain.

5. How can one effectively respond to the needs of the target customer?

6. Express from the viewpoint of a business owner the importance of scanning the
environment and market in generating a business idea.
7. Using a self-assessment, explain your level of confidence in formulating a
business idea.

After all the guide questions have been answered and entrepreneurial
competencies have been identified, share those with your classmates. Discuss your
insights, personal knowledge of, and relevant experiences on the topic

After reading and understanding the objectives of this module and having gone
through pre-assessment and answering the guide questions, you will be asked to set
your own personal goals. In the end, these goals will motivate you to learn more about
the business Environment and Market.

Goals and Targets Learning Activities Ultimate Goal

Figure 2: Strategic process to reach the objectives of this module

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READING RESOURCES AND INSTRUCTIONAL ACTIVITIES

After setting your own personal goals and targets to achieve the objectives of
this module, you will have the opportunity to read and learn more about business
environment and market. You , will also be given a chance to do practical exercises
and activities to deepen your understanding of the topic.

What to KNOW

Lesson 1: Develop a Product/ Service in Food (Fish) Processing

A. Product Development

The Product development, we are referring to a process of making a new

product to be sold by a business or enterprise to its customers. The Product
development may involve modification of an existing product or its presentation, or
formulation of an entirely new product that satisfies a newly defined customer need
and/or want, and/or a market place.

The term development in this module refers collectively to the entire process of
identifying a market opportunity, creating a product to appeal to the identified market,
and finally, testing, modifying and refining the product until this will be ready for
production. This product can be any item to be sold to the consumers.

There are basic, yet vital questions that you can ask yourself. When you find
acceptable answers to these, you may say that you are ready to develop a product
and/or render service.

1. For whom are the products/services?

2. What benefit will the customers expect from it?

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 3. How will the product differ from the existing brand? Or from their
competitor?

Likewise, needs and wants of the people within the area should also be taken
into consideration. However, people have different concepts of needs and wants.
Needs in business are important things that every individual cannot do without in a
society. These include:

1. Basic commodities for consumption

2. Clothing and other personal belongings,
3. Shelter, sanitation and health
4. Education

Basic needs are essential to every individual so he/she may be able to live with
dignity and pride in a community. Awareness of these needs can ob help you
generate business ideas and subsequently lead to product development.

Wants are desires, and luxuries that signify wealth. Wants or desires are
considered above all the basic necessities of life. Some examples of non- basic needs
are luxury cars, jewellery, non –essential fashion accessories, shoes and clothes,
travel for leisure. Eating in expensive restaurants; watching movies, concerts, and
plays are also considered luxuries for many people.

Needs and wants of people are the basic indicators of the kind of business that
you may engage in because being able to meet these can serve as the measure of
your success. Some other good points that you might consider in business
undertakings are the kinds of people who will be your clients, their needs, wants,
lifestyle, culture and traditions.

To summarize, product development depends entirely on meeting the needs and

wants of the customers.
B. Concepts of Developing a Product
Concept development is very critical phase in the creation of a product. At this stage,
the needs of the target market are identified and competitive products are reviewed
before the product specifications are defined. The product concept is selected along
with an economic analysis to come up with an outline of how a product is being
developed. Below is a figure that shows the stages of concept development of a
product.

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 Figure 3: Concept Development

The process of product development is as follows:

1. Identify Customer Needs - Using surveys form, interviews, research, focused

group discussions, and observations, an entrepreneur can easily identify customers‘
needs and wants. In this stage, the information gathered here can already include
product specifications (performance, taste, size, color, shape, life span of the product,
etc.). This stage is very important because this determines the product to be produced
or the service to be provided.
2. Establish Target Specifications - Based on customers' needs and reviews
of competitive products and services, you may now establish target specifications of
the prospective new product and/or service. Target specifications are essentially a
wish-list of the consumer.

3. Analyze Competitive Products - It is imperative to analyze existing

competitive products to provide important information in establishing product/service
specifications. Other products may exhibit successful design attributes that should be
emulated or improved upon in the new product/service.
4. Generate Product Concepts - After having gone through the previous
processes, you may now develop a number of product concepts to illustrate what types
of product/service are both technically feasible and would best meet the requirements
of the target specifications.

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5. Select a Product Concept - Through the process of evaluation, a final concept
is selected. After the final selection, additional market research can be applied to
obtain feedback from certain key customers.
6. Refine Product Specifications - In this stage, product/service specifications
are refined on the basis of input from the previous activities. Final specifications are
the result of extensive study, expected service life, projected selling price and among
others.
7. Perform Economic Analysis - Throughout the process of product
development, it is very important to always review and estimate the economic
implications regarding development expenses, manufacturing costs, and selling price
of the product/services to be offered/provided.
8. Plan the Remaining Development Project - In this final stage of concept
development, you may prepare a detailed development plan which includes a list of
activities, the necessary resources and expenses, and a development schedule with
milestones for tracking progress.

C. Finding Value

People buy for a reason. There should be something in your product/service

that would give consumers a good reason to go back and acquire more. There must be
something that makes you the best option for your target customers; you must offer
something to your customers that they will make them value your product/services.

The value that you incorporate to your product is called value proposition.
Value proposition is ―a believable collection of the most persuasive reasons people
should notice you and take the action you are asking for.‖ Value is created by fulfilling
desires and solving problems. This is what gets the people to spend for your
product/service.

D. Innovation

Innovation is the introduction of something new in your product/service. This

may be a new idea, a new method or a device. If you want to increase your sales and
profit you must innovate. Some of the possible innovations in your products are

30
changes in packaging, improved taste, color, size, shape and perhaps price. Some of
the possible innovations in providing services are the application of new improved
methods, additional featured services and possibly, freebies services or products that
are included for free.

Unique Selling Proposition (USP)

Unique Selling Proposition is the factor or consideration presented by a seller as the

reason that one product or service is different from and better than that of the
competition. This is especially important when your product or service is similar to
those around you.
USP would require a careful analysis of other businesses' ads and marketing
messages. When you analyze how companies market their products/services, not just
their product or service characteristics, you can learn a great deal about how
companies distinguish themselves from competitors.

Here's how to discover your USP and use it to increase your sales and profit:

• Use empathy: Put yourself in the shoes of your customers. Always focus
on the needs of the target customers over and above your attachment to the
product or service. Always remember, you are making this product or providing
this service for the target customers and eventually to increase sales and earn
a profit. An essential question such as what could make customers come back
repeatedly and ignore the competition? Most possible answers will be focused
on the quality, availability, convenience, cleanliness, reliability of your product
and service and friendliness of your staff.

• Identify what motivates your customers. It is very important to find out and
understand what drives and motivates your customers to buy
products/services similar to what will you offer. Make some effort to find out, analyze
and utilize the information you will gather.

• Discover the actual reasons why customers will buy your product
instead of a competitor's. Information is very important in decision making. A
competitive entrepreneur always improves his/her products/services to provide
31
 satisfaction and, of course, retention of customers. As your business grows,
you should always ask your customers for information and suggestions on how
to improve your products/services.

In order to firm up your understanding of the topic previously presented, you will be
tasked to form a group and conduct an interview with a successful
entrepreneur/practitioner. You have to document this interview and present this to the
whole class for discussion, reflection and appreciation.

Activity 1. Interview

Direction: Select a successful entrepreneur/practitioner. Conduct an interview by

utilizing the set of questions below. Document the interview and present
this to the class.

1. How did you identify your customers?

2. What were your considerations in selecting your customers?
3. Explain how your product/services became unique to other product/s.
4. Did you consult anyone before you engaged in this business? What insights did
you gain from the consultation?
5. What were your preparations before you started the actual business?
6. What creative and innovative techniques did you adopt to your product/service?
What was the effect of the innovative techniques to the sales and profits of your
business?
7. What strategy did you employ in order to have a unique selling proposition of
your product/service?

What UNDERSTAND
Activity 1. Video Viewing
In order to deepen your understanding of the lesson, perform the following
tasks:

32
 1. Browse the internet for topics related to:
a. Customers‘ needs and wants;
b. Techniques in identifying customers‘ needs and wants;
c. Creativity/innovation in products and services;
d. Unique selling proposition; and
e. Product development.

2. Prepare a short narrative report about the aforementioned topics. You may
highlight the ―aspect‖ that intensifies your knowledge of product development.

What to TRANSFER
Product Conceptualization
Direction: Using the figures below develop your own concept for your product/service.

7. Prepare a Development 1. Identify Customers 2. Target Specifications

Plan Need
-
- -

3. Analyze a Competitive Product

6. Refine Product -
Specification
5. Select product Concept
4. Generate Product
- Concept

__________________________________________________________________
__________________________________________________________________
______________________________________________________

Lesson 2: Selecting Business Idea A. Generating Ideas for Business

The process of developing/generating business idea is not a simple process.

There are two problems that arise; first is the excessive generation of ideas that can
lead to inaction and second is when there are no ideas and an individual wants to
become an entrepreneur.

33
 The most optimal way is to have a systematic approach to generating and
selecting business ideas that will be translated to a real business. Here are some
basic yet very important considerations you may use to generate ideas for business:

1. Examine the existing goods and services. Are you satisfied with the
products/services in the market? What do other people who use the
product/service say about it? How can it be improved? There are many ways of
improving a product from the way it is made to the way it is packed and sold. You
can also improve the materials used in crafting the product. In addition, you can
introduce new ways of using the product, making it more adaptable to the
customers‘ specific needs. When you are improving the product or enhancing it,
you are doing an innovation. You can also do an invention by introducing an
entirely new product to replace the old one.

Business ideas may also be generated by examining what goods and services
are sold outside of the community. Very often, these products are sold in a form that
can still be enhanced or improved.

2. Examine the present and predict future product needs. Look and listen to what
the customers, institutions, and communities are missing in terms of goods and
services. Sometimes, these needs are obvious and current. Other needs emerge
only in the future, in the event of certain developments in the community. For
example, a province will have its electric power supply in six months. An
entrepreneur can prepare for a product/service requiring electricity such as a photo
copying service, computer service, digital printing, etc.

3. Examine how the needs are being satisfied. Needs for the products and
services are referred to as market demand. To satisfy these needs is to supply the
products and services that meet the demands of the market. The term market
refers to whoever will use or buy the products or service. These may be people or
institutions such as other businesses, establishments, organizations, or
government agencies.

There is a very good business opportunity when there is absolutely no

supply to a pressing market demand.

34
 Businesses or industries in the locality also have needs for goods and
services. Their need for raw materials, maintenance, and other services such as
selling and distribution are good sources of ideas for business.

4. Examine the available resources around you. Observe what materials or skills
are available in abundance in your area. A business can be started out of available
raw materials selling them in raw form and by processing and manufacturing them
into finished products. For example, in a Bangus/Milkfish producing town, there will
be a big supply of Bangus/Milkfish which can be processed into ordinary smoked
Bangus and smoked soft - boned Bangus. These can be sold profitably outside the
community.

A group of people in your neighborhood may have some special skills that can be
harnessed for business. For example, residents of Tawiran, Obando have skills in
preparing fishery products like bagoong, dried fish, smoked fish that have been
passed from one generation to another. This Fish Processing Industry in Tawiran
produce such products for sale to residents in barangays or nearby communities.

Business ideas can come from your own skills. The work and experience you may
have in agricultural arts, industrial arts, home economics, and ICT classes can
provide you with the needed skills which can earn for you extra income, should you
decide to engage in income-generating activities. With your skills, you may also try
out various ideas in your spare time. Many products were invented this way.

5. Read magazines, news articles, and other publications on new products,

techniques and advances in technology. You can pick up new business ideas
from Newsweek, Reader‘s Digest, Trade Magazines, ―Go Negosyo‖, KAB
materials, Small-Industry Journal. The Internet serves as a library where you may
browse and possible business ideas. Research and publications can guide you on
how to put the right product in the right place, at the right price, at the right time.

A list of businesses set up in an area may also be available from cooperatives,

non-government organizations, and other sources

B. Key Concepts in Selecting a Business Idea

35
 Once you have embarked on identifying business opportunities, you will
eventually see that there are many possibilities that are available for you. It is very
unlikely that you will have enough resources to pursue all of them at once. Which one
will you choose?

You have to select the most promising idea. Narrow down choices into your top
two (2) options. In the final stage, choose between the two and decide which business
idea worth pursuing.

In screening your ideas, examine each one in terms of the following factors:

1. How much capital is needed to put up the business?

2. How big is the demand for the product? Do many people need this product
and will continue to need it for a long time?
3. How is the demand met? Who are processing the products to meet the
need (competition or demand)? How much of the need is now being met
(supply)?
4. Do you have the background and experience needed to run this particular
business?
5. Will the business be legal, not going against any existing or foreseeable
government regulation?
6. Is the business in line with your interest and expertise?
Your answers to these questions will be helpful in screening which ones from
among your many ideas are worth examining further and pursuing.

C. Branding

Branding is a marketing practice of creating a name, symbol or design that

identifies and differentiates a product/services from other similar products/services. It is
also a promise to your customers. It tells them what they can expect from your product/
service. Your brand is who you are, who you want to be and who people perceive you
to be.

Branding is one of the most important aspects of any business. An effective

brand strategy gives you a major edge in increasingly competitive markets.

The features of a good product brand are as follows:

- Delivers the message clearly

36
 - Confirms your credibility
- Connects your target prospects emotionally
- Motivates the buyer
- Concretizes user loyalty

Here are some simple tips to publicize your brand.

.

• Develop a tagline. Write a meaningful unforgettable, and easy to

remember statement that captures the essence of your brand.
• Make a great logo. Create a logo suitable to your business and consistent
with your tagline and place it everywhere.
• Write down your brand messaging. Select key messages you want to
communicate about your brand.
• Be true to your brand. Deliver your brand promises.
• Be consistent. Be reliable and consistent every time.

What to PROCESS

In generating a business idea, you should first identify what type of business is
suited to your idea. You should analyze and scan the potential environment, study the
marketing practices and strategies of your competitors, analyze the Strengths,
Weaknesses, Opportunities, and the Threats, (SWOT) in your environment to
ensure that the products/goods and services you are planning to offer will be
patronized by your target markets/consumers.

Bear in mind these simple rules for a successful SWOT analysis.

• Be realistic about the strengths and weaknesses of your business when

conducting SWOT analysis.

• SWOT analysis should distinguish between where your business is today, and
where it could be in the future.

37
 • SWOT should always be specific. Avoid any gray areas.

• Always apply SWOT in relation to your competition i.e. better than or worse than
your competition.

• Keep your SWOT short and simple. Avoid complexity and over analysis

• SWOT is subjective.

Activity 1. SWOT Analysis

Direction: In generating a business idea, environmental scanning is very important.

Utilize the SWOT analysis table below to list all your observations.
Consider the strategies below to select the best business idea.
Strength (S) Weaknesses (W)

- -
- -
- -
- -
- -
- -

Opportunities (O) Threats (T)

- -
- -
- -
- -
- -
- -

38
Strategize:

• SW – Utilize the strengths to overcome the weakness

• OS – Capitalize on the opportunities to eliminate the weakness
• ST – Maximize on your strengths to eliminate the external
threats
• OT – Take advantage of the available opportunities to eliminate
threats

Strategies/Activities:
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
______________________________________________________

Analysis:
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
______________

My Best Business Idea:

_________________________________________________________________________________________
_________________________________________________________________________________________
_________________________________________________________________________________________
____________

What to UNDERSTAND

39
 In order to deepen your understanding of the topics previously discussed, you
will be asked to perform the following activities:

Extra Readings and Video Viewing

In this particular circumstance, you will be asked to conduct an extra readings and
video viewings on the following topics.

A. Steps in selecting a business idea

B. Criteria of a viable business idea
C. Benefits of a good brand
D. Ways to develop a bran
After successfully performing the assigned task, make a narrative report about
this and share it with your class

What to TRANSFER

Activity 1. Making my own Logo

Direction: Generate a clear and appealing product brand with a logo and a tagline.
Create this in separate sheet.

40
Logo

Tagline:_______________________________________________________

Post - Assessment

Multiple Choice
Directions: Read the question carefully and choose the best answer from the options
given. Write the letter of your answer in your notebook.

1. This is generated by examining what goods and services are sold outside by
the community.

a. Business Creation
b. Business Pricing
c. Business Concept
d. Business Idea

2. A process of making a new product to be sold to the customers.

a. Product Analysis
b. Product Conceptualization
c. Product Development
d. Product Implementation
3. These are luxuries, advantages, and desires that every individual considers
beyond what is necessary.

41
 a Wants
b. Desires
c. Requirements
d. Needs
4. This is the factor presented by a seller as the reason that his product or
service is different from and better than that of the competition.

a. Unique Selling Plan

b. Unique Selling Proposition
c. Unique Pricing Policy
d. Finding Value-Added
5. In this stage, the needs of the target market are identified, reviewed and
evaluated.

a. Concept Development
b. Economic Analysis
c. Project Development
d. Refine Specification
6. This is the introduction of new ideas to make the products and services more
attractive and saleable to the target customers.

a. New Idea
b. Creativity
c. Product Development
d. Innovation

7. A managerial tool used to assess the environment and gather important

information used for strategic planning.

a. Environmental Scanning
b. SWOT Analysis
c. WOTS Analysis
d. Survey Analysis

8. A marketing practice of creating a name, symbol or design that identifies and

differentiates a product from the other similar products.

42
 a. Product Naming
b. Unique Selling Proposition
c. Branding
d. Tagline

9. This is a meaningful and unforgettable statement that captures the essence of

your brand.
a. Product Naming
b. Unique Selling Proposition
c. Branding
d. Tagline

10. These are the things that people cannot live without.
a. Wants
b. Desires
c. Requirements
d. Needs

Quarter 2 Module 3. OPERATING EQUIPMENT

(OE)

Content Standard Performance Standard

43
 The learner demonstrates an The learner independently demonstrates
understanding of operating basic skills in the operation of equipment
needed in Food (Fish) Processing including
appropriate equipment for Food(Fish) recognition of functional and quality
Processing equipment and its maintenance, following
specific procedures and instructions.

Lesson 1. How to Select and Prepare Equipment for Use

Introduction:

The lesson deals with how to select and prepare the different basic equipment used in
Food (Fish) Processing. This includes the different types, characteristics, and functions
of basic equipment, procedures in selecting, checking, preparing, determining good
quality of equipment and ways of reporting defective equipment.

Learning Objectives:

1. Identify and prepare basic 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 procedures.
4. Identify any training required to operate machines according to supplier
and workplace requirements

When processing food, there are several tools, equipment and utensils which
need to be properly inspected, checked, sanitized, assembled and operated based on
specifications. The appropriate tools, equipment and utensils are assembled
according to the food processing methods where they will be used.

