Department of Education Region

IV-A - CALABARZON Schools

Division of Calamba City

SELF-LEARNING MODULE

GRADE 12

COOKERY NC II
Quarter 1 – Module 1

Module Development Team

Writer: Mariecor G. Limpiado

Catherine Novillos
Reviewer: ASDS Rogelio F. Opulencia
Layout: Cristeta M. Arcos
Management: SDS Susan DL Oribiana
ASDS Rogelio F. Opulencia
CID Chief Dolorosa S. De Castro
EPS-LRMDS Cristeta M. Arcos

Department of Education│R4A│Division of Calamba City

Office Address: DepEd Bldg., City Hall Compound, Brgy. Real, Calamba City
For DepEd Division of Calamba City USE only. Please send your feedback and suggestions
to lrmds.depedcalamba@deped.gov.ph or call 049–554 9830 loc. 14
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Dear Parents,
The Schools Division of Calamba City is one with every Filipino family in coping with the
demands of our modern times amidst Covid–19 Pandemic.
The Division initiated Self Learning Module (SLM) aims to meet the most essential learning
competencies required to be learned by your child whether your child opts for online, modular or
blended learning modality. The learning activities in this SLM are arranged chronologically from
simple to complex to lead your child to think critically, act skillfully, and reflect deeply on each lesson
and practice into real life skills. Most importantly, this SLM promotes self-paced learning as your child
can
always review the least understood lessons as often as he/she pleases.
Thank you in advance for being one with us! Together, let us envision that, by the end of this
school year, we will see your child as one responsible young person with a heart and mind for
humanity, for nature, for the country, and for God.

Dear Learner,
Welcome to a brand-new year of learning!
This is our gift to you: The Division initiated Self Learning Module (SLM) that will help you
acquire the most essential learning competencies you needed as 21st Century Learner through the
Pivot
4 A IDEA Model which compose of 10 parts.

Parts of the LM Description

Introduction

The teacher utilizes appropriate strategies in presenting the MELC and

What I need to know
desired learning outcomes for the day or week, purpose of the lesson,
core content and relevant samples. This allows teachers to maximize
learner awareness of their own knowledge as regards content and skills
What is new
required for the lesson
Development

What I know The teacher presents activities, tasks, contents of value and interest to the
learners. This shall expose the learners on what he/she knew, what he /she
does not know and what she/he wanted to know and learn. Most of the
What is in
activities and tasks must simply and directly revolved around the
What is it concepts to develop and master the skills or the MELC.
The teacher allows the learners to be engaged in various tasks and
Engagement

What is more opportunities in building their KSA’s to meaningfully connect

their learnings after doing the tasks in the D. This part exposes the
learner to real life situations /tasks that shall ignite his/ her interests
What I can do to meet the expectation, make their performance satisfactory or produce
What else I can do a product or performance which lead him/ her to understand fully
the
skills and concepts
The teacher brings the learners to a process where they shall
Assimilation

What I have learned demonstrate ideas, interpretation , mindset or values and create
pieces of information that will form part of their knowledge
in reflecting, relating or using it effectively in any situation or
What I can achieve
context. This part encourages learners in creating conceptual
structures giving them the avenue to integrate new and old learnings.

Please take time to read and do the activities in these SLM as if you are reporting in school.
Set a regular study schedule for you as much as possible, but keep in mind that these SLM will
enable you to learn at your own pace. If you do not understand a lesson, the SLM would not mind you
flipping back the pages repeatedly for review. Also, remember to keep in touch with your teachers.
Send them a message through your online sessions or write them a note as you do your modular
activities.

We wish you good luck in your studies, and we hope that you will remain happy and enthusiastic
in learning!

WEEK
1
 AN, SANITIZE AND STORE
C KITCHEN TOOLS AND
L
I EQUIPMENT
E Lesso
n1

What I need to know?

This self-learning module is made for you to be able to conceptualize and
understand the basic of cleaning, sanitizing, and storing kitchen tools and
equipment. It is here to help you understand the core concepts and theories as
well as the core competencies of each lesson.

The self-learning module includes:

Lesson 1 Kitchen Tools and Equipment to be Cleaned and Sanitized.
Lesson 2. Chemicals Used in Cleaning and sanitizing Kitchen Tools and
Equipment
Lesson 3. Cleaning and Sanitizing Kitchen Tools and Equipment
Lesson 4. Storage of Cleaned Kitchen Tools and Equipment

Expected Outcome
At the end of this self-learning module, you are expected to:
1. identify the chemicals to be utilized in cleaning and sanitizing kitchen
tools and equipment;
2. prepare cleaning agents in accordance with manufacturer’s instructions;
3. clean and sanitize kitchen tools in accordance with prescribed
standards; and
4. store cleaned kitchen tools and equipment safely in the designated
space.

What is new?
Cleaning and sanitizing kitchen tools and equipment is part of the
standard operating procedures that must have to be observed in food safety
program. Proper information regarding the material and type of kitchen tools and
equipment as well as the uses of each tool and equipment will enable you to work
in the kitchen with ease. You are now going to start your journey with knowing
kitchen tools and equipment

Learning Task 1: Identify the tools according to their uses:

Cutti Measuri Baki Cooki

ng Tools ng Tools ng Tools ng Equipment
1
.
 2
.
3
.
4
.

5
.

Note: The students should enjoy their journey to cookery. Familiarize them
with the kitchen tools and equipment, how they are going to be used, cleaned,
and sanitized. Aside from the activities in this self-learning module give them
more fruitful activities that could enhance their skills whether in school or at
home.

What I know?
Learning Task 2
Direction: Choose the letter of the best answer. Write the chosen letter on your
notebook.
1. Mrs. Tan find it hard to remove tough soils from the used pots and pans. It
does not respond to different cleaning agents she used. If you will help her,
which of the following will you recommend that will surely solve her
problem?
A. Abrasive B. Acid Cleaner C. Detergent D. Solvent
Cleaner
2. Which of the following is the proper order in washing the dishes?
A. utensils, chinaware, silverware, glassware
B. silverware, utensils, glassware, chinaware
C. chinaware, glassware, utensils, silverware
D. glassware, silverware, chinaware, utensils
3. Which method of cleaning equipment will be used to increase the contact
time of the chemical solutions to improve cleaning with less mechanical
force?
A. CIP B. COP C. Foam D. High Pressure
4. Which process involves the removal of residual food soil from an
equipment?
A. Cleaning B. Rinsing C. Sanitizing D. Scraping
5. Celine is removing food and other types of soil from a surface, such as a
dish, glass, or cutting board. What do you call this process?
A. Cleaning B. Cooking C. Cutting D. Wrapping
 D
What is in?
Lesson 1 Kitchen Tools and Equipment

Learning Objective:
After reading this information sheet, students should be able to recognize kitchen tools
and equipment to be cleaned and sanitized.

Before you start your cooking journey, it is important to be familiar with the tools and
equipment you will find around the kitchen area.

The following are list of cooking materials, kitchen utensils and equipment that are
commonly found in the kitchen.
A. Tools/Equipment Description of Cooking Materials

1. Aluminum is mostly used in the kitchen and most popular because it is

lightweight, attractive and less expensive.

