11

11
TVL – HE - CAREGIVING
Quarter 2 – Module 4
FEED THE CHILD
Preparing and Cooking of Menu for
Children
TVL – Grade 11
Alternative Delivery Mode
Quarter 2 – Module 4: Preparing and Cooking of Menu for Children
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any
work of the Government of the Philippines. However, prior approval of the government
agency or office wherein the work is created shall be necessary for exploitation of such
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the payment of royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
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holders. Every effort has been exerted to locate and seek permission to use these
materials from their respective copyright owners. The publisher and authors do not
represent nor claim ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Writer: Kristine Marie S. Sevilla
Editor: Ivah Mae C. Estoconing
Reviewers: Gina S. Zerna
Typesetter: Ivah Mae C. Estoconing
Layout Artist: Ivah Mae C. Estoconing
Management Team: Senen Priscillo P. Paulin, CESO V Rosela R. Abiera
Fay C. Luarez, TM, Ed.D., Ph.D. Maricel S. Rasid
Adolf P. Aguilar,TM, Ed.D Elmar L. Cabrera
Nilita R. Ragay, Ed.D
Antonio B. Baguio, Jr., Ed.D.

Printed in the Philippines by ________________________

Department of Education –Region VII Schools Division of Negros Oriental

Office Address: Kagawasan, Ave., Daro, Dumaguete City, Negros Oriental

Tele #: (035) 225 2376 / 541 1117
E-mail Address: negros.oriental@deped.gov.ph
 11

TVL
Quarter 2 – Module 4
Preparing and Cooking of Menu
for Children
Introductory Message
For the facilitator:

Welcome to the TVL-11 Caregiving Alternative Delivery Mode (ADM) Module

on Preparing and Cooking of Menu for Children!

This module was collaboratively designed, developed and reviewed by

educators both from public and private institutions to assist you, the teacher
or facilitator in helping the learners meet the standards set by the K to 12
Curriculum while overcoming their personal, social, and economic
constraints in schooling.

This learning resource hopes to engage the learners into guided and
independent learning activities at their own pace and time. Furthermore, this
also aims to help learners acquire the needed 21st century skills while taking
into consideration their needs and circumstances.

In addition to the material in the main text, you will also see this box in the
body of the module:

Notes to the Teacher

This contains helpful tips or strategies that
will help you in guiding the learners.

As a facilitator, you are expected to orient the learners on how to use this
module. You also need to keep track of the learners' progress while allowing
them to manage their own learning. Furthermore, you are expected to
encourage and assist the learners as they do the tasks included in the module.

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For the learner:

Welcome to the TVL-11 Caregiving Alternative Delivery Mode (ADM) Module

on Preparing and Cooking of Menu for Children!
This module was designed to provide you with fun and meaningful
opportunities for guided and independent learning at your own pace and time.
You will be enabled to process the contents of the learning resource while
being an active learner.

This module has the following parts and corresponding icons:

This will give you an idea of the skills or

What I Need to Know competencies you are expected to learn in the
module.

This part includes an activity that aims to

check what you already know about the
What I Know
lesson to take. If you get all the answers
correct (100%), you may decide to skip this
module.
This is a brief drill or review to help you link
What’s In the current lesson with the previous one.

In this portion, the new lesson will be

What’s New introduced to you in various ways; a story, a
song, a poem, a problem opener, an activity
or a situation.
This section provides a brief discussion of the
What is It lesson. This aims to help you discover and
understand new concepts and skills.

This comprises activities for independent

practice to solidify your understanding and
What’s More
skills of the topic. You may check the
answers to the exercises using the Answer
Key at the end of the module.
This includes questions or blank
What I Have Learned sentence/paragraph to be filled in to process
what you learned from the lesson.
This section provides an activity which will
What I Can Do help you transfer your new knowledge or skill
into real life situations or concerns.

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 This is a task which aims to evaluate your
Assessment level of mastery in achieving the learning
competency.
In this portion, another activity will be given
Additional Activities to you to enrich your knowledge or skill of the
lesson learned.

Answer Key This contains answers to all activities in the

module.

At the end of this module you will also find:

References This is a list of all sources used in

developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on any part
of the module. Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other
activities included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your
answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through
with it.
If you encounter any difficulty in answering the tasks in this module, do
not hesitate to consult your teacher or facilitator. Always bear in mind that
you are not alone.

We hope that through this material, you will experience meaningful

learning and gain deep understanding of the relevant competencies. You
can do it!