44
 Before going through the lesson, try to answer this Pre-Assessment to find out
what you already know and what you still need to know about tools, and equipment
used in Food/Fish Processing. Answer this in your test notebook.

Pre-Assessment

Multiple Choice.
Directions: Read the questions carefully and choose the best answer from the options
given. Write only the letter of your answer in your notebook.
1. What device is used to measure the strength of a brine solution?
a. hydrometer
b. jelly thermometer
c. salinometer
d. thermometer
2. What is the function of the refractometer?
a. Getting the salinity of brine and pH content of fermented foods
b. Wrapping the food / fish
c. Measuring the temperature of the food / fish
d. Measuring the sugar content of sap and syrup
3. Which of the following is used for sealing cans?
a. Can sealer
b. Hair blower
c. Impulse sealer
d. Vacuum packer
4. Which of the following is used to measure small quantities of ingredients?
a. Graduated Cylinder
b. Measuring Cup
c. Measuring Spoon
d. Weighing Scale

5. Which of the following is used to measuring the volume of liquids?

a. Flask
b. Graduated Cylinder
c. Measuring Cup
d. Measuring Spoon

45
6. Which of the following is used to process food in a hermitically sealed container
at a controlled temperature and pressure setting?
a. Can Sealer
b. Double Boiler
c. Pressure Cooker
d. Steamer
7. What type of water is used in calibrating the refractometer?
a. Distilled water
b. Lukewarm water
c. Sea water
d. Water from the faucet
8.If a pressure gauge is for a pressure cooker; thermostat is for a_____?
a. Can Sealer
b. Double Boiler
c. Meat Grinder
d. Refrigerator
9.Which of the following is not a Personal Protective Equipment?
a. Hairnet
b. Laboratory Gown
c. Mask
d. Sandals

10.How many drops of sap or syrup sample are needed in testing the refractometer?
a. four
b. one to two
c. three
d. two to three

What to KNOW

A. Types, Characteristics and Functions of Basic Equipment Used in Food

(Fish Processing)
The Four-Column Chart below shows the different types, characteristics, functions and
illustrations of Basic Equipment used in Food (Fish) Processing. The different photos were
taken at Obando School of Fisheries Food Processing Laboratory.

46
 Type and Name Function/ Characteristics Illustration
of Equipment
Uses
A. Equipment
1. Refrigerator It is used for storing Available in
foods like fruits and different sizes
vegetables in a low
temperature (4 0C)

2. Freezer It is used for storing Available as vertical

foods like fish and or upright freezer
raw meat at on
above freezing point
( 0 0 C and below)

3. Vacuum Pack It is used for Heavy Duty

Machine vacuum packaging
where air is
removed during
sealing

4. Gas Range This is used heat Comes in various

source during sizes / capacities
cooking or for
processing foods

47
5. Pressure This is used to Usually made of
Cooker process food/fish heavy duty metal
packed like canned and available in
sardines in a different capacities
hermetically sealed
container at a high,
controlled
temperature and
pressure for a
certain period of
time.

6. Can Sealer This is used for Made of heavy

sealing cans. metal and operated
manually.

7. Smoke House This is used for Comes in different

smoking fish and types like cabinet,
other fishery/food barrel or drum.
products.

8. Poly/Impulse This is used to seal Comes in different

packaging and other types like cabinet,
sealer
thermoplastic barrel or drum

materials

48
9. Electric Mixer This is used for Use for preparing
mixing foods food like cakes

10. Food It is used to Usually has many

facilitate repetitive
Processor functions like
tasks in the
preparation of food extracting juices,
mixing ingredients

11. Meat It is used for fine Manually or

electrically
Grinder chopping of meat,
operated
fish

12. Gas Stove This is used as a Available in single

source of heat or double burner
usually used for
cooking

B. Measuring Devices

49
1. Weighing This is used to weigh Has different
raw materials and
Scale capacities and
other ingredients.
This is used to sensitivities
measure small
quantities of
ingredients.

2. Measuring These are used to With fractional

measure small measures such as
Spoons
quantities of 1tbsp; ½ tbsp.; 1
ingredients. tsp, ½ tsp, ¼ tsp
and 1/8 tsp

3. Measuring These are used for With fractional

Cups for Dry measuring dry measures, like
Ingredients ingredients. 1cup, ½ cup, ¼cup,
1/8 cup

4. Measuring These are used for Usually made of

transparent glass or
Cup for Liquid measuring liquid
plastic with
Ingredients ingredients. graduated cup
fractions – 1, ¾, 2/3,
1/3, ¼, or 1/8 cup

50
5.Refractometer It is used to measure Looks like a
the sugar content of
telescope where
sap and syrup.
measurement is
seen by looking in
the ocular lens

6. Salinometer It is used to Usually made of

measure the pH glass and floats
level and degree of
when soaked in a
salinity or brine
strength of a solution
solution.

7. Kitchen/ Dial It is used to Comes in round

and rod shapes
Thermometer measure the
temperature of a
sugar mixture and
used during
pasteurization of
vinegar.

10. Beaker It is used for Usually made of

measuring liquids or
transparent glass
solutions.

11. Graduated It is used for A wide-mouth cup

measuring the usually made of
Cylinder
volume of liquids. glass

51
 C. Utensils for Cutting, Preparing and Cooking
1. Knives For cutting or Comes in various
slicing fish or meat sizes and kinds.
ant other food Ex.
items; for scaling Paring knives,
fish

2. Slicers For slicing fruits and Usually made of

vegetables plastics and
metals in various
sizes

3. Peelers Used for removing Small and handy,

thin skins of fruits
made of metal
and vegetables

4. Kitchen For trimmings th Usually in various

e
Scissors fins of fish shapes and sizes

52
5. Scalers Used for removing Usually with deep
scales of fish and pointed sharp
edges

6. Spatula For levelling of Has flat edges,

made of plastic
ingredients
and metal

7. Ladle Used for scooping, Available in wood,

mixing of foods plastic and metal

8. Tongs Used to lift or handle Has two long arms;

food and other raw
made of plastic
materials especially
when it is hot and metal

9. Colander Used to drain water Available in various

from foods sizes and forms;
some with stand

10. Basin Used for washing Available in

purposes and as a different sizes;

53
 container for cooked usually deep and
round; comes in
food
plastic, aluminum,
or enamel

11. Chopping Used for cutting, Available in

different sizes;
Board chopping food and
usually made of
other raw materials wood or plastic

12. Trays Used for serving and Available in

holding foods different forms
and sizes; usually
made of aluminum,
metal or plastic

13. Strainer Used to separate Available in

different shapes
solid from liquid
and sizes; usually
materials or sift fine made of metal and
particles of food plastic

14. Steamer For steaming foods Available in

different sizes:
small, medium,
large

15. Sauce Pan For cooking Usually with a

handle

54
16. Carajay For frying or sautéing Comes in various
big amounts of food
sizes (as in small,
medium, large)

17. Frying Pan For frying or sautéing Usually made of

small amounts of
metal and comes in
food
various sizes

18. Casseroles For cooking, boiling Available in

different sizes

19. Double For cooking, boiling Comes in different

Boiler sizes

20. Blender For mixing Usually made of

ingredients glass

55
21. Hair Dryer For plastic sealing of Electrically
bottles and jars operated; available
in different shapes,
color and sizes

22. Mixing Bowl To hold food during Available in glass,

preparation and
plastic, porcelain;
cooking
comes in various
sizes

23.Forceps For removing spines Usually made of

metal; has pointed
as in deboning of fish
or curved tip

56
 B. Selection and Preparation of Equipment for Use in Food
Processing

The following are points to be considered in the selection and preparation of

equipment, tools, and utensils for use in food processing:

1. Determine what methods of food processing need to be applied. Use the chart
below as a guide.

FERMENTATION
SALTING
PICKLING

DRYING
METHODS OF CANNING
FOOD
PROCESSING
CURING
BOTTLING

SMOKING PROCESSING BY
SUGAR
CONCENTRATION

2. Select and prepare food based on the manufacturer‘s specification which

includes the following:
a. Handling requirements- how the tools, equipment is handled. Ex.
Glass jars
b. Operating requirements- how to use and operate the equipment
c. Discharge label – when it will be disposed or how long it can be used
d. Reporting- indicate information on who and place of the person or
manufacturer to be contacted
e. Testing- include instructions on how to use properly the tools, equipment
f. Positioning- instructions on how will you load the tools, equipment.
Ex. upside/down; upright; up left
g. Refilling – instruction on how to fill or load a container. Ex half-filled

57
 C. Pre- Operational Checks and Procedure in Using
Equipment in Food Processing

Equipment, standard tools and devices need to be checked and procedures for
used reviewed based on the manufacturer‘s specifications. The table below is a
list of standard measuring devices and equipment, and their procedures on for
use.

EQUIPMENT,TOOLS/ PRE- OPERATIONAL

PROCEDURE FOR USE
DEVICES CHECK

A.Standard Measuring Device

1. Thermometer Check its accuracy by Dip thermometer in boiling
dipping in hot foods, if the liquids. Record the
mercury rises to desired O O
temperature. reading by C or F.

Clean after using.

2.Salinometer Check the accuracy by Prepare brine solution.

measuring 20o salinometer Pour brine solution in a
brine solution. Check if the cylinder.Dip salinometer in
salinometer records the brine solution. Record the
reading correctly. reading. Clean after using.

3. Refractometer Confirm that the prism is Put one or two drops of

clean and free from
scratches. Use a brine
solution. Check if the
boundary line is parallel to
the memory lines.
the sample on the prism.
Close the daylight plate
gently. The sample must
spread evenly over the
prism surface. Air bubbles
should be eliminated.
View the scale through the
eyepiece. To focus, turn
eyepiece in either
direction until clear. Read

58
 the measurement value
where the boundary line
intersects the scale. Wipe
the sample off with wet
tissue or wash the prism
with water. After washing
the prism, wipe off any
remaining water with a dry
soft tissue.

Check the accuracy by Place the food to be

4. Weighing Scale making sure the hand is weighted on the plate.
Determine the weight by
pointed at zero when the checking where the hand
scale empty. is pointed. Record the
readings in grams or
kilograms.

5.Graduated cylinders Check for any cracks, leaks Pour liquid ingredients into
and Beaker or breakage the cylinder or beaker.
Bring to eye level. Get the
reading at the lower
meniscus. Record the
reading. Clean after using.

6. Measuring cups for Check for any cracks, leaks Gently spoon the
dry ingredients or breakage ingredients into the cup,
piling high or filling the cup
to over flowing, then level
the ingredients with a
metal spatula or
straightedge knife.

7. Measuring Cup for Check for any cracks, leaks Pour liquid until the
Liquid Ingredients or breakage desired level of measuring
cup. Have the measuring
lines at eye level to be

59
 sure of exact
measurement.

B. Equipment
1. Refrigerator/Freezer
A. What to Check
Check if there are any defective/repairable parts; Electrical insulations plugs,
outlets must be in working order

B. How to use Refrigerator/Freezer

1. Place only clean food and containers in the refrigerator/ freezer.
2. Wipe containers before refrigerating them.
3. Keep the refrigerator door closed.
4. Keep fatty substances and hands off the rubber seal or gasket of the
refrigerator door. A gasket, if kept in good condition, seals the cold air
in the refrigerator.
5. Wash and clean the inside of the refrigerator once a week with a warm
water – baking soda mixture to which a little baking soda has been
added. This is prepared by mixing one teaspoon of baking soda with
one liter of water. The exterior should be washed with soap and water
and then rinsed and dried. Avoid the use of abrasive cleaning
materials.
6. Remove ice cubes by letting cold water run over them in the ice – cube
tray. Shake or twist the ice cubes loose. Removing them with an ice
pick might puncture the tray.
7. Defrost the refrigerator as follows:
a. Turn off the freezing unit
b. Refill the ice cube pan with warm water not hot water, and place
it on the bottom shelf of the freezing unit
c. Keep the drip tray in place to catch the melting ice
d. Wash and refill the ice cube tray
e. Wash the refrigerator and the drip pan. Never try to speed up
defrosting by prying off ice.
f. When done, turn the refrigerator/freezer on.

60
2. Pressure Cooker
A. What to Check
Check for any damage, breakage or leaks; check the knobs if in place; the pressure
gauge if still functioning; the exhaust valve if still intact.

B. How to use a Pressure Cooker

1. Pour enough water in the pressure cooker to reach 1 ½ inches.
2. Place a rack with a stand in the bottom of the cooker. A rack can be old
bottles or milk cans of the same height and filled with water.
3. Place the packed glass jars on the rack in the cooker.
4. Put on the cover of the cooker. Be sure the cover arrow aligns with
―line mark‖ on the rim of the body of the cooker.
5. Tighten the two opposite knobs at the same time evenly. Never tighten one
wing nut or knob at a time.
6. Turn on the stove. The water in the cooker will begin to boil at 212°F or 100
°C forming steam. The steam drives out the air through the vent pipe/petcock and
heat begins to penetrate the glass jars.
7. Release the air in the cooker for 8 to 10 minutes so that air cannot interfere
with the passage of heat.
8. Close the vent pipe by putting the pressure regulator weight. The hole of
the pressure regulator weight should correspond to the desired pressure directly
over the vent pipe. For instance, if the desired pressure is 10 pounds so the
pressure regulator weight hole of 10 must be inserted over the vent pipe.
9. When the vent pipe is closed, the steam can no longer escape so the
pressure rises to the desired level. The pressure regulator weight jiggles or rocks
when the pressure is reached. When this happens, regulate the fire.
10. If desired pressure is reached, start counting the processing time. If
processing time is 90 minutes, maintain the pressure and temperature for 90
minutes. At the end of the processing time, turn off the stove. Wait until the gauge
registers to zero (0) pressure and remove the pressure

61
 regulator weight.
11. Loosen two opposite knobs at the same time. When both knobs are
loosened, open the cover of the cooker at an angle, lifting cover away
from the face.
12. Remove the glass jars from the cooker and seal them. Invert the
glass jars to see if bubbles continue to flow. A continuous bubble is a sign
of good sealing.
13. Cool the glass jars as well as the cooker, at room temperature

3. Can Sealer
A. What to Check
Check if there are wear and tear on the can sealer parts; what parts need
lubricants or oil; all parts are still present; position of seaming roll and size of
chuck if adjusted to the size of cans to be sealed.

B. How to Operate a Can Sealer?

1. Fasten sealer firmly to a table or armchair using the clamp.
2. Attach crank to worm shaft and tighten set screw.
3. Change the chuck, height washers, and levers to the size of the can
to be sealed.
4. Lower base plate by turning can lifter handle as far as possible to
the left.
5. Place cover on can and set can on base plate.
6. Place the first operation roll and rivet in the first adjusting lever.
7. Raise can until it is clamped firmly between base plate and chuck.
8. Turn crank clockwise (eleven turns) until the first operation roll is
through half sealing. After half – sealing, the cans are placed in the
pressure cooker for 15 minutes of exhausting to form vacuum.
9. After exhausting the cans, remove first operation roll and put the
second operation roll and rivet in the adjusting lever.
10. Turn crank clockwise (ten turns) until the second operation roll
returns to its normal position away from the chuck.
11. Release sealed cans by turning can lifter handle as far as possible
to the left. The machine is now ready to receive another can for sealing.

62
 TYPES OF DAMAGES/DEFECTS OBSERVED
EQUIPMENT,TOOLS/DEVICES

A. Equipment
1.Refrigerator/Freezer 1. Entangled Plug; Corroded Parts; leak/damage of
motor/compressor; loss of refrigerants
2. Leak on hose; corroded parts; loose attachment of
2. Gas Range/Stove burners; corroded plates; shelter of pests like rats and
cockroaches
3. Broken body, cracks; on leaks; broken handle; loose
thread knobs; malfunctioning of pressure gauge; broken
3. Pressure Cooker petcock; loose exhaust valve 4. Corroded parts; lost
gears/rivet; lack of oil/lubricants; loose thread seaming rolls,
gears, chuck, crank, baseplate; broken handle
5. Corroded parts; entangled plug
4. Can Sealer 6. Broken parts; cracks; broken plug

7. Broken parts; broken plug; lack of lubricants; corroded

parts; malfunctioning of thermo controller; loose thread of
5. Grinder switch and gears
6. Food Processor Malfunctioning of heat controller; corroded parts; entangled
cord

7. Vacuum Pack Machine

6. Impulse Sealer

B. Measuring Devices
1. Refractometer 1. Broken parts; blurred eyepiece or lenses; corroded
parts
2. Thermometer 2. Cracked; broken; inaccurate readings of temperature

63
3. Salinometer 3. Cracked; broken; inaccurate readings of degree
salinity
4. Weighing Scale 4. Loose thread of parts; broken plate; inaccurate
reading of weights;
5. Measuring Cups 5. Cracked; broken; corroded; with stains
6. Cracked; broken; corroded; with stains
6. Measuring Spoon 7. Broken; cracked
8. Broken; cracked
7. Graduated Cylinders
8. Beaker
3. Utensils for cutting, These frequently used utensils are usually found to be
preparing, cooking such as cracked; corroded; broken; with stains; with leaks. This
trays, knives, bowls, colanders, depends on the type of materials it was made.
peelers, basin, strainer, cutting
boards, pail, casseroles,
steamer, and others

G
C. How to Adjust Can Sealer to the Size of the Cans
1. Pull down on chuck, which will slip out of place. While sealer is new it is
sometimes necessary to force the chuck by placing a screwdriver against
the chuck shaft, which is inside the chuck holder bushing.
2. Remove base plate, base plate shaft, and height washers. Put washers,
marked with the size of can to be sealed on top of the compression spring.
3. Lift the rivet from the adjusting lever. Move the adjusting lever until the
rivet is inserted into the hole marked with the size of can to be sealed. The
rivet should be changed on both first and second operation side of
sealer.

D. List of Possible Defects of Equipment, Tools/Devices Used in

Food Processing
The condition of Food Processing equipment, tools/devices should always be
checked, identified and reported, in order to have accurate and safe

64
 operation/manipulation of it. Below is a list of possible defects that are
commonly observed and encountered for most frequently - used equipment,
tools/devices and utensils.

E. Procedures and Practices in a Work Place

Safety in a working area requires frequent and continuous cleaning as well as a
clean-up at the end of each day. The purpose of this is to keep waste from
accumulating during the operating day. It involves careful organization, training work
scheduling and the best available equipment, method and materials.