2. Stainless Steel is a popular material used for tools and equipment, but it is more
expensive.
o Itis easier to clean and shine and will not wear out easily.
o Stainless steel utensils maybe bought in many gauges, from light to heavy.
3. Glass is used for salad making and dessert but not practical for top or surface
cooking. Great care is needed to ensure for long shelf life.
4. Cast Iron is durable but must be kept oiled to avoid rusting. Salad oil with no salt
or shortening can be rubbed inside and out and dried. Wash with soap (not detergent)
before using.
5. Double boiler is used when temperature must be kept below boiling, such as for
egg sauces, puddings, and to keep food warm without overcooking.
6. Teflon is a special coating applied inside aluminum or steel pots and pans that
prevents food from sticking to the pan. It is easier to wash and clean but take care
not to scratch the Teflon coating with sharp instrument such as knife or fork. Use
wooden or plastic spatula to turn or mix food inside.
7. Plastic and Hard Rubber are materials used in cutting and chopping boards,
tabletops, bowls, trays, garbage pails, and canister
Can opener is used to open a food
containers.
Cutting boards are wooden or plastic
board where meat, fruits and vegetables
are cut. Using plastic cutting board is more
sanitary than wooden board as it does not
absorb food juices that can serve as
medium for bacterial growth.
Funnels – are used to fill jars, made of
various sizes of stainless steel, aluminum,
or of plastic.
Colanders also called a vegetable strainer
which are essential for various tasks from
cleaning vegetables to straining pasta or
contents.
 Learning Task 3
Directions: Below is a list of competencies in cleaning and maintaining
kitchen tools, equipment and kitchen premises. Check the number that
corresponds to the extent of knowledge and skill learned. Write your answer in
a sheet of paper.
3 very good 2 good 1 poor
Competency How much do I How skilled I am How interes
know about this? in am I in learn
using/performin more abou
g this? this?
1 2 3 1 2 3 1 2

Tools and equipment used in the

preparation of foods.
Use of chemicals in cleaning and
sanitizing kitchen tools, equipment and
premises.
Clean and sanitize kitchen tools,
equipment and premises.
Store Cleaned kitchen tools, equipment
in the designated place.
Kitchen premises to be cleaned
Safety and first – aid procedures

Lesson 2 Chemical Agents Used in Cleaning and Sanitizing Kitchen

Tools and Equipment
Cleaning is the process of removing food and other types of dirt from a
surface, such as a dish, glass, or cutting board. Cleaning is done with a
cleaning agent that removes food, soil, or other substances. The right cleaning
agent must be selected because not all cleaning agents can be used on food-
contact surfaces and to make cleaning easy.

What is in?
Learning Task 3: Before going through the lesson, what is your idea about the
following? Write your answer on your notebook.
1. Scotch Brite
2. Muriatic Acid Notes to the Teacher
3. Dishwashing Liquid This activity is intended to identify the prior
4. Zonrox knowledge of the learner in the lesson.
5. Steel Wool

What Chemicals are used in cleaning and sanitizing kitchen tools and
equipment?

Cleaning Agents
 Detergents. These are cleaning agents, solvents or any substance used
to wash tableware, cookware, surfaces, and equipment. Example: soap,
soap powders, cleaners, acids, volatile solvents and abrasive
Solvent Cleaners commonly referred to as degreasers used on
surfaces where grease has burned on. Ovens and grills are
examples of areas that need frequent degreasing. These products
are alkaline based and are formulated to dissolve grease.
Acid Cleaners. Used periodically in removing mineral deposits
and other soils that detergents cannot eliminate such as scale in
washing machines and steam tables, lime buildup on dishwashing
machines and rust on shelving. (Ex.: phosphoric acid, nitric
acid,etc.) These products vary depending on the specific purpose
of the product.
Abrasives – are generally used to remove heavy
accumulations of soil that are difficult to remove with
detergents, solvents and acids. They are composed of
either particles or physical abrasives such as sandpaper,
steel wool, and scrubbing pads. These products must be carefully used to
avoid damage to the surface being cleaned.

Other chemicals used for cleaning and/or sanitizing kitchen equipment and utensils are
the following:
 dish washing liquid
 chlorine
 carbolic acid
 disinfectants
 soap
Learning Task 4: Name popular brands/products that belong to the following categories
of cleaning agents.
Detergents Dishwashing Liquids Disinfectants Abrasives

Lesson 3 Cleaning and Sanitizing Kitchen Equipment

Dishes can be washed easily if you keep them under the water while scrubbing them for particles to
lift away. Bring the dish out of the water to check for any missed spots. Stacking a few dishes in the sink at
a time allows dishes a few minutes of soaking time while you wash another dish. Now, are you ready to
clean the tools and equipment?

What is in?
Learning Task 5: Before going through the lesson, think about this!
How did you feel when your mother told you to wash the dishes and all other tools used in the preparation
of food? A, B or C? Why? Write your answer on a sheet of paper.
A B C
What are the ways of cleaning and sanitizing kitchen tools and equipment?
Steps in Washing Dishes
1. Prepare. If you have dry hands or other skin problem, wear gloves. Wear aprons too.
2. Scrape all the large pieces of food on the dishes and place it in a compost bin or garbage
can.
3. Stack the dishes in the proper order namely: glassware, silverware, chinaware, and
utensils. Stack them to the right of the sink so that work progresses from right to left.
4. Fill the sink with water and add a considerable amount of detergent.
Use warm water, tolerable enough not to scald yourself, for better sanitizing and grease-
cutting effect.
5. Wash the lightest soiled items first. Start with glasses, cups, and flatware. Soap each
piece individually and rinse in lukewarm water.
6. Wash plates, bowls, and serving dishes. Remember to scrape first these items before
washing. Soap each piece gently and individually and rinse in warm water. Remember
to keep an eye when you should change the dish washing water.
7. Wash pots and pans last. Soak them first. Wash the pans thoroughly and don’t forget
to clean the bottoms. If anything was burnt or overcooked to pots or casserole dishes,
put a little extra soap and water in it and let it stand while you wash the other dishes.
8. Lay your dishes out on a rack to air-dry or wipe them clean with a towel.
9. There should be no visible matter and no "greasy" feel. Run a hand over the dish to
ensure that they are thoroughly cleaned. If there are still some grease remaining, consider
rewashing the item.
10. Rinse out brush, sponge and allow to dry. Sterilize your equipment often using boiling
water with bleach. When a sponge or brush starts to smell unpleasant, throw it away.
11. Wipe down the sink and your tools. Wipe down the sink, dish drainer, and dishpan. Any
rags, dish cloths, or sponges need to be left out to air dry or thrown into the washing
machine. Remember to replace sponges and rags frequently.
How are you going to clean, remove stains, sanitize, and store your cutting board?
The cutting or chopping board gets a lot of use and this means that it gets a lot of exposure to
bacteria. Proper cleaning of the cutting board is essential to your good health. Whether you use a wood or
a plastic cutting board, you should clean and sanitize it after every use.
Cleaning the Cutting Board,
1. Scrape away any remaining bits and pieces of food. Throw the scrapings into the garbage disposal,
garbage receptacle, or trash bin.
2. Scrub the board with hot, soapy water thoroughly.
3. Rinse.
Sanitizing the Cutting Board
Plastic and wooden cutting boards can be sanitized using a diluted liquid chlorine bleach
solution. For this solution, combine one teaspoon of bleach to one quart of water. Pour the solution
onto the entire surface area of the board and allow it to sit undisturbed for several minutes. Rinse
the board clean with water. Allow it to air dry or use a clean cloth to dry it.
If you prefer, you may use a vinegar solution in place of the bleach solution. Simply
combine one-part vinegar to five parts water. Use this solution in the same manner as the one
explained for the bleach solution.
Storing the Cutting Board
Once the cutting board has completely dried, store it vertically or in an upright position.
This helps to avoid moisture from getting trapped underneath the board and the accumulation of dust
or grime.
What must be done with the kitchen tools and equipment after cleaning them?
 Sanitizing is done using heat, radiation, or chemicals. Heat and chemicals are commonly used as a
method for sanitizing in a restaurant than radiation. The item to be sanitized must first be washed properly
before it can be properly sanitized. Some chemical sanitizers, such as chlorine and iodine, react with food
and soil and so will be less effective on a surface that has not been properly cleaned.
Methods of Sanitizing
1. Thermal Sanitizing. It involves the use of hot water or steam. There are three methods of using
heat to sanitize surfaces – steam, hot water, and hot air.
2. Chemicals. Approved chemicals sanitizers are chlorine, iodine, and quaternary
ammonium.
Methods of Cleaning Equipment
1. Foam – You use this to increase the contact time of the chemical solutions to improve cleaning
with less mechanical force.
2. High Pressure – used to increase mechanical force, aiding in soil removal. In high pressure
cleaning, chemical detergents are often used along with an increase temperature to make soil
removal more effective.
3. Clean In Place (CIP) – is utilized to clean the interior surfaces of tanks and pipelines of liquid
process equipment. A chemical solution is circulated through a circuit of tanks and or lines then
return to a central reservoir allowing the chemical solution to be reused. Time, temperature and
mechanical force are manipulated to achieve maximum cleaning.
4. Clean Out of Place (COP) – is utilized to clean the parts of filters and parts of other equipment.
This requires disassembly for proper cleaning. Parts removed for cleaning are placed in a
circulation tank and cleaned using a heated chemical solution and agitation.
5. Mechanical – it normally involves the use of brush either by hand or a machine such as a floor
scrubber. Mechanical cleaning uses friction for food soil removal.