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 What I Need to Know

This module was designed and written with you in mind. It is here to help you
master the nature of Preparing and Cooking of Menu for Children. The scope
of this module permits it to be used in many different learning situations. The
language used recognizes the diverse vocabulary level of students. The lessons
are arranged to follow the standard sequence of the course. But the order in
which you read them can be changed to correspond with the textbook you are
now using.

After going through this module, you are expected to:

1. Figure out a menu in accordance to the nutritional and cultural
requirements of children.
2. Prepare and serve an appetizing menu according to the child’s
health needs and preferences.
3. Comply with the standard procedures when preparing menu for
children.

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 What I Know

I. Direction: True or False. Write True if the statement is correct and False if the
statement is incorrect. Write your answer on your notebook.

______ 1. Each child requires definite amount of nutrients to promote growth and
good health.
______ 2. Meals need to be expensive to satisfy and meet nutritional needs.
______ 3. Meals should be safe and free from harmful microorganisms that may
cause diseases.
______ 4. Food should be served with the right temperature.
______ 5. Choking is a life-threatening situation.

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 Lesson
PREPARING AND COOKING OF
4 MENU FOR CHILDREN

Meals need not be expensive in order to satisfy and meet nutritional needs. It
is a matter of proper knowledge, planning, and making the right decisions. Low cost
adequate meals are not that easy to plan. There are a lot of foods which are
inexpensive but contain relatively small amounts of nutrients. On the other hand,
there are food which may appear expensive but a small serving portion of this could
easily provide the necessary nutrients. Thus, knowing where to buy, a meal planner
must be able to choose and combine nutritionally economical foods to arrive at low
cost adequate meals.

Notes to the Teacher

This contains helpful tips or strategies that will
help you in guiding the learners. The following
are information that would lead to the activities
and assessment. Some activities may need your
own discretion upon checking, or you may use
rubric if provided. Please review the activities
and answer keys and amend if necessary.

What’s In

Direction: As a recap of the previous lesson, enumerate the benefits of nutrients in our
body. Write your answer on your notebook.

1.
2.

3.

4.

3
 What’s New

Direction: Look for a picture of food. Cut and paste it in your notebook according
to the following consideration:

1. Color ex. Chocolate (brown)

2. Flavor ex. Chocolate (sweet)
3. Shape and form ex. cut vegetables
4. Variety of texture ex. (moist) ice cream
5. Temperature ex. (cold) ice cream

What is It

Child care providers must ensure quality meals are served to children and
that nutrition education is encouraged. When planning menus, the following
requirements must be met:

Fluid Milk:
 After the child’s first birthday and prior to the
second birthday, serving whole milk is strongly
recommended.
 After the child’s second birthday, lowfat (1%) or
fat-free milk must be served.

Vegetable or fruit or juice:

 Vegetable or fruit juice must be full-strength,
pasteurized, and 100% juice. Unless orange or
grapefruit juice, it must also be fortified with
100% or more of Vitamin C.
 Fruit juice must not be served more than once a
day.
 Fresh, frozen, or canned vegetables and/or fruits
must be served at least twice a week on the
breakfast menu and twice a week on the snack
menu. Please note: For those centers that claim
two snacks and one meal, instead of two meals and one snack, fresh, frozen, or
canned vegetables and/or fruits must be served at least twice a week at each
snack time.

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 Good vitamin A sources must be served a minimum of twice a week a nd must come
from vegetables and fruits.
 Good vitamin C sources must be served daily and must come from vegetables and
fruits or fruit juice.
 Less than 1/8 cup of vegetables and fruits may not be counted to meet the
vegetable/fruit component.

Grains/breads:
 Grain/bread food must be whole grain,
enriched, or made from whole grain or enriched
meal or flour. Bran and germ are counted as
enriche d or whole-grain meals or flours.
Cornmeal, corn flour, and corn grits must be
designated as whole or enriched to be creditable.
 Only ready-to-eat breakfast cereals containing
10 grams of sugar or less per serving as stated
on the Nutrition Facts label are allowed. Cereals
with more than 10 grams of sugar per serving cannot be served as sweet
grain/bread foods.
 Sweet grain/bread foods must be whole grain or made with enriched flour or meal
and may be credited as a bread serving at breakfast and snack only. Prepackaged
grain/bread products must have enriched flour or meal or whole grains as the first
ingredient listed on the package.
 No more than two sweet grain/bread breakfast items and no more than two sweet
grain/bread snack items may be served per week (not to exceed four sweet items
per week). Please note: Regardless of how many different types of snacks you offer
(i.e. morning snack, afternoon snack, and evening snack).