Cleaning and Sanitation Practices describing how the processing area and
equipment is cleaned must be documented. The process must consider what is to be
cleaned, how it is to be cleaned, when it is to be cleaned and who is responsible for
the cleaning and the evaluation of the cleaning.
This will include the following details:
 List all the areas and equipment to be cleaned
 Set up cleaning schedule (the frequency for cleaning and sanitizing
different areas of the premises)
 Provide a full description of the cleaning procedures. Take note of the
following:

1. Procedure in Cleaning Equipment and Instruments:

a. Wash all the equipment or instruments with soap.
b. Rinse with clean water.
c. Sanitize by dipping into approved sanitizer solution.
d. Remove from the solution.

65
 e. Allow to air dry
2. Procedure in Sanitizing:
a. Prepare all the materials needed.
b. Measure a certain volume of chlorine and water.
c. Mix and dip the equipment / instruments into the mixture.
d. Remove from the sanitizer solution.
e. Dry thoroughly.

F. Personal Protective Equipment in Food/Fish Processing

To assure a quality product in Food Processing, one should observe the proper attire
during the process. These are the items a processor must wear:

WHAT TO PROCESS
Activity I: Make a visit to the School‘s Food Processing Assessment Center. List down
the different equipment that you have seen and classify them based on its used.

66
Activity 2. Based on the list you have made, identify the different equipment used in
Food Processing through the Web Puzzle below:

WHAT TO UNDERSTAND
Activity : 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 its uses?

67
 _______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 practices?
_______5. Prepare a complete processor‘s outfit?

WHAT TO TRANSFER
Activity 1. Based on the chart below, identify the tools and equipment needed in
Food/Fish Processing. Explain each in terms of their use.

CUTTING MEASURING
IMPLEMENTS DEVICES
EQUIPMENT

USED IN
COOKING
COOKING
UTENSILS FOOD/FISH
EQUIPMENT
PROCESSIN

UTENSILS FOR
PREPARING

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

a. Salinometer

b. Refractometer

c. Kitchen Thermometer

d. Weighing Scale

68
Note: Upon completion of the activities, you will be graded using the following
RUBRICS:

1.How to Use a Salinometer

STEPS EXCELLENT SATISFACTORY NEEDS
(3) (2) IMPROVEMENT
(1)
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 Refactometer

STEPS EXCELLENT SATISFACTORY NEEDS
(3) (2) IMPROVEMENT
(1)
1. Placed two drops of
the sample on the
prism.
2. Closed the daylight
plate gently
3. Viewed the scale

through the eyepiece.

4. Focused the
refactometer until
clear.
5.Read the
measurement value
where the
boundary line
intersects the
scale.
6.Wiped the sample
off with a wet tissue
69
7.Wiped remaining
water with dry, soft
tissue.
TOTAL SCORE

3.How to Use a Kitchen Thermometer

STEPS EXCELLENT SATISFACTORY NEEDS
(3) (2) IMPROVEMENT
(1)
1. Dip in boiling liquid.
2. Recorded the
reading by OC or OF.
3. Cleaned after using
it.
4. Observed sanitary
procedures while
doing the activity.
TOTAL SCORE

4.How to Use a Weighing Scale

STEPS EXCELLENT SATISFACTORY NEEDS
(3) (2) IMPROVEMENT
(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.
TOTAL SCORE

70
 Post - Assessment
Multiple Choice.
Directions: Read the questions carefully and choose the best answer from the options
given. Write only the letter of your answer in your notebook.

1. What device is used to measure the strength of a brine solution?

a. hydrometer
b. jelly thermometer
c. salinometer
d. thermometer

2. What is the function of the refractometer?

a. Getting the salinity of brine and pH content of fermented foods
b. Wrapping the food / fish
c. Measuring the temperature of the food / fish
d. Measuring the sugar content of sap and syrup

3. Which of the following is used for sealing cans?

a. Can sealer
b. Hair blower
c. Impulse sealer
d. Vacuum packer

4. Which of the following is used to measure small quantities of ingredients?

a. Graduated Cylinder
b. Measuring Cup
c. Measuring Spoon
d. Weighing Scale
5. Which of the following is used in measuring the volume of liquids? a. Flask
b. Graduated Cylinder
c. Measuring Cup

71
 d. Measuring Spoon

6. Which of the following is used to process food in a hermitically sealed

container at a controlled temperature and pressure setting? a. Can Sealer
b. Double Boiler
c. Pressure Cooker
d. Steamer

7. What type of water is used in calibrating the refractometer?

a. Distilled water
b. Lukewarm water
c. Sea water
d. Water from the faucet
8. If a pressure gauge is for a pressure cooker; a thermostat is for a_____?
a. Can Sealer
b. Double Boiler
c. Meat Grinder
d. Refrigerator

9. Which of the following is not a Personal Protective Equipment?

a. Hairnet
b. Laboratory Gown
c. Mask
d. Sandals

10. How many drops of sap or syrup sample are needed in testing the
refractometer? a. four
b. one to two
c. three
d. two to three

72
 What to KNOW
Lesson 2. How to Operate Equipment
Introduction
The lesson deals selecting and maintaining the use of Personal
Protective Equipment; following manufacturers‘ specifications; dismantling and
assembling the equipment or machine parts; operating machines 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:

After completing the lesson, you should be able to:

1. Select, maintain and use suitable Personal Protective Equipment in

accordance to Occupational Health and Safety requirements and
manufacturers‘ 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.

The operation of equipment is one of the critical points in processing

food/fishery products. Knowledge and skills on using/operating one‘s
equipment leads to the success of the process.

Let‘s find out how much you already know about operating foodprocessing
equipment. Answer the Pre- Assessment below to find out what you still need
to know.

73
Pre- Assessment:

Multiple Choice.

Directions: Read the questions carefully and choose the best answer from the
options given. Write only the letter of your answer in your notebook.

1. It is important to interpret correctly the manufacturer‘s specifications

of equipment before operating them in order ______.
a. to know where to return them
b. to be familiar with their parts and their function
c. to avoid accidents due to faulty operation of equipment
d. to be able to determine the correct operation of the equipment

2. In choosing food processing equipment, why is it better to choose

those with parts easy to assemble and disassemble?
a. for easy storage
b. because they are cheaper
c. easier dismantling in case the equipment breaks down
d. for easier assembling after dismantling

3. Why should you check equipment that is electrically operated before

using them?
a. to prevent accidents
b. to practice using the equipment
c. to avoid errors during operation
d. to make sure plugs, outlets and electrical insulation are not
defective

74
4. Your teacher instructed you to use a blender in preparing mango
jam. It is your first time to use such equipment. Which of the
following will you do?
a. practice using the blender
b. you will not do anything
c. ask your classmate to demonstrate it to you
d. read the manual containing the manufacturer‘s specifications

5. Your can sealer is not sealing properly. Which of the following will
you do?
a. do not use it any more
b. request for a new sealer
c. undertake simple troubleshooting
d. borrow a can sealer from another class

6. Why should food contact surfaces of machine or equipment be

regularly lubricated?
a. for easy operation
b. to prevent corrosion
c. to prevent cracks
d. to prevent wear and tear

7. You find difficulty in turning the knobs of the pressure cooker you are
using, which of the following will you do?
a. change the knobs
b. remove the knobs
c. don‘t do anything
d. apply lubricants like grease or oil to the screws

8. Your teacher instructed you to check and inspect all the food
processing equipment in your laboratory room. Which of the
following will you do after the inspection?

75
 a. make an oral report
b. store the food processing equipment
c. make a checklist of the tools and equipment inspected
d. prepare a written report following the standard format

9. Why should you operate or use equipment in according to the

manufacturer‘s specifications?
a. to correctly operate them
b. to determine cost of equipment
c. to be familiar with the necessary safety precautions
d. to be familiar with their parts and functions

10. Which of the following equipment/ materials are porous to bacteria,

absorb moisture and impart odor and color to the food?
a. metal
b. plastic
c. stainless steel
d. wood

A. PERSONAL PROTECTIVE EQUIPMENT IN FOOD/FISH

PROCESSING
All Food/Fish Processors are obliged to wear Personal Protective
Equipment at all times during laboratory activity/ working period. The following
items compose the required laboratory outfit:
1.Hair Covering/hairnet – prevents hair from falling into the food product.
2.Facial Mask – serves as a barrier to airborne contamination of food during
sneezing, coughing and talking.
3.Apron – reduces the risk of contamination and helps maintain cleanliness.
4.Glove – reduces the risk of contamination from hands
5.Footwear – helps avoid slippage and reduces the risk of contamination.

76
 (Photo taken at OSF Food Processing Laboratory)

B. PRACTICING OCCUPATIONAL HEALTH AND SAFETY

DURING OPERATION OF EQUIPMENT

One of the critical aspects of Competency in Food/Fish Processing is to

apply Occupational Health and Safety Practices during the operation of
equipment. The sense chart below shows these different practices:
SAFETY PRACTICES IN THE OPERATION OF EQUIPMENT

77
Installation of Food-contact surfaces Lubricants used in can
equipment should be of equipment should be sealers and vacuum
in areas where constructed of suitable packer must be of good
cleaning and servicing materials, free of quality; bearing or gears
will be safe and easy cracks, crevices, rust which are not directly in
and drips of paint contact with food during
processing may use
the prescribed lubricant
and oil

Equipment should be It should be made of

designed to allow materials that can be
easily cleaned
adequate
cleaning
Equipment It should be designed to
should be well- achieve the required
selected and efficiently food temperature
placed to minimize
transporting should be easily
monitored and
controlled
All tools and devices Properly place levers ,
that require calibration hand wheels so
must routinely be operator can manipulate
calibrated and a record them with the least
of all calibrations must change of position
be maintained

78
Identify and keep
records of all
equipment with regards
to their serviceability; if
repairable and
defective
To protect against
electrical hazards, do
not immerse lid or any
part of the machine cord
or plug in water

Read the Do not touch hot

manufacturers’ surfaces. Allow to cool
specifications carefully
for accurate and safe before putting on or
manipulation/operation taking off parts
of equipment or
machine

The Food and Drug Administration (FDA) and construction standards from
Nation Sanitation Foundation (NSF) International and Underwriters
Laboratories Inc. require food equipment and utensils to be:
1. Smooth
2. Seamless
3. Easily cleaned
4. Easy to take apart, disassemble
5. Easy to put together or reassemble
6. Equipped with rounded corners and edges

C. FOLLOWING MANUFACTURER’S SPECIFICATIONS

Food processing equipment when sold are provided with a manual
containing the manufacturer‘s specifications and a necessary reminder to the
processor in the form of a sticker or warning label is attached to the equipment
itself. This is an assurance that the equipment/machine or tool is in excellent
condition for it has passed quality control standards in its construction.
79
 The specification usually gives a detailed description of the equipment -
dimensions, materials, and other relevant information regarding the equipment
or machine.

The dimension is the size of an object in terms of length, width, or height of

the equipment/machine or tool.

The capacity specifies the amount which a device can hold or contain as in
boilers, cookers, or steamers or a weighing scale.
.
The manufacturer‘s specifications are usually contained in the manual which
accompanies the equipment. The food processor must thoroughly read and
understand all the information contained in the manual, especially if the
equipment is to be operated electrically. Aside from knowing the correct
operation of the equipment, it is also important to know the following:

1. Basic safety precautions when using the equipment

2. Warning labels which specify how to properly operate the equipment
3. Instructions on the proper care of the equipment/machine
4. Instructions on the correct operation of the equipment
The manufacturer‘s specifications must be understood by the food processor
so that the food processing equipment can be operated properly.
Below are some photos of manufacturer‘s specifications, which must be
properly interpreted resulting to an accurate and safe operation/manipulation of
an equipment/machine:
Different Manufacturer’s Specifications

80
These are WARNING LABELS which specify how to handle and position the
equipment. The characteristics of the tools or equipment are also specified

Different Manufacturer’s Specifications

81
Specification showing the capacity of the weighing scale
(Photo taken at OSF Food Processing Laboratory)

Different Manufacturer’s Specifications

82
Sample Photo of Instructional Sample Photo of Basic Safety
Manual for Refractometer Precautions when using the
refractometer

Different Manufacturer’s Specifications

83
Sample Photo of Instructions on Sample Photo of Operating
How to use a Refractometer Requirements of Tools/Equipment

Different Manufacturer’s Specifications

84
Sample Photo of Specifications For Sample Photo of Instructions for the
Use of A Refractometer Repair and Warranty and the
specification, name of the brand,
and manufacturer

85
D. Operating Specific Equipment or Machines
The following are examples of equipment used in Food/Fish Processing and
instructions how to operate them
(Photo taken at OSF Food Processing Laboratory, actual demonstration)
A. How to Operate A Can Sealer

86
B. How to Operate Pressure Cooker

1. Pour 2 1/2 cups of water, place the rack then place the
packed jars in the cooker

2. Place the cover of cooker. The arrow on the cover should be

aligned with the line mark at the body

3. Tighten two opposite knobs evenly at the same time

4. Turn on the stove and place the cooker on the burner. Place petcock in
horizontal position. Wait until a steam comes out from the petcock for a
total of 7-10 minutes then close the petcock.

5. Wait until the pressure gauge registers the desired pressure

6. If desired pressure is reached, count the processing time. Maintain

the pressure until the end of the prescribed processing time

7. Turn off the stove. Wait until the pressure gauge registers zero (0) pressure

8. Loosen two opposite knobs at the same time. Open the cover
in slanting position away from the face

9. Remove the glass jars one at a time from the cooker and close the jars.
Cool the jars and cooker at room temperature
ILLUSTRATION ON THE HOW TO OPERATE A PRESSURE
COOKER (Photos taken at OSF Food Processing Laboratory)

87
WHAT TO PROCESS?

88
Activity 1. Have a compilation of Instructional Manuals of at least 10 different
equipment, tools, devices used in Food Processing. Make a table showing the
capacity, dimension, and precautions on use. Use separate sheets.
Name of Uses
Equipment, Capacity Dimension Precaution
Tool, Device
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

WHAT TO UNDERSTAND
Activity 1. You will be made to operate Vacuum Machine or any electrical
equipment present in your Food Processing Laboratory. Answer these
questions on their notebook after the exercise.

 Why is it necessary to follow manufacturer‘s specifications in operating

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?
 Why is there a need to master the correct procedure in operating a food
processing equipment

89
 WHAT TO TRANSFER
Activity 1. Demonstrate how to operate a can sealer and a pressure cooker.
Note: Upon completion of the activities, you will be graded using the
following RUBRIC:

A. Operating A Can Sealer

STEPS EXCELLENT SATISFACTORY NEEDS
(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

6.Raised can until it is

clamped firmly
between baseplate
and chuck.

7.Turned crank
clockwise until first
operation roll is
through half sealing

90
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

STEPS
EXCELLENT
(3)
SATISFACTORY
(2)
NEEDS
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 cooker. The arrow on the cover should be aligned with
the line mark at the body

91
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

7. Turned off the stove. Waited until the pressure gauge

registers zero (0) pressure

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
92
 and cooker at room temperature

TOTAL SCORE

Post- Assessment:
Multiple Choice.
Directions: Read the questions carefully and choose the best answer from the
options given. Write only the letter of your answer in your notebook.

1. It is important to interpret correctly the manufacturer‘s specifications of

equipment before operating them in order ______. a. to know where to return
them
b. to be familiar with their parts and their function
c. to avoid accidents due to faulty operation of equipment
d. to be able to determine the correct operation of the equipment

2. In choosing food processing equipment, why is it better to choose those with

parts easy to assemble and disassemble? a. for easy storage
b. because they are cheaper
c. easier dismantling in case the equipment breaks down
d. for easier assembling after dismantling

3. Why should you check equipment that is electrically operated before using
them?
a. to prevent accidents
93
b. to practice using the equipment
c. to avoid errors during operation
d. to make sure plugs, outlets and electrical insulation are not defective 4.
Your teacher instructed you to use a blender in preparing mango jam. It is
your first time to use such equipment. Which of the following will you do? a.
practice using the blender
b. you will not do anything
c. ask your classmate to demonstrate it to you
d. read the manual containing the manufacturer‘s specifications
5. Your can sealer is not sealing properly. Which of the following will you do?
a. do not use it any more
b. request for a new sealer
c. undertake simple troubleshooting
d. borrow a can sealer from another class
6. Why should food contact surfaces of machine or equipment be regularly
lubricated?
a. for easy operation
b. to prevent corrosion
c. to prevent cracks
d. to prevent wear and tear

7. You find difficulty in turning the knobs of the pressure cooker you are using,
which of the following will you do? a. change the knobs
b. remove the knobs
c. don‘t do anything
d. apply lubricants like grease or oil to the screws

8. Your teacher instructed you to check and inspect all the food processing
equipment in your laboratory room. Which of the following will you do after the
inspection?
a. make an oral report
b. store the food processing equipment
94
c. make a checklist of the tools and equipment inspected
d. prepare a written report following the standard format

9. Why should you operate or use equipment in according to the

manufacturer‘s specifications? a. to correctly operate them
b. to determine cost of equipment
c. to be familiar with the necessary safety precautions
d. to be familiar with their parts and functions

10. Which of the following equipment/ materials are porous to bacteria,

absorb moisture and impart odor and color to the food? a. metal
b. plastic
c. stainless steel
d. wood

What to Know
Lesson 3. MAINTAINING EQUIPMENT AND RESOURCES
Introduction:
This lesson deals with the inspection and maintenance the of equipment and
machines; cleaning and sanitation procedures for equipment and the work
area in accordance with workplace requirement and manufacturer‘s
specifications. It also includes waste management and maintaining records
and reports of faulty/damaged machine/ equipment for repair or replacement.

95
 Learning Objectives
After completing the lesson, you should be able to:
1. Shut down equipment/machines according to workplace procedure and
manufacturer‘s specifications.
2. Clean and maintain the work area, tools and machines in accordance
with workplace requirements and manufacturer‘s specifications
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:
Multiple Choice. Directions: Read the questions carefully and choose the
best answer from the options given. Write only the letter of your answer in your
notebook.
1. Which of these is not a reason to inspect and check equipment/ machine
before, during and after using them?
a. to determine defective machine parts
b. to make sure they are in good condition
c. to avoid errors and accidents during operation
d. to serve as guide in storing the equipment/machine

2. Your teacher assigned you to check machine parts which easily corrode or
wear out due to rubbing surfaces. Which of these will you do as preventive
maintenance?
a. replace the parts
b. wash and wipe dry
c. apply lubricant, oil or grease
d. remove the rust with sand paper
3. Which of the following implies that equipment is in its shut down period?
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a. the light blinks
b. control is in Off position.
c. the plate or another part is hot
d. there is noise from the machine
4. Where can you locate the emergency stop function of Food Processors?
a. lid
b. handle
c. thermostat
d. the On and Off button
5. Which of the following is not a regular maintenance procedure?
a. checking defects of machines
b. checking all parts are present
c. shutting down and turning on of equipment
d. checking the switch, plugs and electrical cords
6. How do you clean a refrigerator or freezer?
a. switch off
b. defrost regularly
c. check its conditions
d. check the parts if all are present

7. Why do we clean and sanitize equipment?

a. to replace the equipment
b. to check the missing parts
c. to see if they are in good condition
d. to remove dirt and food material that harbor microorganism

8. Which of the following is not a characteristic of detergents?

a. power to emulsify
b. effective germicide
c. good wetting capacity
d. quick and complete solubility

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9. Which of the following is a not a property of disinfectants/sanitizers?
a. deodorizer
b. power to emulsify
c. low level of toxicity
d. stable in concentrated form

10. SOP is for standard operating procedure in cleaning and sanitation; LOTO
is for
a. repairing a machine
b. applying a warning tag
c. identify hazardous areas
d. operation and maintenance of a machine

A. Shutting Down Equipment/Machine

An equipment shutdown involves ensuring controls are in the OFF position and
verifying that all moving parts, the sealing plates in a vacuum pack machine
for example, have come to a complete stop. Food processing equipment/tools
which are electrically operated like Food Processors, Electronic Weighing
Scale, Electric Meat Grinder, Electric Mixers have a Manual of Instructions for
proper shutdown.