Fundamental Cleaning Procedures

 Scrape and Pre-rinse – soiled equipment surfaces are scraped and rinsed with warm water
to remove loose food soils.
 Cleaning Cycle – the removal of residual food soils from equipment surfaces is based on the
manipulation of the four basic cleaning factors and the method of cleaning. Typically,
alkaline chemical solutions are used for the cleaning cycle.
 Rinse – rinse all surfaces with cold to hot water, depending on the temperature of the
cleaning cycle, to thoroughly remove all remaining chemical solution and food soil residues.
 Acid Rinse – a mild acid rinse of the equipment neutralizes any alkaline residues left and
removes any mineral soil present.
 Sanitize – all equipment surfaces are rinsed or flooded with a sanitizing agent. Both time
and chemical concentration are critical for optimum results.

Learning Task 6: Poster/Slogan Making

Make a poster with a slogan about the fundamental cleaning procedures. Use bond
papers and other art paraphernalia’

Lesson 4 Storing of Cleaned Kitchen Tools and Utensils

Proper storage and handling of cleaned and sanitized equipment and utensils are very important
to prevent recontamination prior to use. Cleaned and sanitized equipment and utensils must be stored in
clean storage areas; and handled properly to minimize contamination of food contact surface.
What is in?
Learning Task 7: Before going through the lesson, do this.
On a piece of bond paper, with your art materials draw your kitchen and give emphasis on the storage area.

How the kitchen tools and equipment are properly stored?

Steps in Organizing Kitchen Cabinets
1. Pretend it has a glass door and that everyone is going to see what’s inside.
2. Remove all the equipment and scrub shelves with soapy water.
3. Think about what you reach most often and make sure it gets a position that’s easy to
reach.
4. Take a cabinet full of glasses and line them up by color. Make sure all of the front are
facing out and straight. (Jeff Lewis-Style)
5. Take a step back after one shelf is done and make someone else look at what you’ve
done.
6. They should be stored in a clean dry place adequately protected against vermin and
other sources of contamination. Cups, bowls, and glasses must be inverted for storage.
7. When not stored in closed cupboards or lockers, utensils and containers must be covered
or inverted whenever possible. Utensils must be stored on the bottom shelves of open
cabinets below the working top level.
8. Racks, trays and shelves must be made of materials that are imperious, corrosive-
resistant, non-toxic, smooth, durable and resistant to chipping.
9. Drawers must be made of the same materials and kept clean. Full-lined drawers are not
acceptable, but the use of clean and removable towels for lining drawers is acceptable.

Learning Task 8: Arrange the following steps in order by writing A for the first step, B for the
next and so on.
_________ 1. Take a step back after one shelf is done and make someone else look at what
you’ve done.
__________2. Pretend it has a glass door and that everyone is going to see what’s
inside.
________ _3. Think about what you reach most often and make sure it gets a position
that’s easy to reach.
_________ 4. Remove all the equipment and scrub shelves with soapy water.
__________5. Take a cabinet full of glasses and line them up by color.

What is it?
Learning Task 9: Going back: to Lessons 1, 2, 3 & 4: with
A. Below are some of the kitchen tools, materials and equipment. In column A draw a THUMPS UP
if you are familiar the use of the tools and materials, and a THUMPS DOWN if you are not
familiar with the materials. In column B put a check / opposite the given materials if you had an
experience on cleaning, sanitizing and storing the kitchen tools and equipment and a cross X if no
experience.
Name of tools, materials Column A Column B
and equipment I know I can clean, sanitize
Pots and pans
Silverware
Chinaware

Range
 Refrigerator
A. List down cleaning agents that you are using at home and classify them.
B. Enumerate the steps in dishwashing.
C. Compilation. Compile pictures of well-organized kitchen cabinets.

E
What is more?
Learning Task 10: Recognizing Tools and Equipment. Below are pictures of kitchen tools and equipment.
Give the name of each tool and equipment and write your answers in a sheet of paper

1. 2. 3.
4. 5.

6 7. 8. 9. 10.
 What I can do?

Learning Task 11: Go around your kitchen and check your kitchen tools and equipment. List them
down and write the method of cleaning and sanitizing them.

Tools/Equipment How to clean How to sanitize

1.
2.
3.
4.
5.

What else I can do?

Learning Task 12: Illustrate the Ways
Using a piece of bond paper, pencil and coloring materials make a comic strip on how to sanitize
kitchen tools and equipment:

A
A
What I have learned?
Learning Task 13: Your mother assigned you to clean all the tools and kitchen utensils used in the
preparation of food for lunch. In two or three paragraphs, narrate your experiences in accomplishing the
different tasks to be fulfilled/accomplished. Write your answer in a sheet of paper.

What can I achieved?

Learning Task 14: Choose the letter of the best answer. Write the chosen letter on a piece of paper.
1. These are cleaning agents, solvents or any substance used to wash tableware, surfaces, and equipment.
What are these?
a. Abrasive c. Detergent
b. Acid Cleaner d. Solvent Cleaner
2. The kitchen cutting board often gets used and most prone to bacteria exposure. What must be done after
using?
a. Throw c. Clean
b. Leave d. None
3. Dishes can be washed easily if you keep them under
a. Water c. Heat of the sun
b. Table d. Sink
4. What will protect your hands and manicures when washing the dishes?
a. Lotion c. Hand soap
b. Alcohol d. Gloves
5. Which storage space requires the use of clean and removable towel as lining?
a. Drawers c. Racks
b. Shelves d. Durabox
WEEK Clean and Sanitize Kitchen Premises

2 Lesso
n

I
What I Need To Know?

This self-leaning module is made for you to be able to conceptualize and understand the basic
of cleaning and sanitizing kitchen premises. It is here to help you understand the core concepts and
theories as well as the core competencies of each lesson.

This self-learning module includes:

Lesson 1. Kitchen Premises to be Cleaned and Sanitized
Lesson 2. Cleaning the Kitchen Area
Lesson 3. Safety and first aid Procedures
At the end of this module, you are expected to:
recognize kitchen premises to be cleaned and sanitized.
clean the kitchen area hygienically using cleaning agents.
follow cleaning, safety and first aid procedures

What is New?

What are the kitchen premises to be cleaned and sanitized?

Cleaning your kitchen’s working premises

regularly is important to keep it look its
best and make it free from germs and
bacteria that usually accumulate in the
kitchen area during food preparations.
Many micro-organisms in your kitchen
can infect your cooking and eating and could have a negative effect on your health. Food poisoning and
diarrhea are just some conditions which might be caused by preparing food in a dirty, germ-infested
kitchen.
In order to prevent these, you need to make sure that your kitchen is kept clean and safe from
bacteria and other germs. Several surfaces around the kitchen such as walls, floors, shelves and other
surfaces must always be cleaned and sanitized safely using the proper materials to reduce health
hazards.

What I know?
Learning Task 1: Choose the letter of the best answer. Write the chosen letter on a piece of paper.