Meat or meat alternate:

 Commercially processed combination foods
(convenience entrees – frozen or canned) must
have a CN label or manufacturer’s analysis
sheet stating the food component contribution
to the meal pattern.
 A serving of cooked dry beans or peas may
count as a vegetable or as a meat alternate, but
not as both components in the same meal.

Sample Menu for 1 day

Breakfast Lunch Dinner
1 cup milk 1-piece fried chicken Nilagang baka with
pechay cabbage and
potatoes
Fried daing na bangus 1 cup rice 1 cup rice
1 cup rice 1 cup ginisang mongo 1 pc fried chicken
with malunggay leaves
1 slice ripe papaya 1 pc banana- lacatan 1 sliced pinapple

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 Plain water to drink Orange juice Plain water to drink

What are the Rules in planning your meals?

Rules in Planning Meals

 Plan meals that meet the nutritional requirements of family members.
 Plan meals that the family likes to eat.
 Plan meals that are aesthetically satisfying.
 Plan meals that are safe and free from harmful microorganisms that may
cause diseases.
 Plan meals that can be prepared with the less amount of time, energy, fuel,
and the other resources.

Nutritious foods can be prepared with the least expense through proper
selection and combination of foods. The knowledge of foods that goes well together
can help one to plan, prepare, and serve nutritious foods.

Proper preparation of foods requires good techniques to ensure conservation

of nutrients, palatability, and cleanliness of the foods.

To serve meals that are nutritious, pleasing and satisfying, the following must
be considered:

 Color. Plan and prepare dishes with variety

of color. Color attracts the eye and
stimulates the appetite. Combining colors
in a meal is an art. Hence, creativity in food
preparation is needed. Plan colors that
harmonize. For instance, buko pandan
juice tinted with light green goes well with
yellow puto (rice cake).

 Flavor. This includes the taste, smell,

sound and the feel of food in the mouth. The combination of different
ingredients may enhance or destroy the palatability of the food. Extra care
should be given in preparing dishes with a variety of flavor- delicate or mild;
strong or intense.
 Shape and Form. Prepare dishes with a
variety of shape and form to make them
more attractive. A fruit salad where one
finds small cubes, round ingredients, strips
and big chunks of fruits is not only
attractive in shape but in colors as well.
 Variety of texture. It is more interesting to
have variety of texture like something

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 moist. For instance, fruit salad sprinkled
with nuts gives something chewy,
crunchy, and moist.

 Temperature. To enjoy food, serve it with

the right temperature. Food that needs to
be hot must be served hot and food needs
to be cold should be serves cold. Soups are
generally served hot while salads are
served cold. Prepare juice that are
attractive and served cold.

What are your considerations in preparing meals for children?

Serving safe food to children participating in the Child Care Food Program is as
important as serving well-balanced and appetizing meals. Food safety also includes
prevention of choking and being aware of food allergies when planning and serving
meals to young children.

Choking:
The majority of childhood choking injuries are associated with food items. Children
are at risk from choking on small, round foods such as hot dogs, candies, nuts,
grapes, carrots, and popcorn. Children ages 4 and under are at greatest risk of
choking. Avoid giving the following foods to this high-risk group (unless you plan to
modify them):

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Severe Food Allergies:

It is estimated that one in every 20 children under

the age of three has food allergies. No one knows
exactly why, but it appears that more children are
becoming severely allergic to certain foods. The
following eight foods account for the majority of
allergic reactions: milk, eggs, peanuts, tree nuts
(walnuts, almonds, cashews, pistachios, pecans,
etc.), wheat, soy, fish, and shellfish.

A severe allergic reaction (anaphylaxis) is sudden

and potentially fatal. It affects the whole body and
can include vomiting, swelling of the face and lips,
difficulty breathing, coughing, sneezing and watery
eyes, and skin that’s bumpy, red, and itchy.
Symptoms can occur within minutes to two hours
after contact with the allergy-causing food. This
type of food allergy is life threatening. Early
administration of epinephrine is crucial to successfully treat anaphylactic reactions.

What’s More

Direction: Make a sample menu plan for one (1) week for a 5 year old child. Refer to
the sample table below for your reference. Write your answer on your notebook.