B. Locate Emergency Stop Functions on Equipment

Every Manual of Instructions provided with the equipment /machine , it features
notes on the location of emergency stop function of the equipment.

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 Equipment/ Machine/ Emergency Stop Functions
Device
1. Convection Oven It has an automatic safety shut-off handle which
automatically shuts off when the handle on the lid is
raised to an upright position.

2. Food Processor/ It has an OFF and ON button that can be pressed to

Blender operate the equipment

3. The temperature controller also serves to turn in on

Refrigerator/Freezer and off

4. Vacuum Pack It has an OFF and ON button that can be pressed to

Machine operate the equipment

5. Gas Range/ It has a control panel for switching the device ON and
Electric Stove OFF

C. Routine Maintenance Procedures

Regular maintenance activities should be in conformity with the
manufacturer‘s specification. Below is the usual maintenance procedure done
with equipment/machines:
 Tighten all electrical connections. Check the switch, plugs and cords of
electrically-powered equipment
 Check the parts of machines /equipment to determine if there are
defects, wear and tear, cracks, leaks, rust or corrosion
 Check if all parts are still present. Missing parts will cause the
equipment or machine to malfunction
 Clean, sanitize and store equipment according to manufacturer‘s
specifications
 Check the condition of equipment if they are serviceable, repairable or
defective
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  Apply lubricants/oil to parts that undergo corrosion and experience
friction

D. Cleaning and Sanitation Procedures for Work Areas and

Equipment

Ways of cleaning up equipment/machines/utensils:

Equipment/ HOW TO CLEAN
Machine/ Devices

1. Pressure Cooker Wash thoroughly with soap and hot ,clean water then drain
completely before and after use. Clean the petcock by
carefully inserting a thin piece of wire and run it gently in
and out to be sure it is cleared and unobstructed. Rinse
with hot
water. Wipe off the metal to metal seal with a clean towel
to remove any build- up or hardened lubricant

2. Food Processor/ Clean with sponge or plastic scrubber. Rinse , wipe

Blender and dry

3. Refrigerator/ Defrost regularly. Clean detachable parts and wash in

Freezer warm water and baking soda solution (use 1 tablespoon of
soda per liter of water). Follow the same procedure for
cleaning the door gaskets, wire baskets, and plastic parts.
Wipe spilled food immediately. Wash inside shelves and
trays at least twice a week. Rinse and dry thoroughly.

4. Vacuum Pack Remove all sediment and wipe grease from top and plate
Machine of the sealer. Wipe with a damp cloth then a dry cloth

100
5. Gas Range/ Remove all burnt sediment and wipe grease from top of
Electric Stove stove after use; scrape grease from cracks, openings and
hinges; when cool, wash top of stove; scrub burners with
warm water and scouring pads; clean the holes with a hair
pin or wire. Rinse with clean, hot water and dry the rack.
Turn the burners upside down.
6. Refractometer After each measurement, wipe the sample off the prism,
daylight plate and around the prism area with soft , dry
moist tissue.

7. Cooking utensils Drain off fat, juice, sauces and strain out sediment; fill with
water and detergent; rinse, and dip in sanitizing solution
then dry; wipe with damp cloth

8. Cutting tools Clean immediately after using; wash with detergent; rinse,
dip in sanitizing solution; wipe with damp cloth

Surfaces and Cleaning Summary

Surface composition influences the effectiveness of different cleaning and
sanitizing chemicals/agents.
Surface How to Clean
Composition

1. Stainless Steel Use non-abrasive acidic and alkaline cleaners; do not use
hydrochloric acid or chlorides; corrosive properties vary
with grade

2. Plastic More corrosion resistant than stainless steel; resistant to

chlorine; may crack or cloud from prolonged exposure to
strong acidic or alkaline cleaner

3. Nylon Do not use acidic cleaners

4. Rubber Deteriorates with constant use of chlorine; use alkaline
cleaners

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5. Brass, copper, All less corrosion- resistant than stainless steel; acidic
mild steel cleaners encourage steel rusting; use moderately alkaline
cleaners with corrosion inhibitors

6. Aluminum Readily attacked by acidic and highly alkaline cleaners,

use only soft, metal - safe and moderately alkaline
cleaners
7. Wood Should not be used in food application; where used, clean
with detergents containing surfactants

8. Iron Drains Acidic cleaners are corrosive; use moderately alkaline

cleaners

9. Painted Use moderately alkaline cleaners

surfaces
10. Concrete Use alkaline cleaners

E. Lockout and Tag- out Procedures

1. What is Lockout Tag - Out (LOTO)?
Lock out is the placement of a lock or tag on an energy – isolating device
indicating it is not to be operated until removal of the lock or tag in accordance
with the established procedure. It physically locks the system in safe mode.
Tag- out is a labelling process that involves attaching or using an indicator that
includes the following indicator:
 Why the lockout / tag -out is required
 Time of application of the lock/tag
 The name of the person who attached the tag and locked the system
2. Purpose of Lock Out /Tag Out
 Protect contact with a hazard while performing a task that requires the
removal, by – passing, de activation of safeguarding devices
 Prevent the unintended release of hazardous energy
 Prevent the unintended start-up or motion of machinery, equipment,
processes
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3. Basic Steps of Locking and Tagging out Food Processing Equipment
 Prepare for shut down of the equipment/machine
 Notify all affected persons. Inform what is going to be locked/tagged out;
why it is going to be locked/tagged out; for approximately how long the
equipment/machine will be unavailable; the person responsible for the
lock out/ tag out; who to contact for more information
 Equipment/machine should be shutdown in normal manner; ensuring
controls are in the OFF position.
 Isolate equipment/machine from Hazardous Energy through written
instructions ex. Electrical Energy Lockout – switch electrical disconnects
to the Off position
 Most electrical equipment have capacitors. Residual or stored energy
must be discharged during lockout process.

 During lock out/ tag out , there should be one key for each lock which
can be removed by those who installed them
 Verify that the system is properly locked before beginning any work
 Perform maintenance activity
 Remove Lock Out/ Tag Out
To remove locks and tags from a system that is now ready to be put
back into service, the following general procedure can be used:
 Inspect the work area to ensure all tools and items have been
removed from the hazardous area.
 Confirm that all persons are safely located away from the
hazardous area
 Verify that controls are in neutral position
 Remove devices and re-energize the machine
 Notify affected persons that servicing is completed

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F. Safe Workplace Procedures
Good Manufacturing Requirements/Regulations should be adhered to in order
to have an ideal workplace for Food Processing. The following should be
observed:
1. Personnel Hygiene – the major concern here is being healthy. This includes
the health status of the person – free from any disease, illness, and injury.
Processors should maintain a high degree of personal cleanliness; must wear
suitable protective clothing, hairnet, gloves, facial mask, and rubber shoes; 2.
Food processing plants/establishments should preferably be located
in areas which are free from objectionable odors, smoke, dust or
other contaminants and are not subject to flooding.
a. Maintain the cleanliness of the grounds around the food plant
b. Maintain sanitary plant construction and design with regards to the following:
 Floors, ceiling, walls, ventilation
 Plant lighting
 Water supply  Drainage .
 Waste management
 Toilet
 Washing facilities
 Installation of equipment

G. Emergency Procedures
1. An emergency procedures is a plan of action to be used in the event of an
emergency, for instance, a fire. Common emergency procedures:
 Leave the building immediately by the nearest exit.
 Dial emergency services. (The number is dependent upon
location)
 Observe recovery position to be used when a person is
unconscious.
 Apply First Aid. This is the provision of initial care for an illness
or injury. It is usually performed by a lay person to a sick or injured patient

104
 until medical treatment can be accessed.. The ABC‘s of First Aid, which focus
on critical life-saving intervention, must be rendered before treatment of less
serious injuries. ABC stand for airway, breathing and circulation. 3B ‗s stands
for breathing, bleeding and bones Points to be remember for the Preservation
of Life:
To remember the procedures of first aid, use ABC which stands for Airway,
Breathing and Circulation. Details are as follows:
 All persons need an open airway – a clear passage where air can move
in through the mouth or nose without obstruction
 If an unconscious patient is lying on his or her back, the tongue may fall
backward obstructing the airway. Tip the head backward, which
mechanically lifts the tongue clear.
 If the patient is choking, you will be taught to deal with this through a
combination of back slaps and abdominal thrusts.

 If the patient is not breathing, you need to undertake what is probably

the most recognized first aid procedure- cardiopulmonary resuscitation
(CPR) or look for someone who is trained to do this.
2. Common Emergencies during Food Processing
a. Gas Leakage WITHOUT Fire (From Petronas Energy Philippines)
 Extinguish all sources of ignition within the area. Do not switch ON or
OFF electrical switches as they might create sparks.
 Close the valve to stop the gas flow.
 Apply a soapy water solution on the tank and pipe fittings to trace the
source of leak.
 Disperse the LPG vapour by using water to induce air movement. Spray
the water directly and slowly towards the vapour cloudy surface.
 Keep persons out of vapour cloud.

b. In Case of Leakage WITH Fire

 If escaping gas is on fire, attempt to extinguish it by closing the valve to
stop the leak. If the valve which can stop the gas flow is involved in the
fire, consider the possibility of effecting shut-off by protecting the
105
 firemen while they are closing the valve. This action must be undertaken
only by trained personnel.
 If the leakage cannot be stopped, allow the fire to burn out. However,
the fire must be kept under control by spraying sufficient volume of
cooling water on the upper portion of the tank to reduce pressure inside
and slow down the leakage. Failure of the tank will occur if the
metal surface becomes overheated.
 If a fire occurs near the LPG cylinder, spray water on the upper portion
of the cylinder to keep the metal surfaces cool.
c. In case of FIRE
 When an LPG cylinder is exposed to excessive heat, the container
should be kept as cool as possible by applying a spray of water on it.

 If vapor from the valve has ignited at the scene of a blaze, water should
be applied on the cylinder to lower the temperature and decrease the
inside pressure so that valve will close and the fire will extinguish itself.

H. Reporting Faulty or Damaged Machine/Equipment

Reporting on faulty or damaged equipment is necessary in Food Processing.

This will facilitate trouble - shooting and procurement of parts for replacement
or the repair of defective parts.

I. Managing Waste (Reduce, Re-use, and Recycle 3Rs)

1. Legal Basis of Waste Management

Republic Act No. 9003, known as the National Solid Waste Management Act,
is issued to fight against waste. It mandates that all waste matter will be
reduced, recycled and reused.

a. REDUCE - The best way to manage waste is not to produce it. This can be
done by shopping carefully and being aware of a few guidelines:

106
 Buy products in bulk. Larger, economy-size products or ones in
concentrated form use less packaging and usually cost less per gram.
 Avoid over-packaged goods, especially ones packed with several materials
such as foil, paper, and plastic. They are difficult to recycle, plus and are
more expensive.
 Avoid disposable goods, such as paper plates, cups, napkins, razors, and
lighters. Throwaways contribute to the waste problem, and cost more
because they must be replaced again and again.
 Buy durable goods - ones that are well-built or that carry good warranties.
They will last longer, save your money in the long run and save landfill
space.

 At school, make photocopies of hand outs and notes whenever possible.

 Maintain central files rather than using several files for individuals.
 Use electronic mail or the main bulletin board.
 Use cloth napkins instead of paper napkins.
 Use a dish cloth instead of paper towels.
b. REUSE - It makes economic and environmental sense to reuse products.
Sometimes it takes creativity:
 Reuse products for the same purpose. Save paper and plastic bags, and
repair broken appliances, furniture and toys.
 Reuse products in different ways. Use a coffee can to pack a lunch; use
plastic microwave dinner trays as picnic dishes.
 Sell old clothes, appliances, toys, and furniture in garage sales or ads, or
donate them to charities.
 Use re-sealable containers rather than plastic wrap.
 Use a ceramic coffee mug instead of paper cups.
 Reuse grocery bags or bring your own cloth bags to the store. Do not take
a bag from the store unless you need one.
c. RECYCLE - Recycling is a series of steps that takes a used material and
processes, re-manufactures, and sells it as a new product. Begin recycling at
home and in school:

107
 Buy products made from recycled material. Look for the recycling symbol or
ask store managers or salesmen. The recycling symbol means
one of two things - either the product is made of recycled
material, or the item can be recycled. For instance, many plastic
containers have a recycling symbol with a numbered code that identifies
what type of plastic resin it is made from. However, just because the
container has this code does not mean it can be easily recycled locally.
 Buy products made from material that is collected for recycling in your
community.
 Use recycled paper for letterhead, copier paper and newsletters.

J. Reporting and Documentation Requirements and Processes

Record-keeping is necessary especially during monitoring, inspection, and
maintenance of the machines. The records will be the basis for any corrective
action to be done. In preparing the report, it is necessary to follow the
prescribed format required by the company or organization. The compiled
report includes the following:
a. The name, location, date and time, signature/initials of the person making
the records.
b. Plans, Hazard Analysis Control Points (HACCP) records, sanitation records

K. Relevant Legislative Provisions including Occupational

Health and Safety Requirements
Some Legislative Provision with regards to Maintaining Equipment and
Resources:
1. Occupational Safety and Health Standards –
a. Rule 1080 – Personal Protective Equipment and Devices
b. Rule 1150 – Materials Handling and Storage

2. Republic act no. 10661 (Food Safety Act of 2013) - an act to strengthen
the food safety regulatory system , to protect consumer health and facilitate
market access of local foods and food products

108
3. Presidential Decree No. 856 ( The Sanitation Code of the Philippines) –
providing public health protection against the risk of foodborne illnesses and
unsanitary or adulterated food and food products.

4. Republic Act 8976 ( Food Fortification Act) and Republic Act 8172 (Act
for Salt Iodization Nationwide (ASIN) Law) address the nutritional quality of
food and food products.

5. Republic Act No. 9296 ( Meat Inspection Code of the Philippines)

provides general guidelines governing the sanitary regulation in handling,
processing, distribution, marketing and trading of meat and meat products.

6. Administrative Order No. 2014 – Rules and regulations on the licensing

of food establishments or Food Business Operators, registration of processed
food products and for other purposes.

7. Fisheries Administrative Order n. 228 s.2008 – Rules and regulations

governing the organization and implementation of official controls on Fishery
and Aquatic products intended for the European Union (EU) market for human
consumption.

L. Awareness of Codes or Regulations such as HACCP

Hazard Analysis Critical Control Point (HACCP) is a preventative food quality
management system which identifies, evaluates and controls the hazards
significant to food safety specific to a product.
1. Major Concepts of HACCP
a. A preventive system of control particularly on biological hazards
b. A system approach for estimating the risk in producing a food product
c. Universally recognized system as the most effective way to prevent food
borne illnesses

109
d. Science – based, systematic; identifies specific hazards and measures
for their control to ensure food safety
e. Capable of accommodating change, such as advances in equipment
design, processing procedures or technological developments and can
be applied throughout the food chain from the primary producer to the
final consumer
f. Applicable to establishments that produce, process, treat, pack, trade,
transport, serve or are involved in food production

2. Seven (7) HACCP Principles

1. Hazard analysis
2. Identify critical control points- A process step in which control can be
applied to prevent, eliminate, or reduce food safety hazards.
3. Establish control limits - One or more prescribed tolerances that must be
met to control hazards at the critical point which separates acceptability
from unacceptability.
4. Monitor critical limits
5. Establish corrective actions in case of deviation from established critical
limits
6. Establish verification procedure to ensure that the system is consistently
implemented
7. Establish record keeping procedures

3. Characteristics of General Hazards

a. The product contains sensitive ingredients, which can be assumed as
potential sources of contamination under normal circumstances.
b. The manufacturing process does not contain controlled processing
steps that effectively destroy harmful bacteria.
c. There is substantial potential for microbiological abuse in distribution or
in consumer handling that could render the product harmful when
consumed.
d. Product is subject to contamination after processing and before
packaging.
110
 e. No terminal heat process after packaging.

M. Applying Safe Workplace Practices and Procedures

To have a safe workplace, we must remember the following:
 Safety of water that gets in contact with food and food surfaces
 Condition and cleanliness of food contact surfaces; pieces of equipment
and containers used during processing
 Application of measures to prevent contamination of food packaging
material and contact surfaces
 Proper maintenance of hand - washing , sanitizing, and toilet facilities
 Protection of product packaging material and contact surfaces from
adulteration
 Proper labeling and storage
 Implementation of pest control program

N. Use of Appropriate PPE

Personal Protective Equipment (PPE) is any device designed to be worn or
held by an individual for protection against one or more hazards. The type of
PPE needed varies depending on the hazards of the work being performed.
1. Important uses of PPE

 Reduces risk of accident and illness

 Minimizes future medical costs
 Creates a safer working environment
2. Legal Basis on Personal Protective Equipment and Devices
Rule 1080 of the Occupational Safety and Health Standards

111
WHAT TO PROCESS

Activity 1.Go on an ocular visit to the Food Processing Assessment Center.

Prepare a checklist of equipment, tools/devices to be maintained. Follow this
format:

MAINTENANCE CHECKLIST
NO EQUIPMENT TO BE MAINTAINED SCHEDULE OF MAINTENANCE
1

Activity 2. Based on the checklist, prepare Maintenance Work Schedule.

Follow this format

MAINTENANCE SCHEDULE

Equipment:______________
MAINTENANCE WEEK/MONTH
NO ACTIVITIES MON TUE WED THU FRI

112
Activity 3. List down the different waste material that you have come across
during the ocular visit generated or accumulated. Follow this format.