2. Your younger sister accidentally swallowed poison. What first aid treatment
should you do?
A. Read the label of the poisonous material
B. Remove anything remaining in the mouth
C. Give her a glass of water or any fruit juice
D. Give her a spoonful of sugar or any kind of sweets
3. Which of the following is the proper order/steps in cleaning kitchen premises?
A. Rinse all surfaces with cold to hot water to remove thoroughly all remaining
chemical solution and food soil residues.
B. Remove residual food soils from equipment surfaces
C. Scrape and Pre-rinse
D. Rinse all equipment surfaces with sanitizing agent
 a. b c d a b. c a d b c. c b a d d. a b c d
4. What must have to be done if something has spilled on the kitchen floor?
A. Sweep c. Scrub
B. Mop d. Dust

5. How many times at least in a week should a garbage bin be sanitized?

A. Once c. Twice
B. Thrice d. Four times

6. Where should cleaning chemicals be stored?

A. Near heat c. Cool room
B. Punctured containers d. in any way

D
Lesson 1 Clean, Sanitize Kitchen Premises

Cleaning and sanitizing kitchen premises is part of the standard operating procedures
that must have to be observed in food safety program. Improper cleaning and sanitizing kitchen
surfaces allow harmful microorganisms to be transferred from one food to another. You are now
going to start your journey with cleaning and sanitizing kitchen areas.
What is in?

Learning Task 2: You have done cleaning and sanitizing your kitchen tools and equipment. But it is
not yet enough for you are still going to clean the kitchen area. This time around you are going to
discover your kitchen but before going through this lesson, do this:

Write the advantages and disadvantages of different chemical sanitizers:

Chemical Advantages Disadvantages
1. Iodine
2. Chlorine
3. Quatemary Ammonium
compounds
4. Muriatic Acid
5. Multi-Purpuse bleach

Note: Cleaning any part of the house is very important specifically the kitchen area. Impart to the
students the techniques in cleaning and sanitizing the kitchen area. Let them enjoy doing the task.

Lesson 2 Cleaning the Kitchen Premises

Cleaning your kitchen’s working premises regularly is important to keep it look its
best and make it free from germs and bacteria that usually accumulate in the kitchen area
during food preparations. Several surfaces around the kitchen such as walls, floors, shelves
and other surfaces must always be cleaned and sanitized safely using the proper materials to
reduce health hazards.

What is in?
 Learning Task 3: Before going through the lesson, identify this. Write your answers on a sheet of
paper.

1.____________ 2. ____________ 3. _____________ 4.___________ 5.

___________

Note: Determine if the students have the idea on how to clean their kitchen hygienically

How should we clean the kitchen area hygienically?

Here are ways to ensure the cleanliness of your kitchen and keep bacteria at bay.

1. Remove unnecessary clutter from surfaces. Discard appliances and gadgets that you don't use any
more, as unused appliances would only tend to gather dust.
2. Be sure that any appliances which are still maintained and used are stored in a safe place that is out
of reach of children.
3. Keep your refrigerator clean and tidy. Before you do your weekly shopping, remove old and rotten
food and clean shelves and racks. Don't make a habit of keeping food for too long in the fridge;
rotten food is prone bacterial growth and may even contaminate fresh food that is kept in the same
area.
4. Use a rubbish bin with a lid to keep odors out that attracts flies and other insects. Empty it as soon
as it smells, even if it is not yet full. You should ideally do this every day. Wash and disinfect your
rubbish bin once a week.
5. Use separate chopping boards for different kinds of food. Keep separate chopping boards for your
meat and your vegetables to reduce the spread of bacteria.
6. Change the dishcloth frequently which you use in wiping surfaces every day. Use a different cloth
for surfaces and for dishes. Wash the cloth with hot water and bleach as appropriate. Use separate
towels for hands and dishes, and change both of these regularly.
7. Use a paper towel for any mess that is likely to cause contamination, such as raw meat or eggs, and
anything that has fallen on the floor, instead of using towels or sponges which you would use
afterwards over and over again.
8. Keep kitchen floors free from debris and grease by sweeping and washing regularly. If something
has spilled, make sure to mop it right away. Spillage could serve as a breeding ground for bacteria
and could also cause accidents such as slipping.
9. Don't leave dirty crockery and pans to fester where they can attract harmful bacteria, insects and
rodents.
10. Wash surfaces that get touched. Periodically wipe doorknobs, handles, buttons and controls, and
light switches in and around your kitchen with cleaning agents.
11. Wash your hands before and after handling food.

Learning Task 4: Fill in the blanks with missing word.

1. Wash your __________________ before and after handling food
2. Keep kitchen ___________ free from debris and grease by sweeping and washing regularly.
3. Remove unnecessary clutter from ______________.
4. Use ___________ chopping boards for different kinds of food.
5. Change the ____________ frequently which you use in wiping surfaces every day.

Lesson 3 Safety and First Aid Procedure

 Accidents do happen anytime, anywhere. Safety precautions is everybody’s concern. So you
should be very vigilant in using chemicals for cleaning your kitchen.
What is in?

Learning Task 5: Before going through this lesson, do this:

List down common accidents that usually occur in the kitchen:
1. _______________________________________________
2. _______________________________________________
3. _______________________________________________
4. _______________________________________________
5. _______________________________________________

What are the safety and first aid procedures?

.
Safety precautions
Follow these tips when using chemical cleaning agents:
 Ensure adequate ventilation.
 Always read the label and accurately follow dilution and safety instructions.
 Have knowledge of basic first aid.
  Wear cotton clothing to cover your limbs and other parts of your body that might be
exposed to the cleaning agent.
 Wear suitable footwear–it should be closed in and have a steel toe.
 Wear industrial strength, thick plastic or rubber gloves.
 Wear protective eye and face wear.
 Do not mix cleaning products.

Storage and security of chemicals

The following are recommendations for the storage and security of chemicals and cleaning
agents:
 Keep them in a separate area, away from food and other products.
 Keep on lower shelves to prevent accidents and to keep chemicals from falling into
food products.
 Store in a cool, well lighted and well-ventilated room.
 Do not store near heat.
 Do not keep punctured aerosol cans.
 Store chemicals with lids tightly on.
 Make sure chemicals and other cleaning agents are clearly labelled, specifying their
content and use.
 Ensure that the use by date or manufactured date is clearly readable.
 Storage containers should be free of corrosion and moisture.
 The storage area should be kept secure and locked when not in use.
 Always store chemicals in designated container.
 Do not mix chemicals.

First aid procedure caused by chemical poisoning (First Aid American College of
Emergency Physicians)
What must you do?
 If the person has been exposed to poisonous fumes, such as carbon monoxide,
get him or her into fresh air immediately
 If the person swallowed the poison, remove anything remaining in the mouth
 If the suspected poison is a household cleaner or other chemical, read the label
and follow instructions for accident poisoning.
 Follow treatment directions given by poison centers.
 If the poison is spilled on the person’s clothing, remove the clothing and pour
the body with continuous tap water.

A Reminder!

When you accidentally splashed liquid detergent in someone’s eyes, you

should irrigate the eye with running water or an eye wash bottle for at least 15 minutes
then cover the eye with a light gauze eye patch. Then take him to a hospital or doctor.

What is it?
Learning Task 6: Let us go back to Lessons 1, 2 & 3
1. Enumerate the parts of the kitchen:
2. What are the cleaning materials commonly used in cleaning the kitchen?
3. If your sister accidentally swallowed something. What are you going to do?