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 What I Have Learned

Direction: Write an essay about your learning on this lesson/module using the
guide phrases below. Do this activity on your notebook.

I have learned that

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
I have realized that

__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

I will apply
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Essay Rubrics
Areas of
Assessment 10 points 7 points 4 points 1 point
Presents ideas Presents ideas
in an original in a consistent Ideas are too Ideas are vague
Ideas manner manner general or unclear

Organization Strong and Organized Some No

organized beg/mid/end organization; organization;
beg/mid/end attempt at a lack
beg/mid/end beg/mid/end

Understanding Writing shows Writing shows a Writing shows Writing shows

strong clear adequate little
understanding understanding understanding understanding

Mechanics Few (if any) Few errors Several errors Numerous

errors errors

TOTAL POINTS: /40

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 What I Can Do

Direction: With the guidance of your parent/guardian, prepare and serve an

appetizing menu for a child based on the available ingredients that you have at home.
You may take a video of your performance and send it via messenger or you may also
ask your parent/guardian to rate your performance using the rubric below.

Rubric

Nutritional Value 20 Points

Preparation 15 Points
Presentation 15 Points
TOTAL SCORE 50 POINTS

Assessment

Direction: True or False. Write True if the statement is correct and False if the
statement is incorrect. Write your answer on your notebook.

______ 1. Each child requires definite amount of nutrients to promote growth and
good health.
______ 2. Meals need to be expensive to satisfy and meet nutritional needs.
______ 3. Meals should be safe and free from harmful microorganisms that may
cause diseases.
______ 4. Food should be served with the right temperature.
______ 5. Choking is a life-threatening situation.

Additional Activities

Direction: Answer the question below and write you answer on your notebook.

 What are your considerations in preparing a nutritious, pleasing and

satisfying meal? (5pts)

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 11
What I know
1. TRUE
2. FALSE
3. TRUE
4. TRUE
5. TRUE
What’s new
Answers may vary
What’s more
Additional Activity Answers may vary
Answer may vary What I have learned
Answers may vary
What’s In
1. To provide What I can Do
Output may vary
energy;
2. To build and Assessment
repair tissues;
3. To regulate life 1. TRUE
processes; 2. FALSE
and 3. TRUE
4. To supply heat 4. TRUE
to the body. 5. TRUE
Answer Key
References

Google Search. Google. Accessed December 8, 2020.

https://www.google.com/search?q=aroz+caldo.

“Hemoglobin: MedlinePlus Medical Encyclopedia.” MedlinePlus. U.S. National

Library of Medicine. Accessed December 8, 2020.
https://medlineplus.gov/ency/article/003645.htm.

Mattoo, Seema. “Fruits or Fruit Juices: What's Your Choice? - Times of India.” The
Times of India. The Times of India, August 3, 2015.
https://timesofindia.indiatimes.com/life-style/health-fitness/diet/Fruits-or-
fruit-juices-Whats-your-choice/articleshow/48331276.cms.

Team, Heart and Vascular. “The Whole Truth About Whole Grains.” Health Essentials
from Cleveland Clinic. Health Essentials from Cleveland Clinic, August 7, 2020.
https://health.clevelandclinic.org/the-whole-truth-about-whole-grains/.

webimp, Post author By, Checklist: Things to Pack for Childcare or Preschool -
EINMILK - Raising World-Ready Childrensays: Does Your Baby Have Nipple
Confusion? - EINMILK - Raising World-Ready Childrensays: and Name *. “Tips
for Parents: Transitioning from Breastmilk to Formula Milk.” Einmik. Accessed
December 8, 2020. https://world-ready.einmilk.com/tips-for-parents-
transitioning-from-breastmilk-to-formula-milk/.

“What Is the Difference between Full-Fat and Skimmed Dairy?” FrieslandCampina

Institute, April 1, 2020.
https://www.frieslandcampinainstitute.com/asia/dairy/milk/difference-full-
fat-skimmed-dairy/.

http://www.floridahealth.gov/programs-and-services/childrens-health/child-care-
food-program/nutrition/_documents/nmp-workbook-2013.pdf
For inquiries or feedback, please write or call:

Department of Education – Schools Division of Negros Oriental

Kagawasan, Avenue, Daro, Dumaguete City, Negros Oriental

Tel #: (035) 225 2376 / 541 1117

Email Address: negros.oriental@deped.gov.ph
Website: lrmds.depednodis.net