WASTE MANAGEMENT
NO. GENERATED/ COMPOSTING RECYCLING DISPOSAL
ACCUMULATED
WASTE

Note: Upon completion of the activities, you will present your work and will be
graded using the following RUBRIC:

CRITERIA/RATE
NEEDS
IMPROVEM
ENT (1)
DEVELOPI
NG (2)
SUFFICIE
NT (3)
ABOVE

113
AVERA
GE (4)
TOT
AL
Clarity ( Ability to express ideas in a comprehensive manner)
Ideas are presented but with minimal
Ideas are presented though lacking in
The ideas are presented clearly.
The ideas are presente

relevant details.
relevant details.
Relevant details are given.
d very clearly. Details are complete
,
relevant, and enrich the work.

/4

Organization/Ma stery
(sequencing of elements/ideas)
Information and ideas are poorly sequenced. The audience
has difficulty following the thread of thought.
Information and ideas are presented in an order that the audience can follow
with
minimum difficulty.
Informatio n and ideas are presented
in a logical sequence which is followed by the audience

114
with little or no difficulty.
Informati on and ideas are presente d in a logical
sequenc e which flows naturally and is engagin g to the audience

/4

Content (Ideas and details relevant to the assigned topic)

Main ideas and the relevant details pertaining to
Main ideas and some
of the relevant details
All ideas and most of the relevant details
All ideas and relevant details pertainin

assigned topic were incomplete and minimally discussed.

pertaining to assigned topic were identified and discussed.
pertaining to
assigned topic were identified and discussed.
g to assigned topic were
identified and discusse
d.

/4
115
Total Score

/12

WHAT TO UNDERSTAND

Activity 1. Complete the unfinished sentence below: Write your answer in

separate sheets.

1. After doing my maintenance checklist, I realize that --------------------.

2. To perform cleaning well, we must -------------------------------------------------

.

3. To use appropriate Personal Protective Equipment we should -----------------

-----------------------------.

4. To have a safe workplace, we should ----------------------------------------.

5. Reporting and documentation help in ----------------------------------------.

WHAT TO TRANSFER

Activity 1. Demonstrate the following;

1. Putting lubricants on the can sealer

2. Cleaning the pressure cooker.

3. Cleaning of cooking utensils

Note: Upon completion of the activities, you will be graded using the following
RUBRICS:
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1. Putting lubricants on the can sealer
STEPS EXCELLENT SATISFACTORY NEEDS
(3) (2) IMPROVEMENT
(1)
1. Identified the parts
to be lubricated.
2. Placed the
lubricants evenly on
all parts.
3. Avoided spills of
lubricants
4. Observed sanitary
procedures while
doing the activity.
TOTAL SCORE
2. Cleaning the Pressure Cooker
STEPS EXCELLENT SATISFACTORY NEEDS
(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

117
 STEPS EXCELLENT SATISFACTORY NEEDS
(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.Wiped with a damp
cloth or air dried
TOTAL SCORE

Post - Assessment
Multiple Choice. Directions: Read the questions carefully and choose the best
answer from the options given. Write only the letter of your answer in your test
notebook.
1. Which of these is not a reason to inspect and check equipment/ machine
before, during and after using them?
a. to determine defective machine parts
b. to make sure they are in good condition
c. to avoid errors and accidents during operation
d. to serve as guide in storing the equipment/machine
2. Your teacher assigned you to check machine parts which easily corrode or
wear out due to rubbing surfaces. Which of these will you do as preventive
maintenance?
a. replace the parts
b. wash and wipe dry
c. apply lubricant, oil or grease
d. remove the rust with sand paper

118
3. Which of the following implies that equipment is in its shut down period?
a. the light blinks
b. control is in Off position.
c. the plate or another part is hot
d. there is noise from the machine
4. Where can you locate the emergency stop function of Food Processors?
a. lid
b. handle
c. thermostat
d. the On and Off button
5. Which of the following is not a regular maintenance procedure?
a. checking defects of machines
b. checking all parts are present
c. shutting down and turning on of equipment
d. checking the switch, plugs and electrical cords
6. How do you clean a refrigerator or freezer?
a. switch off
b. defrost regularly
c. check its conditions
d. check the parts if all are present
7. Why do we clean and sanitize equipment?
a. to replace the equipment
b. to check the missing parts
c. to see if they are in good condition
d. to remove dirt and food material that harbor microorganism

8. Which of the following is not a characteristic of detergents?

a. power to emulsify
b. effective germicide
c. good wetting capacity
d. quick and complete solubility
119
9. Which of the following is a not a property of disinfectants/sanitizers?
a. deodorizer
b. power to emulsify
c. low level of toxicity
d. stable in concentrated form

10. SOP is for standard operating procedure in cleaning and sanitation; LOTO
is for
a. repairing a machine
b. applying a warning tag
c. identify hazardous areas
d. operation and maintenance of a machine

Quarter 3
Module 4: CLEANING AND SANITIZING EQUIPMENT AND
PROCESSING/PACKAGING AREA (CS)

This module deals with how to prepare for cleaning and sanitizing
equipment and processing /packaging area to meet workplace
requirements. It includes the different utilities, cleaning/sanitizing
supplies and materials. It also teaches students on how to prepare
sanitizing solutions necessary for workplace requirements.

Content Standard Performance Standard

120
 The learner demonstrates
understanding of cleaning and
sanitizing methods for equipment
and work areas, which include the
food processing and packaging
areas.
The learner independently cleans
and sanitizes methods for food
processing equipment and packaging
areas

Learning Competencies/Objectives:
After completing this module, you should be able to:
1. Prepare to clean equipment and processing/packaging areas
2. Clean and sanitize equipment and processing/packaging areas to meet
workplace requirements

Pre - Assessment
Multiple Choice. Directions: Read each question carefully and choose the best
answer from the options given. Write only the letter of your answer in your
notebook.
1. Which of these is not a reason why you need to clean and sanitize
equipment before and after use? a. to avoid corrosion
b. to extend shelf life
c. to prevent contamination
d. to remove dirt on surfaces
2. Cleaning is to detergents; sanitizing is to:
a. contaminants
b. deodorant
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c. disinfectants
d. emulsifier
3. Which of the following is not a characteristic of detergents?
a. for good wetting capacity
b. for non- corrosive
c. power to emulsify
d. deodorizer
4. Which of the following is not a property of sanitizers?
a. low level of toxicity
b. good rinsing property
c. easily dissolved in water
d. compatible with cleaning compounds
5. Which of these is the most commonly used sanitizer in Food Processing?
a. chlorine
b. vinegar
c. sodium chloride
d. calcium chloride
6. Which kind of water should be used for food processing?
a. drinking water
b. fresh water
c. potable water
d. tap water
7. Which is not consider cause of microbial contamination
a. plants
b. pathogens
c.. food handlers
d. physical contact
8. Which of the following is not a cleaning material or tool?
a. emulsifier
b. gloves
c. mask
d. soap
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9. How will you prepare a sanitizing solution for equipment?
a. dilute 10.8 ml of chlorine in 5 gallons of water
b. dilute 27 ml of chlorine in 5 gallons water
c. dilute 54 ml of chlorine in 5 gallons water
d. dilute 125 ml of chlorine in 5 gallons to water
10. If the degree of water hardness does 50 – 100 calcium carbonate per
million, what does it imply?
a. hard water
b. soft water
c. slightly hard water
d. very hard water

What to KNOW

Lesson 1. Preparing for Cleaning

Introduction:
Cleaning and sanitizing are often used interchangeably. They have two
purposes. Cleaning is the removal of dirt or unwanted material from equipment
and working area with the use of appropriate cleaning chemicals. Sanitizing is
the treatment of clean surfaces with chemical or physical agents (e.g. heat) to
reduce microorganisms that cause disease and/or spoilage to levels
considered safe for public health.

Learning Objectives:
At the end of this lesson, you are expected to:
1. identify utilities, cleaning/sanitizing supplies and materials
2. prepare mixtures of sanitizing solutions according to workplace
requirements and application

123
 3. render safe equipment and processing/packaging area in preparation
for cleaning according to workplace requirements and manufacturers‘
specifications.
.
A. Why Clean and Sanitize?
Proper cleaning and sanitation of equipment, workplace and utensils will:
 Remove dirt and/or food material that harbour microorganisms
 Eliminate bacteria
 Prevent contamination
 Extend shelf life
 Improve food safety
 Increase protection against financial loses
 Reduce risks of involvement in food poisoning
 Facilitate preventive maintenance
B. Characteristics of Detergent and Properties of Disinfectants or
Sanitizers
Detergents and disinfectants or sanitizers are used in cleaning procedures.
Detergents loosen and help remove dirt and food residues while sanitizers kill
active microorganism. The following are characteristics of detergents and
properties of Sanitizers or Disinfectant.
Characteristics of Detergent Properties of Disinfectants/
Sanitizers

124
  Good wetting capacity
 Ability to remove soil or dirt from
surfaces
 Power to emulsify
 Capacity to hold material in
suspension
 Good rinsing property
 Non- corrosive
 Compatible with other materials
 Quick and complete solubility
 Dissolving actions on food solids
 Germicidal action
 Complete water softening power
 Non toxic
 Economical to use
C. Typical Materials for Cleaning and Sanitizing
125
 Effective germicide
 Easily dissolves in water
 Low level of toxicity
 Stable in concentrated form
 Does not significantly corrode
metal or plastic
 Effective at low concentrations
and unaffected by water
conditions
 Safe to health both in diluted and
concentrated form
 Deodorizes
 Compatible with cleaning
compounds  Of low persistence
 Sponge Pad

Detergent Hydro Chloride

Soap

a. Chlorine
It is the most commonly used sanitizer in Food Processing. The effectiveness
of chlorine depends on several factors:

 The amount of turbidity and chemicals (e.i., iron, manganese, hydrogen

sulphide and ammonia) in the water that ―use up‖ chlorine
 The concentration of the chlorine solution added
 The time that chlorine stays in contact with the surface
 Water temperature and water pH (potential Hydrogen)

D. Preparation of Sanitizing Solution

Competency Based Learning Material in Food Processing NC II for Fourth
Year page 18 (STVEP)

126
Area to be Sanitized Volume of Volume of Amount of Time
Water Chlorine in contact with
the surface

Hand Dip 5 gallons 108 ml 2 - 5 minutes

Equipment 5 gallons 54 ml 2 - 5 minutes
Floor 5 gallons 125 ml 20 minutes
Water for Food 5 gallons 27 ml 2- 5 minutes
Processing for
washing vegetables

E. Water Quality
In cleaning and sanitation, water quality is also important. This means the
chemical characteristics of water. The dissolved minerals and gases in water
are determine its chemical quality. The dissolved salts of calcium and
magnesium are the minerals that affect the hardness of water. Water
hardness is expressed in parts per million (ppm) of calcium carbonate and is
classified as follows:

(www.thirteen.org)
CALCUIM CARBONATE ( ppm) DEGREE OF HARDNESS
0-20 Soft
20-60 Moderately Soft
61-120 Moderately Hard
121-180 Hard
> 180 Very hard

F. Reminders for Cleaning and Sanitizing Equipment

1. Dismantle or open the equipment as completely as possible.

2. Open line cut-outs or disconnect the lines whenever possible to avoid
carrying debris from one piece of equipment to the next.

127
3. Remove any large quantity of waste with a brush, broom, shovel, or other
appropriate tool, and haul it rather than wash it away.
4. Rinse the surfaces to be cleaned with low-pressure water. If oils or fats are
involved, hot water may be required.
5. Use cleaning aids such as brushes, high-pressure water and detergent
solutions to remove tenacious deposits if necessary.
6. Finish the cleaning with sufficient low-pressure cold water to remove
detergent solutions and leave the surfaces clean and below 90F.
7. If application of germicide is necessary, a 20 – 30 ppm chlorine solution
may be sprayed onto the equipment and left overnight. If a short contact
time is desired, a 75- 100 ppm chlorine solution may be used, but such
germicide should be rinsed from the surface after a few minutes.
8. Before the product is processed, equipment surfaces should be washed
free of germicides, such as solutions of strong chlorine and quaternary
ammonium compounds, to avoid contaminating the food with these
materials.

WHAT TO PROCESS
Activity: Answer the following Observation Guide Checklist about cleanliness
and sanitation:

Direction: Put a check (√) on the appropriate space provided for if you practice
the following activities.

Legend:
4 …….. Always 1…………..
Seldom

128
 3………Most of the time 0…………. Never
2 ………Sometimes
ACTIVITIES SCOR E TOTA
L
0 1 2 3 4
1. Washes hands before preparing
food.

2. Uses clean utensils and

equipment

3. Maintain 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

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.

129
WHAT TO 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 sanitizing.

WHAT TO TRANSFER
Demonstrate the following;

Prepare sanitizing solution for the following:

a. Hand Dip

b. Selected Cooking Utensils

Note: Upon completion of the activities, you will be graded using the following
RUBRICS:

1. Prepare sanitizing solution for Hand Dip

STEPS EXCELLENT SATISFACTORY NEEDS
(3) (2) IMPROVEMENT
(1)
1. Prepare the needed
tools and materials.

2. Measure the right

amount of Chlorine
and water correctly.

130
3. Place sanitizing
solution in a container.

4. Observed sanitary
procedures while
doing the activity.
TOTAL SCORE
2.. Prepare Sanitizing solution for Selected Cooking Utensils
STEPS EXCELLENT SATISFACTORY NEEDS
(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.

4. Observed sanitary
procedures while
doing the activity.
TOTAL SCORE

Post - Assessment
Multiple Choice. Directions: Read each questions carefully and choose the
best answer from the options given. Write only the letter of your answer in your
notebook.
1. Which of these is not a reason why you need to clean and sanitize
equipment before and after use? a. to avoid corrosion
b. to extend shelf life
c. to prevent contamination
d. to remove dirt on surfaces

131
2. Cleaning is to detergents; sanitizing is to:
a. contaminants
b. deodorant
c. disinfectants
d. emulsifier
3. Which of the following is not a characteristic of detergents?
a. for good wetting capacity
b. for non- corrosive
c. power to emulsify
d. deodorizer
4. Which of the following is not a property of sanitizers?
a. low level of toxicity
b. good rinsing property
c. easily dissolved in water
d. compatible with cleaning compounds
5. Which of these is the most commonly used sanitizer in Food Processing?
a. chlorine
b. vinegar
c. sodium chloride
d. calcium chloride
6. Which kind of water should be used for food processing?
a. drinking water
b. fresh water
c. potable water
d. tap water
7. Which is not consider cause of microbial contamination
a. plants
b. pathogens
c.. food handlers
d. physical contact
8. Which of the following is not a cleaning material or tool?
a. emulsifier
132
 b. gloves
c. mask
d. soap
9. How will you prepare a sanitizing solution for equipment?
a. dilute 10.8 ml of chlorine in 5 gallons of water
b. dilute 27 ml of chlorine in 5 gallons water
c. dilute 54 ml of chlorine in 5 gallons water
d. dilute 125 ml of chlorine in 5 gallons to water
10. If the degree of water hardness does 50 – 100 calcium carbonate per
million, what does it imply?
a. hard water
b. soft water
c. slightly hard water
d. very hard water

Lesson 2. Cleaning and Sanitizing Equipment and

Processing/Packaging Area to Meet Workplace Requirements

Introduction
This lesson deals with cleaning, sanitizing equipment and
processing/packaging area. Inspection of equipment to be used and identifying
and reporting unacceptable equipment. It will also talk about how to store
cleaning equipment and chemical. The proper disposal of waste from the
cleaning process; restoring equipment and processing/packaging area to
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.

133
 Learning Objectives:
At the end of this lesson, you should be able to:
1. Clean and sanitize equipment, processing/packaging area
according to workplace procedures, Occupational Health and
Safety (OHS) requirements and manufacturers‘ 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 requirement
Pre – Assessment
Directions: Read each question carefully and choose the best answer from the
options given. Write only the letter of your answer in your notebook. 1 – 7. The
following are guidelines to be followed in proper cleaning / sanitizing of
equipment and processing /packaging area. Arrange them chronologically.
a. Store equipment in dry place
b. Wash the surfaces thoroughly with water with detergent to remove dirt.
c. Flush again with tap water until all suds are removed

d. Brush and scrub the parts (hinges, cranks, corner) where dirt like grease
and other sediments accumulate

e. Soak equipment in sanitizing solution for two to five minutes then rinse with
tap water

f. Wipe with clean cloth and let it dry

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g. Air dry equipment or wipe with clean cloth to dry

8. Base
d on
the

10. Which areas is not missed?

B
C

drawing of hand, which area is most frequently missed during hand

washing?

9. Which part is less frequently missed?

What to KNOW
A. Cleaning and Sanitizing Equipment and Processing/Packaging Area 1.
For Equipment

This chart shows some guidelines to be followed in the proper cleaning and
sanitizing of equipment:

135
 Wash the surfaces
thoroughly
with water
and detergent
to
remove dirt

Brush and scrub the parts (hinges, cranks, and corner) where
dirt like grease and other sediments accumulate

Flush again with tap water until all suds are removed

Soak equipment in itizing

san solution for two to five minutes
then rinse with tap water

Air dry equipment or wipe with clean cloth to dry

Store equipment in clean and dry storage areas

For Processing /Packaging Area

136
 Scrape the food soil from the working table, sinks and floor

Wash thoroughly with deter

gent solution

Rinse thoroughly with warm water

Sanitize the area for-20

10minutes

B. Inspecting Equipment and Processing/Packaging Area

1. For Equipment – the table below shows important conditions/ area to be

checked:
2. AREA/ CONDITION PURPOSE
1. Machine Temperature To avoid overheating
2. Hydraulic Fluid To guarantee that the machine will function well
3. Wear – and- tear To make sure no parts are defective or
surface deteriorating

4. Crack To see to it that there will be no source of leak that

can cause the breakdown of the machine

5. Leak detection To prevent accidental release of gas, water or oil

from the machine

6. Vibration To avoid too much shaking or unnecessary

movement of the machine

7. Corrosion To minimize wear and tear of parts and to see if

applying lubricants/oil on machine parts is
necessary.