E
What’s more?
Learning Outcome: 7 Create and Post
Make a slogan on proper cleaning and sanitizing of working premises using Oslo paper, coloring
materials, pencil, pentel pen and ruler.
Your slogan will be rated using the scoring rubric below:
SCORE CRITERIA
5 Creatively and neatly done showing much relevance to the given topic
4 Creatively done and neat enough with relevance to the given topic
3 Creatively done and neat enough but no relevance to the given topic
2 Simply done and neat enough but not so relevant to the given topic
1 Poorly done with erasures and irrelevant to the given topic
Your answer shall be assessed using the rubrics below.
CRITERIA 4 3 2 1
Organization Exceptionally Generally clear, Lacks clarity, Unclear,
clear, easy able to difficult to impossible to
To understand understand understand understand
Given the One procedures Two procedures Have not
complete is lacking in is missing in the mention any
procedures in accomplishing narration correct
accomplishing the task procedures in
Statement of the the task accomplishing
procedures the task
Completeness of Able to finish the Able to finish the Able to finish the Was not able to
Task task ahead of task on time task late finish the task
time

What’s I can do?

Learning task 8: Skills Trial

Situation:
You were tasked to clean and sanitize kitchen premises after the preparation and cooking of
foods by your mother. Videotaped the process and send it to the teacher.

Materials Needed:
Dish soap
Hot water
Double sink or dishpan
Dishcloths, scrubbers, sponges, steel wool.
Dish rack for drying.
Lint-free cloth
Paper towels

Your performance will be rated using the following rubric:

P E R FOR M A NCE LE V E L
Dimension

Excellent Very Satisfactory Needs Improvement No

1. Use of tools, Uses tools and Uses tools Uses tools and Uses tools and No
equipment and equipment correctly and And equipment correctly equipment incorrectly attempt
Materials confidently at all times Equipment and but less and less confidently
correctly and confidently sometimes most of the time
Confidently
most of the
Times
2. Application of Manifests very clear Manifests Manifests Manifests less No
Procedures understanding of the Clear understanding of understanding of the attempt
step- by-step procedure Understanding the step-by-step step- by-step
of the step- Procedure procedure seeking
by-step but sometimes seeks clarification most of
Procedure Clarification the time

Works independently Works Works independently Works independently No

with ease and Independently with ease and but with assistance attempt
confidence at all times with ease and Confidence from others most of
Confidence Sometimes the time
most of the
Time
3. Safety work Observes safety Observes Observes safety Most of the time not No
Habits precautions at all times Safety Precautions observing safety attempt
Precautions Sometimes Precautions
most of the
Time
4.Completeness Task is completed Task is Task is nearly Task is started but not No
of Task following the procedures Completed completed following completed following attempt
in the activity following the the procedures in the the procedures in the
improvement/innovations procedures in project plan project plan
the project
Plan
5. Time Work completed ahead Work Work completed Work completed No
Management of time Completed ___(mins./hours/days) ___(mins./hours/days) attempt
within allotted beyond Beyond
Time
TOTAL POINTS

What else I can do?

Learning Task 9: Matching Type
Direction: Match column A with column B. Which do you think matches each other? Write your answer on a
sheet of paper.

Column A
1. If the person has been exposed to poisonous fumes.
2. If the person swallowed the poison.
3. If the suspected poison is a household cleaner or other chemical.
4. If the poison is spilled on the person’s clothing.
5. When you accidentally splashed liquid detergent in your classmate’s eye
Column B
a. Fresh air
b. Remove anything remaining in the mouth
c. Read the label and follow instructions for accident poisoning.
d. Remove the clothing and pour the body with continuous tap water
e. You should irrigate the eye with running water
PIVOT 4A CALABARZON

A
What I have learned?

Learning Task 10: After going through the lessons, clean your kitchen following the procedures in
cleaning the kitchen area hygienically with proper and safe use of cleaning agents.
What I can achieved?
Learning Task 11: Illustrate Me
Using a piece of bond paper, pencil and coloring materials draw a particular type of kitchen and
identify the areas to be cleaned and sanitized.
Help your mother in cleaning and sanitizing your kitchen. Make a narrative of your activity.
 PREPARE APPETIZERS (PA)
Lesson 2

What I Need to Know?

Module Introduction:

Appetizers are dishes that can truly be

considered Filipino because we are best known
for using our hands to eat small finger foods.
These include anything from fish, meat, nuts,
and chips which are often served before dinner
in large family lunches.
This lesson deals with the classifications
WEEK of appetizers, identification of ingredients used

3
for appetizers, preparation of appetizers, and
presentation of appetizers attractively according
to enterprise standards.

Expected Outcome
After completion of this module, you
I should be able to:
1. identify the origin of appetizer;
2. perform mise en place;
3. prepare a range of appetizers;
4. present a range of appetizers; and
5. store appetizers.

What’s New?
Learning Task 1
In the Philippines, appetizers are also known
as side dish. We usually eat it combined with a
main dish to enhance our mealtime.
To check what you know about appetizers,
name the following popular Filipino side dishes.
Which of these have you eaten before? Choose
one side dish that you like most and explain
why. Write your answer in your notebook.

1. 2. 3.

Page 26 of 49
 tizers as a buffet in the early third century
BC?
A. Filipinos B. Athenians C.
Romans D. Americans
2. Which refers to small portions of highly
seasoned foods and are served cold or hot?
4.
A. Relish B. Hors ‘oeuvres C.

D Canapé D. Petite Salads

3. It is the simplest appetizer.
A. Fruits & vegetables B. Crudités C.
Petite Salads D. Cocktail
Wh 4. What kind of food is served before the main
at I dish to stimulate appetite?
A. Dessert B. Appetizer C.
Kno Salad D. Soup
5. What do you call an Italian appetizer?
w A. Bruschetta B. Antipasto C.
PRE- Tapas D. Caviar
TEST 6. It is salted roe or eggs of the sturgeon fish.
A. Amuse Bouche B. Antipasto C.
Directi
Tapas D. Caviar
ons:
7. It is a raw vegetable cut into bite-size then
Read
served with dips.
the
A. Relish B. Hors ‘oeuvres C.
questi
Crudités D. Petite Salads
ons
8. This tool is used to remove citrus peel in thin
careful
strips.
ly.
A. Zester B. Fruit baller C. Peeler
Choos
D. Paring knife
e the
9. It is the process of offering the appetizer to
letter
guests in a stylish and pleasing manner.
of the
A. Plating B. Seasoning C.
correct
Displaying D. Demonstrating
answe
10. Which fundamental of plating offers variety
r and
and contrast?
write it
A. Arrangement on the plate B Balance
down
C. Garnish D. Portion sizes
in your
11. What is the fundamental of plating where
notebo
you need to match the size of the food and the
ok.
plate?
A. Arrangement on the plate B. Balance
1. Who C. Portion size D. Garnish
origi 12. Which of the following is not among the
nally three elements of buffet platter presentation?
intro A. Centerpiece B. Garnish C. Serving
duce portion D. Balance
d 13. When planning for designing a platter, a
appe sketch is made by dividing a tray into how many
Page 27 of 49
 section be used for attractive platter presentation of
s? A. 6 appetizers?
to 8 A. Silverware B. Chinaware C.
B. 8 Plasticware D. All of these
to 10
C. 4
to 6
D. 2
to 4

What’s in?
14. In
presenti History of Appetizer
ng
foods, In the
there is early third
a century B.C.,
saying Athenians
that originally
goes introduced
“The appetizers as
_____ a buffet. They
eats would serve sea urchins, cockles, sturgeon, and
first”. garlic. However, they were unpopular to start as
A. these tiny meals were not followed up with a
Tongue main course, leaving everyone hungry and
wanting more. It was not until the nineteenth
B.
century that appetizers truly developed as
Eyes
structured meals.
C. Appetizer can also come in liquid form.
Nose Aperitifs is an example of liquid appetizer
containing alcohol that came about through the
D. Romans. Like the food appetizers introduced by
Ears the Athenians, aperitif works at inciting hunger,
but on top of that, these tiny drinks help with the
15. imminent digestion process. These drinks would
Which be shared by the Romans from a single glass
of the and passed around the table to all members of
followin the eating party.
g could
In the1860s the word appetizer was used
in America and England to refer to local flavor.
For a time, it was served between the main
course and dessert as a refresher, but by the
twentieth century it developed as a precursor to
the main course.

Learning Outcome 1

Page 28 of 49
 Perfo ingredients to make the preparation and cooking
rm easily.
Mise Tools and equipment needed in
preparing appetizer
en
Place
M
ise en
place is
a Ball Cutter – sharp Rubber Scraper Spatula – used for C
French
edged scoop for – used to scrape manipulating foods s
off contents of like spreading.
cutting out balls in
term m
fruits and vegetables
which bowls
means
“set in
place”
that is
you
have Paring Knife - Zester - used to Butter Curler - used P
everythi used for trimming remove citrus peel for making butter u
ng and paring fruits in thin strips. curls b
ready and vegetables
to cook
and in
Other Tools and Equipment used in
its
Preparing Appetizers
place.
1. Wire Whip – used for mixing thinner liquids.
You 2. French Knife – for slicing, dicing, and
should chopping.
be able 3. Cutting Board - for cutting fruits and
to vegetables.
identify 4. Kitchen Shear - cutting device like scissors.
5. Chiller – for keeping cold foods chilled
and
before serving.
prepare 6. Oven – for baking
all the 7. Measuring spoons - for measuring dry and
needed liquid ingredients in small quantity.
tools 8. Measuring cups - to measure dry
and ingredients.
equipm They come in various sizes and
volumes.
ent as
9. Glass measuring cup - used for measuring
well as liquid ingredients like water and oil.
all the - It is usually transparent with the
graduation mark on the outside.
10. Mixing bowls
11. Mixing spoon - used for mixing ingredients.
- It is made of wood in different sizes
and different length of the handle.
12. Fork is used to combine ingredients.
13. Container of different sizes and shapes.
14. Cooking range/stove
Page 29 of 49
 15. R
efriger
ator
16. St
rainer/
coland
er

Learni
ng
Task

Comple
te the
table by
writing
in
column
B the
appropr
iate tool
for you
to be
able to
perform
the task
in
column
A. Copy
and
answer
in your
notebo
ok.

1.Keep cold foods chilled before serving

2.Remove citrus peel in thin strips
3. Cut out balls in fruits and vegetables
4. Scrape off contents of bowls
5. Small hand tool in making garnishes

Page 30 of 49
 Classifi appetite. It gives appreciation to the food we will
c
at
io
n
of

eat next.
Appetiz A good appetizer, whether hot or cold,
ers should be light and served in small quantities.
Fresh vegetable and salads, fruits, or meat or
even fish can be made into appetizers.
Appetize
rs are Classification of Appetizers:
foods
which 1. Cocktails are
stimulate juices made
the from orange,
appetite, pineapple,
through grapefruit, or
their tomatoes
attractive served with
appeara cold salad dressings.
nce, - It may be in the form of a fruit or vegetable
fragranc juice mixed with little alcoholic drink.
e, or - It is also made of seafood like shrimps,
appealin crabs, or lobsters served with slightly
g flavor. seasoned sauce.
It is a
portion 2. Hors D’
of highly Oeuvres (awr-
seasone durvz) refers to
d food, small portions
usually of highly
served seasoned
before a foods.
meal to - It is a combination of canapés, olives,
induce stuffed celery, pickled radishes, and fish.
and - It is served on individual plates when guests
stimulate are seated or simply placed on a platter and
one’s passed around.
- Hors d’oeuvres are served cold or hot.

Page 31 of 49
 3. Ca , cheese, fish,
nap or meat then
és deep-fried.
are - There are no
ma set recipes for
de the making of
fro canapés. You
m may create your own combination from cut
thin pieces of bread and biscuits etc.
slic - The larger canapés are termed as
es ZAKUSKIS after the Chef Zakuski.
of
bre
ad 4.
in Relishes/Crudités
diff (kru-di-teys).
ere Relishes are
nt pickled
sha vegetables,
pes while Crudités
. are raw, crisp vegetables such as julienne
- The carrots or celery sticks. These are usually
bre placed before the guest in a slightly, deep,
ad boat shape dish.
ma
y
be
toa
ste 5. Petite Salads are small
d, servings of salads that usually
sau exhibit the qualities found in
tée most salads.
d in
butt
er, 6. Chips and
or Dips. Chips are
dip small, thin,
ped crisp, usually
in a salty piece of
well food typically
- prepared by
sea frying, baking,
son or drying such as potato chips or crackers.
ed - Dips are popular accompaniments to chips
mix and raw vegetables.
ture - Proper consistency in the preparation is
of important for many dips. It must not be so
egg thick that it cannot be scooped up without
Page 32 of 49
 bre appetizers because they give an attractive
aki appearance, fragrance, appealing taste, and
ng delicious flavor.
the - You can serve sliced fruits and vegetables
chi on a platter or fruit tray
p or - Since appetizers are always easy to pick up
cra with the fingers, they should never be drippy
cke or messy.
rs,
but
it 8. Finger foods
mu are variety of
st appetizers
be small enough
thin to be picked
not up with the
to fingers and eaten with little mess.
stic
k to
the
chi Learning Task
p or
cra Fill-in the blank with the right word/s to complete
cke the sentence. Copy and answer in your
r. notebook.
1. ________ is made from thin slices of
7. Fre bread in different shapes.
sh 2. ________ is made from fruit or vegetable
Fru juice mixed with little alcoholic drink.
its 3. ________ is composed of small, thin,
and crisp, usually salty piece of food served with a
Ve dip.
get 4. ________ is comprised of small portions
abl of highly seasoned foods like olives, stuffed
es celery, pickled radishes, and fish.
are 5. ________ is the simplest appetizer.
the
sim
ple
st
app
etiz
ers.
- Frui
ts
are
goo
d

Page 33 of 49
 tiny portions of food presented on bases of
The bread, toast, or pastry easily handled and
follow eaten.
ing Canapé consists of 3- parts
are 1. Base – holds the spread and garnish.
exam Crackers and toasts are firmer and give a
ples pleasing texture and crispness to the
of canapé.
appeti
zers Suggestions for canapé bases are:
and
ingre
dients
neede
d to
prepa
re Bread Toast cut-outs Crackers Melba
them. cutouts

I. P
r
e
p
a Tiny Tortilla chips Polenta cutouts
r unsweetened
i pastry shells
n
g 2. Spread - placed on top of the base so the
garnish sticks to it without falling off.
C a. Flavored butter
a b. Flavored Cream Cheese
n c. Meat or Fish salad spreads- ex:
a Lady’s Choice tuna spread, or ham spread
p
é
3. Garnish – any food item or combination of
items placed on top of the spread which give
color, design, texture, and flavor accent to the
Canap canapé.
és are
bite- Food Items used to
size Decorate Canapé
open a. Vegetable, pickles,
faced and relishes- radish
sandw slices, pickled onion,
iches parsley, tomatoes,
consis olives, pickles,
t of cucumber slices,
Page 34 of 49
 pi c. Meats- ham, salami, roast beef, chicken
m d. Cheese, hard cooked egg slices
ie
nt Guidelines for Assembling Canapés
o 1. Good mise en place is essential.
b. Fi - In making canapés especially for large
s functions, all bases, spreads, and
h garnishes must be prepared ahead of
S time so that final assembly may go
al quickly and smoothly.
m 2. Assemble as close as possible to serving
o time.
n, - Bases used for canapé like biscuits
s quickly become soggy, and spreads
hr and garnishes dry out easily. After
i placing them in a tray, cover them
m lightly with plastic and held for a short
p, time under refrigeration. Safe food
tu handling and storage must be
n observed.
a 3. Make sure that at least one of the
fl ingredients is spicy in flavor. A bland
a canapé has little value as an appetizer.
k 4. Use high quality ingredients.
e - Leftovers can be used for canapés,
s, but they must be carefully handled
s and stored to retain freshness.
ar 5. Keep it simple.
di - Simple meat arrangements are more
n attractive than extravagant one. Be
e sure that canapés hold together and
s, do not fall apart in the customers
lo hands.
b 6. Arrange canapés carefully and attractively
st on trays.
er - Each tray should carry an assortment
of flavor and textures.
- One unofficial rule of cooking is to rely
on odd over even numbers. Instead of
serving 2 or 4 pieces, 3 or 5 pieces
will look better. Many chefs feel odd
numbers result in a cleaner and more
appealing overall plate design. (Odd
numbers: 1,3,5,7,9…)