8. Electronic Insulation To guarantee that there are no live wires exposed

during the operation of equipment

3. What to be checked /inspected in Processing and Packaging Area?

137
1. Floor plan with complete dimensions in meters and proper identification of
areas with description. It must include the following:

a. Raw materials storage area

b. Processing area
c. Waste Storage Area
d. Transportation Equipment (if any, like conveyor, fork lift, track)
e. Support Facilities such as water supply
2. Organizational Structure ( personnel, technical and non-technical staff
involved in the production)

3. List of Facilities and Equipment (available in the Processing and Packaging

Area)

4. List of Products to be Manufactured (available in the Processing and

Packaging Area)

5. Storage and Packaging Materials to be used

a. Corrugated Box

b. Steel Container/Tank

c. Plastic Container/Tank

d. Wood/Plastic Palette

e. Glass Jar

f. Tin Cans

C. Identifying and Reporting Unacceptable Equipment and

Processing/Packaging Area

To ensure success in production, unacceptable equipment and the

processing/packaging area should be identified and reported in terms of the
following:

138
 a. Designed (how it is constructed and installed)

b. Condition of the equipment (it must be fitted with appropriate control

devices and calibrated at appropriate frequencies
c. Cleanliness of food contact surfaces, pieces of equipment and containers
used during processing

D. Storing Cleaning Equipment and Chemicals

1. Equipment . Every time a piece of equipment is used, the general rule is

to clean it immediately so it is ready for the next person to use. The
manufacturers‘ instructions should be strictly followed when maintaining and
cleaning equipment the following flow chart provides some general
guidelines:

Check the equipment

Empty and dismantled pieces Loose parts are present

No damage seen

Clean, Wash and Rinse

Report to Person’s
Sanitize
Concerned/Authorized Person

Re-assemble and Store

Label all chemicals

2. Safe storage of chemicals

Chemicals must always be stored in a safe place with similar type of

chemicals. You should never store chemicals with food items.

Most chemicals belong to a specific category and you need to make sure that
only chemicals from the same category are stored together. If you are not sure
139
of the category of a chemical, always check its label, or refer to its Material
Safety Data Sheets (MSDS). Categories might include:
Categories Symbol
Flammable chemicals
Chemicals such as methanol, ethanol
and kerosene are very flammable and
need to be kept away from heat and
substances that might cause them to
ignite or explode. In most workplaces,
flammable chemicals are stored in a
special cupboard or cabinet that has
been specially designed for them.

Oxidizing substances
Oxidizing chemicals quickly and
easily react with other chemicals.
Because of this, they should only be
stored with other oxidising chemicals.

Categories Symbol
Corrosive chemicals
Chemicals such as acids can corrode
substances. They can also react
violently and explosively if they come
into contact with other types of
chemicals.

Toxic chemicals
These chemicals are poisonous and
can kill you if they come in contact
with your skin, if you accidentally
breathe it in, or if you accidentally
ingest them.

140
Many chemicals come with an expiry date. After this date, the chemical will
lose its strength. Make sure you check the expiry date of chemicals before
using them.

A good chemical storage area should have:

 good ventilation (vents in the walls, ceiling, or open windows) to keep

the store cool and prevent the build -up of fumes or gases
 solid walls and roofs to protect the contents of the storage area from
wind and rain
 solid and water-proofs floor so that spills don't soak into the earth and
pests cannot dig their way in
 good lighting so you can see clearly while inside
 shelves or cabinets for storing items separately by type
 cloths and sponges nearby to clean up spills
 a water supply and hose nearby for clean up
 personal protective equipment such as gloves, aprons and respirators
by the entrance so that these can be worn before you enter the storage
area
 a lock on the door

E. Proper Disposal of Waste from Cleaning Process

Waste Management

Waste management is the collection, transportation, and disposal of

garbage, sewage, and other waste products. It encompasses all processes and
resources for proper handling of waste materials, including compliance with
health codes and environmental regulations.

Different Ways of Waste Disposal

141
A. For Liquid Wastes

1. Screening. It is employed as a preliminary treatment for removal of

large particle of solid wastes prior to final treatment to be discharged into a
municipal sewage system.

2. Lagooning – Biological Disposal. It consists of holding the liquid wastes

in open earthen pits which accomplish treatment under five principles namely:

a. Biological Action (aerobic and anaerobic)

b. Sedimentation

c. Soil absorption

d. Evaporation

e. Dilution
Two basic types of Lagoons used in disposing industrial wastes:

A. Impounding Lagoon. This meets the requirements of industries

discharging small daily volumes of wastes or a seasonal operation, i.e.,
the canning industry. In this system, the volumetric capacity is equal to
the total waste flow, there is less loss due to evaporation and
percolation.

B. Flow-through Lagoon. It requires less land and relies on

biological action.

3. Spray irrigation – land disposal. This serves as an economic and

unobjectionable waste disposal method when land is available. It is limited only
by the capacity of spray field to absorb the wastewater. The factors required to
set up spray irrigation are as follows:

a. Quantity of liquid waste for disposal (per hour, per day, per week, per
season)

142
 b. Land available for disposal area such as the texture of soil profile,
area and dimensions, topography, depth of ground water, location
with respect to plant, and infiltration capacity

c. Character of the liquid waste

d. Climate during operational season

4. Chemical Treatment. Chemical precipitation is a form of partial waste

treatment which uses chemical coagulants like lime followed by ferrous
sulfate or alum. It removes 25% to 50% of the biochemical oxygen demand.
Analytical measurements such as biochemical oxygen demand (BOD),
chemical Oxygen demand (COD) and solid determination are valuable as
control measurements. B. For Solid Waste

1. Solid wastes must be removed from the premises at frequent intervals for
the prevention of hazards, odors and insect infestation.

2. Water containers must be properly clean and containers that absorb juices
should not be used.

3. Final disposal must be done to prevent nuisance and insect breeding.

4. Fish carcasses, viscera, skin, heads can be processed into animal feeds.

F. Restoring Equipment and Processing/Packaging Area to Operating

Order

Many injuries occur when cleaning, maintaining and repairing processing

equipment. These injuries are caused by a number of hazards including tool
slippage, contact with sharp parts, being injured when equipment is turned on,
and exposure to energy. Lockout procedures should always be used to protect
workers from hazardous energy during regular servicing or maintenance of

143
equipment. Whenever completing equipment maintenance, proper eye, hand,
and foot protection devices should be used.

Using rubber gripped tools will reduce the opportunity for the tool to slip while
in use.

Energy hazards which may be encountered include power, steam, hydraulics,

pneumatic, gravity, and any other item or substance that may be under
pressure.

Chemical hazards such as cleaning agents, cooking oils or refrigerated liquids

also pose hazards.

G. Completing Records

In the maintenance of equipment and processing/packaging area facilities,

one cannot discount the importance of creating a report on the condition of the

equipment and facilities. This way, equipment and other materials are well

accounted for. Here is an example of an inspection report which can be

submitted on a weekly or monthly basis: 1. Cleaning and Sanitation Record

Sample Food Blender Daily Cleaning and Sanitation Record

Date:
TASK ACTION COMMENTS CORRECTIVE SIGNATURE
TAKEN ACTION (Group
YES NO Leader)

Sanitize Food
Blender (45ml YES
Bleach in 12 l
water)

144
Remove YES Little Wash
inedible debris, amount of thoroughly
rinse with water food debris
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

2. Self - Assessment
A. Written Records YES/NO Comments

145
1. The following are fully
written implemented:
Sanitation Standard
Operating Procedures
(SSOP)‘s identifying areas,
equipment, utensils to be
cleaned; the frequency of
cleaning and sanitation
procedures, chemicals to be
used; those responsible to
verify effectiveness and
corrective actions to be
taken and the records
required.
2. There is a cleaning
and sanitation schedule

identifying each piece of

equipment, each utensil and
each area.
3. There is documentation of
cleaning and sanitizing
activities for each piece of
equipment and area.

B. Cleaning and Sanitation YES/NO COMMENTS

Procedures

146
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 or aerosol that
could potentially contaminate
food, packaging or food
contact surfaces.

4. Cleanliness is evident
throughout the facility in both
processing/packaging areas.

147
5. Food contact surfaces
are clean.

6. There is no build-up or
accumulations of food
products or soil on the area.

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 operation begins or
resumes.
13. Cleaning and
sanitizing

148
 chemicals are acceptable
14. Cleaning/ sanitizing
containers, brushes,
applicators are labelled or
color coded to prevent
unintended use.
15. Chemicals are stored
in a separate locked area
away from food processing
or food storage areas.

H. Regulatory/Legislative Requirements

Some Legislative Provisions with regards to cleaning and sanitizing

equipment and processing/packaging Areas:
1. Occupational Safety and Health Standards
a. Rule 1080 – Personal Protective Equipment and Devices
b. Rule 1150 – Materials Handling and Storage
2. Republic act no. 10661 (Food Safety Act of 2013) - an act to strengthen
the food safety regulatory system , to protect consumer health and facilitate
market access of local foods and food products
3. Presidential Decree No. 856 ( The Sanitation Code of the Philippines) –
providing public health protection against the risk of foodborne illnesses and
unsanitary or adulterated food and food products.
4. Republic Act 8976 ( Food Fortification Act) and Republic Act 8172 (Act
for Salt Iodization Nationwide (ASIN) Law) address nutritional quality of food
and food products
5. Republic Act No. 9296 ( Meat Inspection Code of the Philippines
provides general guidelines governing the sanitary handling, processing,
distribution, marketing and trading of meat and meat products.

149
6. Administrative Order No. 2014 – Rules and regulations on the licensing
of food establishments or Food Business Operators, registration of processed
food products and for other purposes
7. Fisheries Administrative Order n. 228 s.2008 – Rules and regulation
governing the organization and implementation of official controls on Fishery
and Aquatic products intended for EU market for human consumption

I. Workplace Requirements
Every Food(Fish) Processing facility should have written Sanitation Standard
Operating Procedures (SSOPs) for completing sanitation activities. This
provide specific instructions as to how to complete each sanitation activity. It is
important that the area are free from garbage, debris, filth, and potentially
infectious materials.

Take note of the following reminders:

 Follow procedures and safe work practices.

 The process flow in the Processing/Packaging area should be arranged
to prevent product contamination
 The premises should promote safe and hygienic condition.
 The walls, floors, ceilings, windows should be kept clean and withstand
cleaning methods. Open windows should be screened
 Floors should have adequate fall and well-designed drainage to
minimize contamination
 Doors should normally be closed or screened to prevent pest entrance
 Lighting should be adequate and safe from breakage to prevent glass
splinters in the product
 Check product labels and Material Safety Data Sheets (MSDS) to know
potential hazards and safe work practices for all cleaning and
disinfecting products to be used.

 Wear Personal Protective Equipment (PPE)

150
  Use cleaning products appropriate for your workplace
 Use germicides or diluted bleaches (e.g. sodium hypochloride) to
disinfect areas as required

 Wash hands regularly and thoroughly

J. Occupational Health Requirements

Safety is a primary concern especially in a Food Processing establishment
which handles food for public consumption The following are the
requirements to have a safety workplace:

1. Personal Hygiene – it is important to ensure food handlers remain healthy

while working and maintain a high level of personal cleanliness and tidiness.
This also prevents the spread of germs on the food, equipment and utensils
handled. The following should be given emphasis:

A. Personal Protective Equipment (PPE)

1. Working Clothes

 Clean and preferably white or light colored

 Protective clothing must remain in the production area
 No top pockets and loose fastening such as buttons: all any other
pocket must be at hip level
 Body warmers must not be worn over protective clothing
 Under garments must not protrude below sleeves and cuffs

2. Gloves
 Disposable gloves should be changed as often as hands should be
washed
 If non disposable gloves are used, these should be cleaned as often as
washed hands should be washed
 Remember to wash hands before and after the using of gloves
151
DID YOU KNOW

A. Areas of Hands for Washing

Black Shade – areas most frequently missed during hand

washing

Dotted Shade – areas less frequently missed

No shade – areas not missed

3. Proper Procedure in Hand washing (Photo taken at FFHNAS Food

Processing Laboratory)

152
1. Wet hands with running 2. Apply enough soap to build
potable water up a good lather

3. Rub hands together for at 4. Clean under fingernails

least 20 seconds and between fingers

5. Rinse hands thoroughly 6. Dry hands with clean

under running water single use towels or hot air
blow dryer

3. Boots, Shoes or Protective Foot wear – They should not be worn outside of
the processing area.

B. Food Preparation – For each product, document the following:

 All ingredients used

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  Volumes and weight of each ingredient  All procedures and
equipment involved
 Cooking time/temperature
 Packaging material
 Labeling/Coding
 Storage
 Shelf-life
C. Equipment

 Shall be suitably designed for the intended purpose

 Shall be easy to keep clean
 When necessary equipment shall be disassembled for thorough
cleaning

K. Interpreting Manufacturer’s Specifications

Food processing equipment when sold are provided with a manual containing
the manufacturer‘s specifications. A necessary reminder to the processor in
the form of a sticker or warning label attached to the equipment itself as an
assurance that the equipment/machine or tool is in excellent condition and has
passed a quality control standard.

The specification usually gives a detailed description of the equipment-

dimensions, materials, and other relevant information regarding the equipment
or machine. The dimensions give the size of the equipment or tool in terms of
length, width. The capacity specifies the amount which a device can contain as
in boilers, cookers, or steamers or weighing scales.
The manufacturer‘s specifications are usually contained in the manual, which
accompanies the equipment. The food processor must thoroughly read and
understand all the information contained in the manual especially if the
equipment is to be operated via electric power. Aside from knowing the correct
operation of the equipment or machine, it is also important to know these
information:
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 1. Basic safety precautions to follow when using the equipment
2. Warning labels which specify how to properly operate an equipment
3. Instructions on the proper care of the equipment/machine
4. Instructions on the correct operation of the equipment

Below are some examples of manufacturer‘s specifications, which must be

properly interpreted resulting in the accurate and safe operation/manipulation
of an equipment/machine: (This was taken in the manual of Panasonic
Refrigerator)

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156
157
158
159
160
161
162
163
164
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WHAT TO PROCESS
Activity 1. Let the students demonstrate the proper way of Hand washing
Note: Upon completion of the activities, you will be graded using the following
RUBRICS:

1. Proper Way of Hand washing

STEPS EXCELLENT SATISFACTORY NEEDS
(3) (2) IMPROVEMENT
(1)
1. Wet hands with
running water.
2. Apply enough soap
to build a good lather.
3. Rub hands together
for at least 20
seconds.
4. Clean under
fingernails and
between fingers.
5.Rinse hands
thoroughly under
running water.
6.Dry hands with
clean single towels or
hot air blow dryer
TOTAL SCORE

Activity 2. Group the Class in two (2). Let them demonstrate the following:

166
 1. Proper cleaning of equipment, can Sealer, Pressure Cooker
2. Cleaning and sanitizing the kitchen sink

Note: Upon completion of the activities, you will be graded using the following
RUBRICS:
STEPS EXCELLENT SATISFACTORY NEEDS
(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.
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.
Note: Upon completion of the activities, you will be graded using the following
RUBRICS:

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 STEPS EXCELLENT SATISFACTORY NEEDS
(3) (2) IMPROVEMENT
(1)
1. Removed properly
the clamp.
2. Removed the
chuck, crank,
baseplate, washer.
3. Checked the
seaming rolls.
4. Checked the rivet
TOTAL SCORE

WHAT TO UNDERSTAND
Activity 1. Let the students keep a Cleaning and Sanitation Report . Follow the
format below:

Gas Stove Daily Cleaning and Sanitation Record

Date:

TASK ACTION COMMENTS CORRECTIVE SIGNATURE

TAKEN ACTION (Group
YES NO Leader)

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Sanitize
__________ YES
(45ml Bleach
in 12 l water)

Remove YES Little amount Wash

inedible of food debris thoroughly
debris, rinse left
with water

Dismantle
the food
blender.
Rinse parts
and soak in YES
sanitizing
solution

Rinse YES
thoroughly

Wipe with YES

cloth to dry

Inspect for YES Very Clean

cleanliness

Re- Correctly
assemble the YES assembled
Food Blender

WHAT TO TRANSFER
Let the students keep an Inspection Report following this format:
A. Written Records YES/NO COMMENTS

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1. The following are fully
implemented: Written Sanitation
Standard Operating
Procedures (SSOP)‘s identifying areas,
equipment, utensils to be cleaned; the
frequency of cleaning and sanitation
procedures, chemicals to be used; those
responsible to verify effectiveness and
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. There is documentation of
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 or aerosol that
could potentially contaminate food,
packaging or food contact surfaces.

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4. Cleanliness is evident throughout
the facility in both processing/packaging
areas.
5. Food contact surfaces are clean.
6. There is no build-up 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 operation
begin or resume
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.

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 POST ASSESSMENT

Directions: Read each question carefully and choose the best answer from
the options given. Write only the letter of your answer in your notebook. 1 –
7. The following are guidelines to be followed in proper cleaning / sanitizing of
equipment and processing /packaging area. Arrange them chronologically.
a. Store equipment in dry place
b. Wash the surfaces thoroughly with water with detergent to remove dirt.
c. Flush again with tap water until all suds are removed

d. Brush and scrub the parts (hinges, cranks, corner) where dirt like grease
and other sediments accumulate

e. Soak equipment in sanitizing solution for two to five minutes then rinse with
tap water

f. Wipe with clean cloth and let it dry

g. Air dry equipment or wipe with clean cloth to dry

8. Based on the drawing of hand, which area is most frequently missed

during hand washing?

9. Which part is less frequently missed?

10. Which areas is not missed?

Quarter 4

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 Module 5: LOADING AND UNLOADING RAW MATERIALS,
PRODUCTS AND SUPPLIES (LD)

This module deals with how to prepare for loading and unloading of raw
materials, products and supplies and how to secure and protect a load. It
includes the identification and handling hazardous raw materials, products
and/or supplies; how they are segregated in accordance with work place
requirements and legislation.

Content Standard Performance Standard

The learner demonstrates
understanding of proper procedure in
loading and unloading of raw
materials, products, and supplies in
Food(Fish) Processing
The learner independently loads and
unloads raw materials, products and
supplies in Food (Fish Processing in
accordance with workplace
requirements

Learning Competencies/ Objectives:

After completing this module, you should be able to:
1. Perform in the proper manner the loading and unloading of raw materials,
products, and supplies 2. Secure and protect a load
3. Complete documentation for loading and unloading raw materials, products
and supplies

WHAT TO KNOW

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 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 suppliers to
the plant or from the plant in the form of finished products must be done
properly. This is consider as one important part in processing foods/fishery
products.

Learning Objectives:
At the end of this lesson, you should be able to:

1. Select loading and unloading procedures according to

workplace and Occupational Health and Safety requirements
2. Identify and handle dangerous or hazardous raw materials,
products and/or supplies in accordance with Occupational
Health and Safety (OHS), regulatory and legislative
requirements.
3. Identify raw materials, products 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

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 8. Conduct loading and unloading activities safely and efficiently
according to workplace requirements
9. Identify and control hazards and risks according to OHS and
workplace requirements

Pre- Assessment

Multiple Choice. Directions: Read each question carefully and choose the
best answer from the options given. Write only the letter of your answer in
your notebook.

1. If solid, liquid, or gas refers to the physical state of raw materials, the volume
, length, width, and height refers to the: a. condition
b. shape
c. size
d. weight
2. Which is not a physical hazard?
a. explosives
b. aspiration toxicity
c. flammable gases
d. oxidizing liquid
3. Which is not a health hazard?
a. eye effect
b. skin irritation
c. skin corrosion
d. hazardous to ozone layer

4. Which is not a chemical hazard?

a. allergens and dust
b. carbon monoxide
c. cigarette smoke
d. cleaning agents

175
5. Which of the following is not a plant products?
a. living plants
b. milk products
c. mushroom culture
d. grains and cereals
6. What kind of packages is made of coarse cloth of jute, flax, or hemp?
a. baskets
b. palm leaf bags
c. mesh or net bag
d. burlap or gunny sack

7. What kind of packages is commonly used as shipping containers and

usually are of 5-10 kg capacity?
a. cartons
b. baskets
c. polyethylene bags
d. sacks of woven plastic fabric

8. Which of the following is not considered in manual loading?

a. convenience
b. ease to handling
c. use of rigid containers
d. lightness of packages

9. Which of the following lifting aid is usually made of wood or metal or a

combination on which cartons are stacked?
a. forklifts
b. hoist
c. pallets
d. slip sheets

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10. Which of the following legislative rules implies Guidelines for the
implementation of Globally Harmonized System (GHS)? a. Department Order
no. 136 series 2014
b. D.A. Administrative Order no. 9 series 2010
c. Rule 1080
d. Administrative Order no.92

What to KNOW

A. Selection of Loading and Unloading Procedures

In any Food Establishment/Industry, the loading and unloading procedures of
raw materials, products, and supplies are important in operation or production.
These do not add value to the product but they do affect the cost. Hence, our
concern is the loading the raw materials, products and, supplies at the right
time, place, amount, sequence and condition.

The following are factors to be considered in the selection of loading and

unloading procedures:

1. Characteristics of Raw Materials

Category Measures
Physical State Solid, Liquid, or gas
Size Volume: Length, width, height
Weight Weight per piece; weight per unit
Volume
Shape Long and flat; round, square etc.
Condition Hot, cold, wet, etc.

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2. Quantity of Raw Materials/Products
3. Distance from loading and unloading area
4. Lay-out of Food (Fish) Processing Plant

B. Basic Principles and Procedures for Loading and Unloading

 Simplify – reduce, eliminate or combine steps in loading/unloading of

raw materials/products/supplies
 Determine the importance of raw materials/products/supplies.
 Determine the flow of material from the operation and production to the
arrangement of equipment to be used
 Increase the size, quantity, weights of the materials to be
loaded/unloaded when possible
 Utilize space-the more organized the procedure for loading/unloading,
the less space will be needed
 Loading should be done automatically to improve operational efficiency
 Select standardized equipment – answer: WHY; WHAT, WHERE,
WHEN, HOW, WHO.
 Plan for preventive maintenance and schedule

C. Dangerous or Hazardous Raw Materials /Products/Supplies

Hazardous Materials or Substances refer to materials or substances in solid,
liquid or gaseous forms known to constitute toxic, flammable, explosive,
corrosive, oxidizing and radioactive properties (DOLE Dep.Order no. 136 - 14
s. 2015 Section 3. Definition of Terms).
Hazard refers to the inherent characteristics of chemical substances and
mixtures that exist in the workplace and in the environment, regardless of
quantity, that are potentially dangerous or which have the capacity to harm i.e.,
its capacity to interfere with normal biological processes, and its capacity to
burn, explode, corrode etc.
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Section 5 of DOLE Dep.Order no. 136-14 classified the following industrial
chemicals based on Globally Harmonized System (GHS) of Classification and
Labelling of Chemicals:
1. Physical Hazard
a. explosives j. self-reactive substances
b. flammable gases k. pyrophoric liquids
c. flammable aerosols l. pyrophoric solids
d. oxidizing gases m. self- heating substances
e. gases under pressure n. substance which in contact with
water
f. flammable liquids emit flammable gases
g. flammable solid o. oxidizing liquid
h. organic p. oxidizing solid
Peroxides
i. corrosive to
metals 2. Health
Hazard
a. acute toxicity g. carcinogenicity
b. skin corrosion h. reproductive toxicity
c. skin irritation i. systematic target organ toxicity:
single
d. eye effect exposure and repeated exposure
e. sensitization j. aspiration toxicity

• Nursery Stocks, including vegetative parts used as propagating

materials
• Seeds and nuts for planting
• Fresh fruits, vegetables, and other plant products which have
been declared as prohibited/restricted import under special
quarantine orders because of being known hosts of dangerous
plant pests or originating from restricted areas
• Pure culture of fungi, bacteria, virus, nematodes and other
phytopathogenic materials
• Mushroom culture including spawn

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 • Algae cultures, rhizobial culture as legumes inoculants
• Soil and plant materials for isolation or containing organisms
• Other plant cultures
• Wood packaging materials and other packaging materials
capable of harbouring plant pests
• Frozen/chilled fruits and vegetables including diced vegetables
and processed fruits

• Grains and cereals

B. Animals, animal products and by –products
• Animal by- products
These include hides, horns, skin, bones, hooves, feathers and other
parts of animals.
• Animal products
These includes fresh meats, meat products, gelatin, eggs, egg products,
milk products, and honey when intended for human consumption; animal
organs, tissues and organic fluids to be used in the preparation of
pharmaceutical products or of surgical devices, products of animal origin for
agricultural or industrial use.
• Animals
These are potential agricultural crop pests in all life stages such as
insects, monkeys, rodents, bats, birds, snails, and other forms of animal life
capable of causing injury to agricultural crops.
C. Live, chilled, frozen fish and fishery products including microorganisms and
biomolecules
D. Fertilizers, pesticides and other agricultural chemicals
E. Feeds, feed ingredients, and other feed products
F. Meat and meat products
G. Pet foods
H. Processed agriculture and fishery products not elsewhere specified
I. Veterinary biological products
J. Veterinary drugs and products

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 E. Packing And Unpacking Raw Materials, Products And Supplies
Packaging is the process of packing that is part of the production
cycle. This is applied to a bulk product to obtain the finished product.
Packaging includes any material including painted material, employed in the
packaging of a product and any outer packaging used for transportation of
Packaging materials are referred to as primary, secondary and tertiary
depending on to whether they are in direct contact with the product or not.

A. Kinds of Packages Used for Raw Materials, Products, and Supplies

Burlap or Gunny Sack – Burlap is a coarse cloth made of jute (also termed
hessian), flax or hemp. It could be coarse or fine meshed.

Mesh or net bag – a non- rigid container of fibrous material and characterized
by an open weave. It is usually made of polypropylene filaments. It is often
called by the color of the bag as red or orange bags.

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Polyethylene bags – these are commonly used as transport containers usually
they are 5-10 kg capacity

Palm Leaf bags – commonly used for field collection or for shipping small
volumes of commodities to nearby markets.

Baskets - These are flexible or rigid containers woven from bamboo or rattan
strips and come in many shapes and sizes. They have straight or sloping

182
sides so they can or cannot be nested. A basket is nestable if it can be
inserted inside another basket.

Sacks of woven plastic fabric – usually recycled. These are originally used for
rice, fertilizer, or other materials.

Wooden Crates – A box is a solidly walled and usually rectangular-shaped

container. A crate is a box with more open construction, made of slats and
has open spaces at the sides and bottom. Wooden crates are made of sawn
lumber, plywood, veneer or bamboo and come in various sizes and shapes.

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Cartons – A carton is a box made of cardboard, paperboard or fiberboard.
Cardboard, paperboard and fiberboard are made of paper sheets of varying
numbers so that they differ in thickness, with fiberboard as the thickest and
cardboard, the thinnest. Cardboard is made of intermediate thickness
between paper and paperboard. Fiberboard is made of paper sheets
laminated to a thickness which provides a degree of stiffness.
Cartons could be telescopic or open top (sometimes called regular). A carton
is telescopic when the cover is separate from the main carton. The cover is
slightly bigger than the main part so it can fit snugly when closed. An open top
carton is one in which the cover consists of 4 flaps which, when folded, acts
as cover.

Plastic Crates – could be returnable or one-trip packages. Those which are

not durable are one-trip packages, some are designed as nestable; they have
a plastic cover or none at all in which case the crate above it acts as a cover.

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Foamed Plastic Boxes – Material used is plastic, either polystyrene or
polyurethane, made light and spongy by introducing pockets of air or gas. It is
usually for iced commodities transported in non-refrigerated vehicles or for
expensive commodities such as grapes transported in refrigerated trucks.

b. Techniques in Packing

Volume Filling- food products are

poured into the container

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Vibration Filling- packing is done by
vibrating equipment

Jumble Filling – food products are

packed disregarding the size but not
weight

Tight Filling- food products are

packed tightly in a container

Regardless of the method, observe the following when packing food products:

186
1. Immobilize the food products as much as possible, that is, it should be of
uniform sizes to minimize spaces within the pack. 2. Fill only to capacity of
container. Do not overfill.
3. Gently handle packed food products, even if the package is strong enough
to protect the food products.
4. Pack in a cool place with have adequate ventilation.
5. Containers should be clean – when containers are reused they should be
thoroughly washed.
6. Place packages in an upright position
7. Pack according to one common stage of maturity or degree of ripeness as in
fruit.

F. Loading Raw Materials/Products/Supplies

The following guidelines should be observed in
loading raw materials/products/supplies:
1. Handle food products gently. Containers should not be dropped or
thrown to each other around.
2. Containers at the bottom should not be used as steps to allow stacking
to a greater height, especially if flexible and semi-rigid containers are used.
3. If manual loading is used, lightness and convenience are important
considerations in choosing a package. It should be easily and conveniently to
be handled by a person of average build.
4. Where forklifts are employed in loading packs of food products, pallets
and slip sheets are used.

187
G. Selection of Lifting Aids and Appliances
Lifting of containers is a common activity in all areas of the Food Processing
operation. The following are lifting aids used in Food Processing:

LIFTING AIDS AND APPLIANCES

Pallets – These are low, portable
plat forms usually made of wood or
metal or a combination on which
cartons are stacked.

Slip Sheets – These are pallet-

sized sheets usually made of solid
fiberboard with edges that could be
gripped by a jaw and clamp
mechanism of a forklift

Hoist – Hoist means to lift or pull

something up to a higher place
(overhead position) with ropes. This
equipment is mounted on single rail
fixed at the height nearer to the roof.
Hence, materials are transferred
along a fixed path. Hoists find
application in industries employing

188
chemical cleaning. Cranes are used
for heavy items & hoists are
employed for small items.

Lifts- These are used to transport

material up in multi-stored
plants. it is a fast & flexible
equipment for floor to floor
travel.

Fork Lift - It consist of forks

attached to a column of the truck.
The fork can be lifted up to the
desired height with material(boxes)
on them and these are used for
indoor applications.

Trolley- It is used for transporting

bulky goods from one area to
another.

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 H. Unloading Activities
The following are guidelines for unloading activities in Food (Fish)
Processing:

Unload food products gently. Container should not be

dropped or thrown around.

Unload fragile commodities first.

Applied FIFO concept. (First in, First out).

Temperature of food must be maintained.

Use quality pallets and correct packaging materials.

I. Identification of Hazard and Risk

Hazards refer to the inherent characteristics of chemical substances
and mixtures that exist in the workplace and in the environment, regardless of
quantity, that are potentially dangerous or which have the capacity to harm,
i.e., its capacity to interfere with normal biological processes, and its capacity
to burn, explode, corrode etc.
Risk is the potential that injury will occur in a given situation, the
interaction of hazard (nature/incident) and the man/society.
1. Types of Hazard
a. Chemical Hazards – formaldehyde, cigarette smoke; carbon monoxide;
carbon dioxide; cleaning agents

b. Physical hazard- poor lighting; noise; dry air; air currents

190
c. Biologic hazards- pollens, allergens and dusts; people, plants, mites, pests;
condensed water in air conditioners, clogged drains etc.
d. Ergonomic Stresses – limited workspace; simplified work; repetitive task;
shiftwork (especially night work); mental and physical workload

J. Material Loading Regulation

The following are to be observed during loading of raw materials in food
processing:
 Maintain proper temperature of the food materials
 All surfaces that come in contact with food should be properly cleaned
and sanitized
 Vehicles should be used solely for food
 Food transporting trucks should be inspected before loading. Use the
following checklist:

• Check for food residue from earlier loads.

• Check for cleaning and sanitizing residue.
• Check the cooling unit for proper function.
• Check trailer insulation and door seals.
• Pre-cool the unit for at least an hour to achieve the required temperature
for the food.
• Check that the ribbed floors and air chutes are clean and unclogged.

 Proper planning, employee training and care are required to make sure
that food is not left on loading docks for extended periods and a
minimum of time is spent loading and unloading
 Use quality pallets and the correct packing materials.

K. Workplace Procedure

Safety in the workplace should always be of primary importance. These are the
main areas of concern:
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AREAS OF CONCERNS WHAT TO DO?
A. Work Environment  Frequent visual inspection of lighting
should be performed to make certain all
areas are safely lighted
 Emergency lighting should be installed and
maintained in stairwells that are used to
exit a facility
 All exits should be clearly marked and
should be clear of any items that might
obstruct passage
 Combustible material, such as scrap,
should be promptly disposed
 Workplaces should be kept clean and
organized so that no one trips or falls over
material left in aisles or other work areas

B. Accident Procedure  Accidents or illnesses should be

immediately reported to the proper
authority.
 A first aid kit should be kept in the
personnel office. The kit should contain
adhesive tape, an ointment that acts as an
antibiotic, bandages and tape, quick cold
packs, cotton balls, latex gloves, eye
goggles, gauze pads, and a basic first aid

192
 manual.
 A list of phone numbers for your local fire
department, police precinct, local first aid
squad and hospital should be on hand.

 There should be controlled access to the

office with a lock and door buzzer so that
C. Personnel Security unauthorized personnel cannot enter the
office without being buzzed in.

D. Fire Prevention  Fire protection rules should created and

disseminated to all personnel within the
area.
 Everyone must leave the workplace in the
event of a fire alarm and should be
instructed on exits to use to evacuate the
building.
 The person responsible for maintenance
should regularly inspect any fire doors to
make sure they are in good working
condition.
 He also should check the sprinkler system
on a monthly basis for adequate water
pressure and proper functioning.

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L. Occupational Health and Safety Requirements
To ensure safety, the following Occupational Safety and Health Requirements
must be accomplished:
 Develop, implement, monitor and comply to workplace policies and
programs on Loading and Unloading of Raw
Materials/Products/Supplies
 Observe proper use of Personal Protective Equipment
 Observe proper use of safety devices
 Ensure all chemicals are properly labelled and accurate Safety Data
Sheets are provided
 Establish and implement an Emergency Response Plan

M. Legislative Requirements
The legal basis for Loading and Unloading raw materials/products and supplies
are the following:
• Department Order no. 136-14. Series 2014 – Guidelines for the
implementation of Globally Harmonized System (GHS) in Chemical
Safety Program in the Workplace
• DA Administrative Order no. 9 series 2010 – Guidelines on the Rules
and Regulations on the Importation of Agricultural/Fish and Fishery
Products, Fertilizers, Pesticides and Other Agricultural Chemicals,
Veterinary Drugs and Biological Products
• DENR Administrative Order 92-96 – Hazardous Waste Management
• Rule 1080 of the Occupational Safety and Health Standards – Personal
Protective Equipment
• Rule 1070 of the Occupational Safety and Health Standards – Work
Environment Monitoring (WEM)
• Rule 1013 of OSH Standards and DOLE Memorandum Circular No. 02
series of 1998 – Guidelines for classifying hazardous and non
hazardous workplace

194
 What to PROCESS
Activity 1. Visit a nearby market. Observe and document the various ways of
loading and unloading the different food products, such as fish, meat products,
fruits and vegetables.

Activity 2. Identify the different transporting and packaging materials used in

the given food products.
Activity 3. Collect 10 samples of packaging materials. Record the type of
packaging materials and the name of products following this format

Name of Product Type of Packaging Materials

What to UNDERSTAND
Activity 1. Based on the lesson can you now answer the following questions:
1. How will you select a loading and unloading procedure according
to workplace requirements?

2. Will you please identify the different hazardous materials and

supplies in the workplace. What are they?
3. Can you identify the different lifting aid according to loading
procedure?

195
 What to TRANSFER
Activity 1. 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, you will be graded using the following
RUBRICS:
STEPS EXCELLENT SATISFACTORY NEEDS
(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. Demonstrate how to pack food/ fishery products using the

following type of packaging: hard plastics, films, and plastic bags. Note: Upon
completion of the activities, you will be graded using the following RUBRICS:
STEPS EXCELLENT SATISFACTORY NEEDS
(3) (2) IMPROVEMENT
(1)
1. Handle gently the
food products to be
packed
196
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
4. Observe
sanitary
practices .
TOTAL SCORE

Post Assessment
Multiple Choice. Directions: Read each questions carefully and choose the
best answer from the options given. Write only the letter of your answer in your
notebook.

1. If solid, liquid or gas refers to the physical state of raw materials, the
volume , length, width and height refers to: a. condition
b. shape
c. size

197
d. weight

2. Which is not a physical hazard?

a. explosives
b. aspiration toxicity
c. flammable gases
d. oxidizing liquid
3. Which is not a health hazard?
a. eye effect
b. skin irritation
c. skin corrosion
d. hazardous to ozone layer 4. Which is not a chemical hazards?
a. allergens and dust
b. carbon monoxide
c. cigarette smoke
d. cleaning agents

5. Which of the following is not a plant product?

a. living plants
b. milk products
c. mushroom culture
d. grains and cereals

6. What kind of package is made of coarse cloth of jute, flax, or hemp?

a. baskets
b. palm leaf bags
c. mesh or net bag
d. burlap or gunny sack

198
7. What kind of package is commonly used as shipping containers and usually
they are 5-10 kg capacity?
a. carton
b. basket
c. polyethylene bag
d. sacks of woven plastic fabric
8. Which of the following is not considered in manual loading?
a. convenience
b. easy to handle
c. used rigid containers
d. lightness of packages

9. Which of the following lifting aid is usually made of wood or metal or in

combination on which cartons are stacked?
a. forklifts
b. hoist
c. pallets
d. slip sheets

10. Which of the following legislative rules implies Guidelines for the
implementation of Globally Harmonized System (GHS)? a.
Department Order no. 136 series 2014
b. DA Administrative Order no. 9 series 2010
c. Rule 1080
d. Administrative Order no.92

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WHAT TO KNOW 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.