II. Preparing Cocktails

Kinds of Cocktail Appetizers:

Page 35 of 49
 III. Preparing Relishes/ Crudités

Categories of Relishes:
a. Crudité is a raw vegetable cut into
bite-size then served with dip.
- Cru in
French
means
“raw”
- Ex: Celery,
Radishes, Green and Red bell
Peppers, Zucchini, Cucumber,
Carrots, Cauliflower, Broccoli Florets
and stem, Cherry Tomatoes, Scallions

- Dips are any accompaniment to

raw vegetables, potato chips and
crackers which needs to have
proper consistency.

b. Relish is a
pickled
vegetable
- ex:
cucumber
pickles, olives, watermelon pickles,
pickled peppers, spiced beets, and
other preserved fruits and vegetables

IV. Preparing Hors d ‘Oeuvres

Hors d ‘Oeuvres are variety of food
both hot and cold served as appetizers. The
serving is smaller in unit size or portion size
that can be eaten with forks from small plates
or with fingers.

Miscellaneous Hors d ‘Oeuvres:

a. Antipasto – an
Italian appetizer
which includes
cured meat,
seafood items, cheeses, hard boiled
and stuffed eggs, relishes and
mushrooms and other vegetables.

Page 36 of 49
 b. B d drizzled with olive oil, served with
ru toppings (like canapés).
s
c c. Tapas - a small food item intended
h to be eaten with wine or other
et drinks usually in bars. They are
ta served in a small portion intended
- to be eaten immediately.
sl
ic
e d. Caviar – salted roe or eggs of the
of sturgeon fish.
It
al
ia e. Amuse Bouche (ah- myus- boosh) –
n is a tiny appetizer offered to guest
br either before or after they have
e ordered from the menu. It is an
a opportunity to welcome the guest or
d showcase the chef’s cooking style and
th talent.
at
is
to
a
st What is it?
e Learning Task
d, Classify the following ingredients listed
ru below according to the parts of canapés. Write
b each ingredient in the box provided for. Write
b your answer in your notebook.
e
d Radish slices Toast cutouts
w Asparagus tips
it Bread cutouts Crackers
h Tomatoes
br
Butter Polenta cutouts
u
Cucumber slices
s
Fish Cheese
h
Miniature pancakes
e
Tiny biscuits Pickled onions
d
Meat
g
ar
li Canape Base Canape Spread Can
c,
a
n
Page 37 of 49
 Salted roe Toasted Italian
bread
Tiny grilled hotdog Cured meat
Sliced pickled cucumber

1. Antipasto-
Learni
__________________
ng
2. Caviar-
Task 2
__________________
3. Tapas-
Inside __________________
the box 4. Amuse bouche-
are __________________
ingredie 5. Bruschetta-
nts for __________________
making
hors
oeuvres
.
Select
the one What’s
that
matche
more?
s best Learning
on the Outcome 2&3
kind of Prepare and
hors Present a Range of
oeuvres
Appetizer
below.
At the end of this lesson, you are expected to:
Write
1. Prepare a variety of appetizers;
your
2. Identify the fundamentals of plating; and
answer
3. Present appetizers attractively.
in your
notebo
Appetizers can be more appreciated if
ok.
presented attractively like the saying goes “The
eyes eat first.”. Plate presentation is the process
Hard of offering the appetizer to guests in a stylish
- and pleasing manner. It requires skills, style,
boile and creativity.
d
egg This lesson will provide you the knowledge,
skills and understanding in preparing and
presenting range of appetizers.

Fundamentals of Plating
1. Balance. Select foods and garnishes that
offer variety and contrast.

Page 38 of 49
E
 - C strictly visual consideration, but important in
olor. plating in menu
Two planning.
or - Flavors. One of the factors to consider
more when balancing colors, shapes, and
color texture on the plate.
s on 2. Portion size. This is important for both
a presentation and costing.
plate - Match portion sizes and plates.
are - Too small a plate makes an overcrowded,
usual jumbled, messy appearance. Too large a
ly plate makes the portions look skimpy.
more - Balance the portion sizes of the various
inter items on the plate.
estin 3. Arrangement on the plate. Highlight the key
g ingredient.
than
one. Basic Principles of Platter Presentation
- S 1. The three elements of a buffet platter.
hape - Centerpiece or Grosse piece (gross
s. pyess). This may be an uncut portion of the
Plan main food item decorated and displayed
for whole.
varie - The slices or serving portions should be
ty of arranged artistically.
shap - The garnish should be artistically done in
es proportion to the cut slices.
and 2. The food should be easy to handle and serve,
form so that one portion can be removed without
s. ruining the arrangement.
Cutti 3. A simple design is best. Simple arrangement
ng is easier to serve, more appetizing, and still
vege attractive when are half consumed by the guest.
table 4. Attractive platter presentation may be made
s into on silver or other metals, on mirrors, chinaware,
differ plastic ware, wood, or any other materials
ent provided they are presentable and suitable for
food.
shap 5. Once a piece of food has touched the tray, do
es not remove it. Shiny silver or mirror trays are
give easily smudged, and you’ll have to wash the tray
you and start over again. Good pre-planning should
great be considered.
flexib 6. Think of the platter as part of the whole. It
ility. must be attractive and appropriate to the other
- Te presentation in the table.
xture
. Not Learning Outcome 4

Page 39 of 49
 Store maintain its freshness, quality, and taste;
Appet and
izers 3. Observe sanitary practices in presenting
At the appetizers
end of the lesson,
you are expected Storing salads and appetizers is one of the
to: most important activities done after preparing
them to maintain freshness and avoid spoilage.
1. Sel
This lesson deals with storage of salads and
ect
appetizers using appropriate container to sustain
ap
quality and taste.
pro
pri
Sanitary Practices when storing salads and
ate
appetizers
co
1. Handle the food properly to prevent spoilage
nta
and contamination.
ine
2. Wash utensils and equipment thoroughly.
r
3. Keep off hand to a minimum contact to
for
ingredients and food.
sto
4. Keep away from food when you are ill.
rin
5. Store food and ingredients properly.
g
6. Safeguard the food during distribution and
sal
serving.
ad
 Chill to refrigerate or to reduce the
s
temperature of food.
an
d  Place it to cold storage like refrigerator to
ap preserve perishable food.
pet
ize
rs; What I can do?
2. Ke
Learning Task
ep Ask your parent or guardian to observe you
ap while you are doing the following activity. Your
pet actual preparation and presentation will be rated
ize using the scoring rubric below.
rs Reminder: If you have a mobile phone with
in camera, take photos of your plated canapé with
your parent/guardian.
ap
pro Purpose: Prepare and present canapé
pri
ate
co
ndi
tio
ns
to

Page 40 of 49
 Ingredients and 6 in your notebook. Ask your parent or
- 1  guardian to give a score.
- 5 
- 1 
- 2 
- 1 
- Ground black pepper
- Salt
A A
- Skyflakes or Magicflakes, cut e

Tools/Equipment
What I have learned?
Learning Task
- Bread knife or any kitchen knife available at home
Prepare canapé or other appetizers using your
- Plate for plating
own recipe. Choose a packaging material for your product.
- Bowls Put product label containing product name, production
- Spoon date, and ingredients. Take a photo of your
Cutting/chopping board product. Present it your parent or guardian.
You will be graded by your parent or guardian
Instructions using thiscriteria.
Score Criteria
1. Combine tuna and onion in a bowl. Using a spoon, mix all the ingredients
5 Very artistically and creatively done.
together. 4 Artistically and creatively done.
2. Add mayonnaise and mustard3 powder. Continue to mix. Taste
Properly the mixture
and less and
creatively done.
add salt and pepper as needed.
2 Make sure that the ingredients are well blended.
Improperly done and unattractive
3. Scoop a tablespoon of the 1 mixture over crackers. No attempt
4. Put celery on top of the canape as your garnish.
5. Plate your prepared canape.
6. What I can do?
Present it to your parent or guardian