Learning Objectives:

At the end of this lesson, you 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
requirements
3. Secure load using the correct load restraint and protection equipment,
as well as carrying and garage conditions, according to workplace and OHS
requirements

4. Protect the load in accordance with legal and workplace safety

requirements

Pre- Assessment
Multiple Choice. Directions: Read each question carefully and choose the best
answer from the options given. Write only the letter of your answer in your
notebook.

1. How will you observe proper distribution of load?

a. check packaging materials for leakage
b. inspect all raw materials/supplies for distribution
c. maintain proper temperature of the food materials
d. sanitize and clean surfaces that come in contact with the product

2. Which of the following is not a way of securing and protecting load?

200
a. label the raw materials b consult
Material Safety Data Sheets
c. separate raw materials from ready to eat food
d. organize a systematic manner of loading raw materials and supplies

3. Which document provides important physical characteristics, ecological,

health, and safety information on chemical substances? a. Hazard Statement
b. Precautionary Statement
c. Material Safety Data Sheets
d. Globally Harmonized System

4. What does a blank space in a Segregation Table of Hazardous materials

means?
a. no restriction applies
b. materials must be stored
c. materials must be separated
d. materials may be transported

5. Why is there a need to build a warehouse?

a. for production
b. for safety of food materials
c. for eliminating risk during handling
d. for storing raw materials and supplies

6. Which type of warehouse is use to maintain the quality of preserve

materials?
a. Heated Warehouses
b. Refrigerated Warehouses
c. Unheated General Warehouses
d. Controlled Humidity Warehouses

201
7. Which type of warehouse is constructed with vapor barrier and contain
humidity control equipment? a. Heated Warehouses
b. Refrigerated Warehouses
c. Unheated general warehouses
d. Controlled Humidity Warehouses

8. Which type of warehouse provide space for bulk, rack and bin storage, aisle
space, receiving and shipping space, packing and crating space and office and
toilet space?
a. Heated Warehouses
b. Refrigerated Warehouses
c. Unheated general warehouses
d. Controlled Humidity Warehouses

9. Which of the following is not a consideration in creating the lay – out of

warehouse?
a. minimizing movement
b. controlling temperature
c. making the best use of space
d. providing safe, secure and environmentally sound condition

10. How will you choose your laboratory gown as PPE?

a. loose buttons
b. have top pockets
c. it must be clean, white or light in color
d. must be made of impermeable material

A. Proper Distribution of Load

The following are reminders on the proper distribution of load:

202
  Inspect all raw materials/supplies before distribution.
 Consult the Material Safety Data Sheets (MSDS) for specific product
information. The MSDS contains the following: a. Name of the product
b. Company identification
c. Information on ingredients
d. Hazard identification
e. First aid
f. Firefighting measures
g. Accidental release measures
h. Handling and storage
i. Exposure controls/personal protection
j. Physical and chemical properties of the finished product
k. Stability and Reactivity
l. Toxicological Information
m. Ecological Information
n. Disposal consideration
o. Transport information
p. Regulatory Information

B. Methods of Securing and Protecting Load

1. Organize a systematic manner of loading raw materials and supplies 2.
Label the raw materials with name, production date, expiry date and inspection
result
3. Separate raw materials from ready to eat food
4. Place products in an appropriate and sealed container.
5. Ensure adequate ventilation and temperature control to prevent off-odor
and maintain ingredients and raw materials in optimum condition.
6. Avoid overstocking, as this would increase the possibility of spoilage and
contamination.
7. Implement inspection and analysis programs on test materials.

203
 C. Hazard and Risk Identification and Control
Safety is important during loading and unloading specifically the hazardous
materials. The Segregation Table for Hazardous Materials gives the
segregation restrictions for hazardous materials: ( From: Module 7- Loading
and Unloading Hazardous Materials )

SEGREGATION TABLE FOR HAZARDOUS MATERIALS

CLASS OR 1.2 1.3 1.4 1.5 1.6 2.1 2.2 2.3 2.3
DIVISION GAS GAS
ZONE ZONE
A B
Flammable gases X X O X
2.1
Flammable liquids,3 X X O X
Flammable X X X O
solids,4.1

Oxidizers,5.1 X X X X O
Explosives 1.4 O O O
Corrosives liquid X X O X X 0

Instructions for using the table as follows:

 A BLANK SPACE means that no restriction applies (e.g. Class 3
flammable liquids and class 8 liquid corrosive- there is no requirement
for segregating flammable inkjet inks/solvents).
 The LETTER X means that these materials may not be transported in
the same vehicle (e.g. Class 8 Corrosive liquids cannot be transported
in the same vehicle as a Class 4.2 spontaneously combustible
materials)
 The LETTER O means that these materials must be separated when in
the same vehicle so that material leaked from any package would not

204
 commingle with the other type of hazardous materials (e.g. Class 8
corrosive liquids must be separated from Class 4.1 flammable solids.

D. Warehouse Plan/Site Layout and Obstacles

Warehouses are facilities that provide a proper environment for the purpose of
storing goods and materials that require protection from the elements.
Warehouses must be designed to accommodate the loads of the materials to
be stored, the corresponding handling equipment, the receiving and shipping
operations and associated trucking, and the needs of the operating personnel.
The design of the warehouse space should be planned to best accommodate
business service requirements and the products to be stored/handled. The
economics of modern commercial warehouses dictate that goods are
processed in minimal turn-around time.

1. The different types of warehouses include:

• Heated and unheated general warehouses—provide space for bulk,

rack, and bin storage, aisle space, receiving and shipping space,
packing and crating space, and office and toilet space;
• Refrigerated warehouses—preserve the quality of perishable goods and
general supply materials that require refrigeration. Includes freeze and
chill space, processing facilities, and mechanical areas; and
• Controlled humidity (CH) warehouses—similar to general warehouses
except that they are constructed with vapor barriers and contain
humidity control equipment to maintain humidity at desired levels.

2. Principles in warehouse lay out

a. Using the most suitable unit load

b. Making the best use of space
205
 c. Minimizing movement
d. Controlling movement and location
e. Providing safe, secure and environmentally sound condition
f. Maintaining at minimum overall operating cost

3. Illustration of a simple warehouse lay out

206
E. PPE Protective/Safety Gadgets
1. Laboratory Gown/Apron – must be clean, white or light in color; no top
pockets and loose fastening such as buttons and any other pocket must be
at hip level; under garments must not protrude below sleeves and cuffs‘
2. Gloves – disposable gloves should be changed as often as hands should be
washed; it must be made of impermeable material; keep clean, sanitary and
intact.
3. Hairnets – used to avoid hair going into the food.
4. Masks – used to cover the mouth to prevent the spread of saliva during food
preparation

207
5. Rubber shoes- help for easy movement

F. Awareness of Codes or Regulations such as Hazard Analysis and

Critical Control Point (HACCP) and Good Manufacturing Practices
(GMP)

Principles of the HACCP System

◙ Conduct a hazard analysis
Plans determine the food safety hazards and identify the preventive measures
to control these hazards. A food safety hazard is any biological, chemical, or
physical property that may cause food to be unsafe for human consumption.

◙Identify critical control points

A critical control point (CCP) is a point, step, or procedure in a food
manufacturing process at which control can be applied and, as a result, a food
safety hazard can be prevented, eliminated, or reduced to an acceptable level.

◙ Establish critical limits for each critical control point

A critical limit is the maximum or minimum control point value to which a
physical, biological, or chemical hazard must be controlled to prevent,
eliminate, or reduce it to an acceptable level.

◙ Establish critical control point monitoring requirements

Monitoring activities are necessary to ensure that the food process is under
control at each critical control point. In the United States, the Food Safety
Inspection Service (FSIS) requires that each monitoring procedure and its
frequency be listed in the HACCP plan.

◙ Establish corrective actions

208
These are actions to be taken when a deviation from an established critical
limit occurs. The final rule requires a plant's HACCP plan to identify the
corrective actions to be taken if a critical limit is not met. Corrective actions are
intended to ensure that no product injurious to health or otherwise adulterated
as a result of the deviation enters commerce.

◙ Establish procedures for ensuring the HACCP system is working as intended

Validation ensures that the plants do what they were designed to do; that
is,produce a product safe for commerce. Plants should be required to validate
their own HACCP plans. FSIS will not approve HACCP plans in advance, but
will review them for conformance with the final rule.

Verification ensures the HACCP plan is adequate, that is, working as intended.
Verification procedures may include such activities as a review of HACCP
plans, CCP records, critical limits and microbial sampling and analysis. FSIS
requires that the HACCP plan includes verification tasks to be performed by
plant personnel. Verification tasks will also be performed by FSIS inspectors.
Both FSIS and food industry will undertake microbial testing as one of several
verification activities.

Verification also includes 'validation' – the process of finding evidence for the
accuracy of the HACCP system (e.g. scientific evidence for critical limitations).

◙ Establish record keeping procedures

The HACCP regulation requires that all plants maintain certain documents,
including its hazard analysis and written HACCP plan, and records
documenting the monitoring of critical control points, critical limits, verification
activities, and the handling of processing deviations

209
Good Manufacturing Practices (GMP)
GMP encompasses the observance of the HACCP, Occupational Health
and Safety (OHS), workplace requirements, sanitary standards, and the like.
It also covers operations in accordance with the regulatory and legislative
requirements.

What to PROCESS
Activity 1. Make an illustration/ simple lay out of a warehouse.
Note: Upon completion of the activities, you will be graded using the following
RUBRICS:
STEPS EXCELLENT SATISFACTORY NEEDS
(3) (2) IMPROVEMENT
(1)
1. Illustrate a simple
lay out of a ware
house.
2. Label the different
components of a ware
house.
3. Lay out the different
features of ware
house correctly.
TOTAL SCORE

What to UNDERSTAND
Activity 1. Answer the following questions in your activity notebook.
1. How will you ensure proper distribution of load?
2. How will you secure and protect load?
3. Why do we need to lay out a ware house?

What to TRANSFER
Activity 1. Prepare a Raw Material Distribution Worksheet following this format.
210
Name of Raw Description Remarks (whether they
materials/Product/Supplies are in good condition
or not)

Post - Assessment
Multiple Choice. Directions: Read each question carefully and choose the
best answer from the options given. Write only the letter of your answer in
your notebook.
1. How will you observe proper distribution of load?
a. check packaging materials for leakage
b. inspect all raw materials/supplies for distribution
c. maintain proper temperature of the food materials
d. sanitize and clean surfaces that come in contact with the product

2. Which of the following is not a way of securing and protecting load?

a. label the raw materials b consult
Material Safety Data Sheets
c. separate raw materials from ready to eat food
d. organize a systematic manner of loading raw materials and supplies

3. Which document provides important physical characteristics, ecological,

health, and safety information on chemical substances? a. Hazard Statement
b. Precautionary Statement
c. Material Safety Data Sheets
d. Globally Harmonized System

211
4. What does a blank space in a Segregation Table of Hazardous materials
means?
a. no restriction applies
b. materials must be stored
c. materials must be separated
d. materials may be transported

5. Why is there a need to build a warehouse?

a. for production
b. for safety of food materials
c. for eliminating risk during handling
d. for storing raw materials and supplies

6. Which type of warehouse is used to maintain the quality of preserved

materials?
a. Heated Warehouses
b. Refrigerated Warehouses
c. Unheated General Warehouses
d. Controlled Humidity Warehouses

7. Which type of warehouse is constructed with vapor barrier and contain

humidity control equipment? a. Heated Warehouses
b. Refrigerated Warehouses
c. Unheated General Warehouses
d. Controlled Humidity Warehouse

8. Which type of warehouse provides space for bulk, rack and bin storage,
aisle space, receiving and shipping space, packing and crating space, and
office and toilet space?
a. Heated Warehouses

212
b. Refrigerated Warehouses
c. Unheated general warehouses
d. Controlled Humidity Warehouses

9. Which of the following is not a consideration in creating the lay-out of

warehouse?
a. minimizing movement
b. controlling temperature
c. making the best use of space
d. providing safe, secure and environmentally sound condition

10. How will you choose your laboratory gown as PPE?

a. loose buttons
b. have top pockets
c. it must be clean, white or light in color
d. must be made of impermeable material

WHAT TO KNOW 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.
213
 Learning Objectives:
At the end of this lesson, you 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
From the given sample below, please identify the following:
1. Brand name - _________________
2. Name of the Product:____________
3. Ingredients: ___________________
4. Complete Company Name and Address:_______________
5. Net weight: _____________

Manufactured By: OSFHNAS Ingredients: Bangus,

CO. Corned Oil,
Malolos City, Bulacan Tomato Sauce, Salt
Bangus
Product of the Philippines
25 Nutrition Facts:
Protein 25%
Calcium 40%
Fat 8%
Tomato Sauce Vitamin C5%1
Net Weight: 250 gms
Expiry Date: January , 2015
A. Selection And Checking Of Raw Materials, Products and/or Supplies
,
and InclusiveTravel Documents And Permits
The following
must be carefully
examined:

1. Raw Materials
 That the product has been manufactured, processed or packed under
sanitary conditions
 That the product is not forbidden or restricted
 That product is not adulterated, contaminated, dangerous, noxious,
misbranded, undeclared, unregistered
2. Packaging/ Containers

214
  That there is no leak
 That the containers conform to specification
 That the containers are properly labelled
B. Completing Relevant Records
The following reference document should be accomplished in loading and
unloading of raw materials/products/supplies:
1. Supplier List
2. Golden sample
3. Product Specification
4. Delivery Receipt
5. Test Procedure
6. Sanitary and PhytoSanitary (SPS) Clearance - The SPS Import
Clearance shall indicate the travel period for each product/consignment:
a. 15 days from live milkfish
b. 30 days for other live, fresh, chilled or frozen fish and other
fishery /aquatic products
c. 20 days for fresh and chilled fruits and vegetables
d. 60 days for eggs, milk and dairy products
e. 60 days for live animals, meat and meat products

C. Legislative Requirements
1. Sanitary and Phytosanitary Measures (SPS) Clearance can be secured
from the following issuing agency: (From DA Administrative Order No. 9 series
2010)
a. Bureau of Animal Industry (BAI) – for animals ( including small animals
that are plant pests, except insects), animal products and by products
including meat and meat products, eggs, milk and other dairy products
b. Bureau of Fisheries and Aquatic Resources (BFAR) – for fish and other
fishery products
c. Bureau of Plant and Industry (BPI)- for plants and plants products
d. Fertilizers and Pesticide Authority (FPA) – for agricultural chemicals

215
 D. Workplace Requirements
 Workplace should be kept clean and organized so that no one trips or
falls over material left in aisles or other work areas
 All exits should be clearly marked and should be clear of any items that
might obstruct passage.

 Emergency lighting should be installed and maintained in stairwells that

are used to exit a facility.
 Frequent inspections of lighting should be performed to make certain all
areas are safely lighted.
 Combustible materials should be properly disposed.
 Food Processors must conform to hygienic standards.
 Jewelry and other small objects must be removed to prevent them from
falling into food, equipment, or container.

What to PROCESS
Collect samples of delivery Receipts from different food establishments.
Record the data that can be found on the receipt.

What to UNDERSTAND
Answer the following questions in your Activity Notebook.
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 for
loading and unloading raw materials and supplies?

216
 What to TRANSFER
Prepare a Purchase Order Slip and Delivery Receipt following this format:
Purchase Order Slip:
ITEM ITEM/DESCRIPTION/SPECIFICATION/STOCK QUANTITY UNIT UNIT AMOUNT
NO NO. PRICE

Post Assessment
From the given sample below, please identify the following:
1. Brand name - _________________
2. Name of the Product:____________
3. Ingredients: ___________________
4. Complete Company Name and Address:_______________
5. Net weight: _____________

Manufactured By: OSFHNAS Ingredients: Bangus,

CO. Corned Oil,
Malolos City, Bulacan Tomato Sauce, Salt
Bangus
Product of the Philippines
Nutrition Facts:
Protein 25%
Calcium 40%
Fat 8%
Tomato Sauce Vitamin C 15%

SUMMARY Net Weight: 250 gms

Expiry Date: January , 2015

217
 This book/module covered three of the seven core competencies that
the Grade 10 Technology and Livelihood Education (TLE) 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
businesses in the community.

Module 3 discussed the operation equipment. It comprised lessons on

how to select and prepare equipment to be used; types, characteristics, and
functions of basic equipment and 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

and supplies. It included lessons on how to load and unload raw materials,

218
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

219
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.

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.

220
Cross Contamination. The transfer of harmful microorganisms 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.

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.

221
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 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.

Leak. 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 involving

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.

222
Mitigation. A measure that is used to minimize the damaging effect of an
emergency.
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). An 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

a given situation.

Safety Data Sheets (SDS) or Material Safety Data Sheets (MSDS). A

document that provides important physical characteristics,

223
 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

224
 REFERENCES
A. BOOKS

Bautista,Ofelia K. (1990). Postharvest Technology for

Southeast Asian Perishable Crops, Makati, Philippines.
Technology and Livelihood Resource Center and UP at
Los Baños.

Calmorin, Laurentina P.,Calmorin, Melchor A., Tinaypan,

Alfredo S..(1990). Introduction to Fishery Technology,
Manila, Philippines. National Book Store

Calmorin, Laurentina P., (2006) Post Harvest Fisheries,

Mandaluyong City, Philippines, National Bookstore

Cortez, Lourdes A. (1990). Processing and Preservation of

Freshwater Fish., Manila, Philippines, National Bookstore

225
 Dagoon, Jesse D., (1985) .Exploratory Fishery Arts,
Manila, Philippines Rex Bookstore

Guzman, Matilde P., Claudio, Virginia S., De Leon, Sonia Y (1986). Basic
Foods for Filipinos. Manila, Philippines: Merriam & Webster Bookstore, Inc.

Hermes-Espejo, Jasmin,. (1998) Fish Processing Technology in the

Tropics,. Tawid Publications,Quezon City, Philippines

Lagua, Rosalinda T., Cruel, Carmelita P., Claudio, Virginia S., (1977).
Food Preservation for Filipinos. Quezon City Philippines,. GMS Publishing
Corporation
Legaspi, Anselma S. et al.(1990) A Guide for Fish Handling, Marketing and
Distribution 2nd Edition. Technology and Packaging Publication section,
Fisheries Development Support

Narvaez-Soriano, Nora. (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.
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

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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.2007009. 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 Petronas Energy Philippines. 2013
TESDA CENTREX,Handouts.Concepcion Vocational School, Tarlac.2006

C. SOURCE OF PICTURES
 Obando School Of Fisheries, Food Processing laboratory

D. OTHERS

1. Microsoft ® Encarta ® 2006. © 1993-2005 Microsoft Corporation.

2. http://www.oshc.dole.gov.ph/30/OSH-ISSUANCES

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