PRE-TEST
Scoring Rubric
(for parent’s use) Directions: Read the questions carefully.
Copy Choose the letter of the correct answer and
column 1 write it down in your notebook.
Dimension PERFORMANCE LEVEL
Needs No
Excellent Satisfactory Improvement attempt Score
Given
Score 3 pts. 2 pts. 1 pt. 0 pt. by
Parents
1. Use of tools and Uses tools Uses tools and Uses tools and No
equipment and equipment equipment attempt
equipment correctly but incorrectly.
correctly and without
confidently confidence
2. Application of Works Works Works with No
procedures independently independently assistance most attempt
with ease and with ease and of the time
confidence confidence
always sometimes
3. Safety work Always Sometimes Not observing No
habits observes observes safety attempt
safety safety precautions
precautions precautions
4.Complete ness Task is Task is almost Task is started No
of Task completed completed. but not attempt
following the completed.
procedures in
Page 41 of 49 the activity
5. Time Work Work Work completed No
management completed completed attempt
ahead of time beyond the No
time attempt
 ll portions of highly seasoned foods and are
1. Wh served cold or hot?
o A. Relish B. Hors ‘oeuvres C.
origi Canapé D. Petite Salads
nall 3. It is the simplest appetizer.
y A. Fruits & vegetables B. Crudités C.
intro Petite Salads D. Cocktail
duc 4. What kind of food is served before the main dish
ed to stimulate appetite?
app A. Dessert B. Appetizer C.
etiz Salad D. Soup
ers 5. What do you call an Italian appetizer?
as a A. Bruschetta B. Antipasto C.
buff Tapas D. Caviar
et in 6. It is salted roe or eggs of the sturgeon fish.
the A. Amuse Bouche B. Antipasto C.
earl Tapas D. Caviar
y 7. It is a raw vegetable cut into bite-size then
third served with dips.
cent A. Relish B. Hors ‘oeuvres C.
ury Crudités D. Petite Salads
BC? 8. This tool is used to remove citrus peel in thin
A. Fili strips.
pi A. Zester B. Fruit baller C. Peeler
no D. Paring knife
s 9. It is the process of offering the appetizer to
guests in a stylish and pleasing manner.
B. A. Plating B. Seasoning C.
At Displaying D. Demonstrating
he 10. Which fundamental of plating offers variety and
ni contrast?
an A. Arrangement on the plate B Balance C.
s Garnish D. Portion sizes
11. What is the fundamental of plating where you
need to match the size of the food and the plate?
C. A. Arrangement on the plate B. Balance C.
Ro Portion size D. Garnish
m 12. Which of the following is not among the three
an elements of buffet platter presentation? A.
s Centerpiece B. Garnish C. Serving portion
D. Balance
D. 13. When planning for designing a platter, a sketch is
A made by dividing a tray into how many sections? A. 6
m to 8 B. 8 to 10 C. 4 to 6 D. 2 to 4
eri
14. In presenting foods, there is a saying that goes
ca
“The _____ eats first”.
ns
A. Tongue B. Eyes C.
2. Whi
Nose D. Ears
ch
15. Which of the following could be used for
refe
attractive platter presentation of appetizers?
rs to
A. Silverware B. Chinaware C.
sma
Plasticware D. All of these
Page 42 of 49
 References:
Meriam- Webster Dictionary

Page 43 of 49
 ANALOGY

Page 44 of 49
 A
. What other activities I can engage in?
Perform steps in preparing relish
Tools/Equipment
 Bread knife or any kitchen knife available at home
 Plate
 Cutting/chopping board
1- 2 medium sized Glass jars
ingredients
 2-3 pcs green cucumbers, cut into round shape
 1 medium bulb onion, sliced
 1 small red bell pepper, cut into strips
 1 tablespoon rock salt

Pickling solution
 2 pcs chilies whole (siling labuyo), sliced
 2-3 cloves garlic, chopped 
 2 cups cane vinegar
 1 cup water
 1 1/3 cups granulated white sugar
 2 teaspoon salt
 1 teaspoon black peppercorns (buong paminta)

Procedure:
1. Prepare 1-2 glass jars. Wash and sterilize in boiling water for 10 minute, and air dry.
2. Combine cucumbers, onion, and peppers in a bowl.
3. Pour salt over the top and stir using spoon or ladle to coat completely.
4. Cover the bowl with plastic and set aside for 1 hour.
5. Rinse cucumber mixture with water until all salt is washed away.
6. Drain the water. (Use colander if you one at home.)
7. Pack vegetables into sterilized jars. Do not completely fill the jar, leave a little space
for the syrup. Set aside.

Pickling solution
1. Make the pickling solution by mixing vinegar, water, garlic, sugar, salt, and black
pepper in a pot (kaldero).
2. Stir until salt and sugar are dissolved. Simmer (mahinang kulo) for 5 minutes.
Pour hot solution into the glass jar with cucumbers. Leave ½ inch space on top. Cover
then store for 2-3 days.

Note:
 Make a label for your finished product. It should contain the following: product
name ingredients production date
Page 45 of 49
  Plate your relish in a nice container, then present it to your parents or guardian.
 Using the product evaluation form below, ask them to evaluate your cucumber
relish. Keep the evaluation form.
 If you have a phone with camera, take photos of your finished product.
 Do not forget to take photos while preparing your canapé.

WEE
K I
2

Page 46 of 49
 D
E

PIVOT 4A CALABARZON
11

.
A Source:
htt

WEEK
c

4
V
E oices
of
WEE
Learning Task 4: Convert the following sentences K
from

A
5
D
Hot and Cold Appetizers

Hors d’oeuvres are often served preceding a meal. They

are served as the food at cocktail parties involving alcoholic
beverages.
a. Hot Hors d’oeuvres are served between the soup and fish
course. In today’s shortened menus, they are often served instead
of hot entrée. The size and richness depend upon the composition
of menu. Many hot hors d’oeuvres are suited for serving a small ala
carte dishes, and usually described as hot dish.
b. Cold hors d’oeuvres should stimulate appetite, and therefore
should always be served at the first course in the menu.
There are five types of cold hors d’oeuvres, and they are served as
follows:
Page 47 of 49
 1. Plate of Hors d’oeuvres may consist of shrimps, smoked
beef, poached egg, Spanish sardines and lettuce, sauce can
be served at the side
2. Grison Platter may consist of two kinds of cold meat, such
as ham, smoked beef, peppered ham. Sauce can be served
at the side.
3. Hors d’oeuvres Platter. A well-presented platter with a
limited choice of simple or more expensive foods. The basic
rules is “small quantity, but big in quality” and at the same
time attractively served. It may consist of shrimp with jelly,
asparagus tip with mushrooms, sardines with onion rings,
tomatoes stuffed with salad and chicken loaf.
4. Assorted hors d’oeuvres can be served in special portioned
platters with dishes or even from a serving cart.
5. Rich hors d’oeuvres - still a classical form of presentation.
Lobster should always be included. The hors d’oeuvres dish
system in conjunction with a silver platter can be used, but it
is also possible to arrange the center pieces on a silver
platter covered with meat jelly and served with
accompaniments in a small separate bowls or container.

Activity 1
Classify the following hors d ‘oevres whether HOT or COLD .
1. Chicken Strips in Cheese Dip
2. Cucumber hors ‘oevres
3. Shrimp Skewers with Tomato Sauce
4. Deviled Egg
5. Beefy Taco Dip

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