GRADE 7/8

School Grade Level

DAILY
LESSON Teacher Learning Area COOKERY
LOG IN
TLE Teaching Dates 2nd
2 hours Quarter
And Time

Day
I. OBJECTIVES

A. Content Standard The learners demonstrates understanding the interpretation of diagrams, plans and kitchen layouts.

B. Performance Standard The learners independently interpret kitchen/shop layouts based on given blueprints
LO 1. Read and interpret kitchen plans
1.2 Read and interpret architectural symbols, and layout according to specifications in the blueprint
C. Learning Competencies/ 1.3Determine parts and functions of a kitchen layout
Objectives LO 2. Prepare a kitchen layout
2.1 prepare a sketch and layout according the type of kitchen

Architectural symbols
II. CONTENT Kitchen Types and Layouts
III. LEARNING RESOURCES CG, TG, LM, Print Materials, TV, Laptop
References
CG page 3-4. Teacher’s Guide page 2-3
1. Teacher’s Guide Pages CODE: TLE_HECK7/8KL-0f-6
CODE: TLE_HECK7/8KL-0f-7

2. Learner’s Material Pages K TO 12 Learning Manual in Commercial Cooking pages 52-61

COOKERY Page 1
3. Textbook Pages Home Economics (Exploratory ) by Lorna A. Rodrigo page 60-65
4. Additional Materials from Learning
Resource Portal
5. Other Learning Resources
Materials: Actual Kitchen Layout, Bond paper, Pencil , Pictures of Kitchen, TV, Laptop

http://schoolworkhelper.net/technical-drawing-alphabet-of-line/

http://www.hgtv.com/remodel/kitchen-remodel/top-6-kitchen-layouts

IV. PROCEDURES
A. Reviewing previous lesson or presenting
the new lesson
On the board , write the word KITCHEN. Ask the students to write beside it words they associate with the
kitchen.

KITCHEN

B. Establishing a purpose for the lesson Make your own inferences about the pictures that are being posted on the board. Write them on strips of
cartolina & post on the board.

COOKERY Page 2
 What do you see in the pictures?
C. Presenting examples/instances of the new
lesson

Group the class into four. Tell them to draw their ideal kitchen layout. Present the output in class for
discussion.
D. Discussing new concept and practicing new With your classroom buddy answer the following question:
skills #1
What are the common architectural blueprint symbols used in kitchen layouts?
Why is the work triangle consider the best kitchen layout?
E. Discussing new concept and practicing new
skills #2
Group 1: Discuss the kitchen floor plans and symbols and the five kitchen layouts.

Group 2: Draw the layout of your own kitchen using different architectural symbols
and Compare the layout of your kitchen to the figure presented below .

Layout for commercial kitchen

Questions:
Is your kitchen suited for a commercial kitchen? Why do you think so?

Are the different work centers installed and connected to each other on the kitchen layout presented on the
given figure ?

Group 3- Given the drawing materials, make at least three sketches/plans of the different types of kitchens,.
Complete your sketch by placing the necessary symbols to show the different appliances, counters, areas
and the direction of work flow.

RUBRICS
SKETCH PLAN MAKING

Indicators Beginning Developing Approximately Proficient Advanced

(74% & below) (75%-79%) Proficient (85%-89% (90% & above)
(80%-84%)
1. The design
is interesting
2. The work
testifies
teamwork.
3. The output is
well-thought
of.
4. The group
knows exactly
what is
workable.
5. The design
 is easily
understandable.

F. Developing Mastery A. Interpret the following kitchen symbols. Write your answer on the blank provided.
(Leads to Formative Assessment)
.

1.

2.

3.

4.

5.

B. Prepare a kitchen layout

 RUBRICS
KITCHEN LAYOUT

Indicators Beginning Developing Approximately Proficient Advanced

(74% & below) (75%-79%) Proficient (85%-89% (90% & above)
(80%-84%)
1. The design
is interesting
2. The work
testifies
teamwork.
3. The output is
well-thought
of.
4. The group
knows exactly
what is
workable.
5. The design
is easily
understandable.

G. Finding practical applications of concepts Your kitchen is not comfortable to stay in specially during special occasion like birthday and fiesta because the
and skills in daily living lavatory and stove are far apart from each other .If you are given a chance to change its layout what shape it is?
H. Making generalizations and abstractions Journal writing:
about the lesson A kitchen plan is important to . Kitchen layouts are
vital for and The common
architectural blueprint symbols in kitchen layouts are
, , ,
I. Evaluating Learning
A. Directions: Interpret the following kitchen symbols. Write your answer on the blank provided.

1.

2.

3.

4.

5.
B. Directions: Given below are different types of kitchen designs. Identify them and give its function on the
space provided

1. 2.

3. 4.
5.
C. Prepare a kitchen Layout. Choose among the five kitchen layout that we discussed.

RUBRICS
KITCHEN LAYOUT

Indicators Beginning Developing Approximately Proficient Advanced

(74% & below) (75%-79%) Proficient (85%-89% (90% & above)
(80%-84%)
1. The design
is interesting
2. The work
testifies
teamwork.
3. The output is
well-thought
of.
4. The group
knows exactly
what is
workable.
 5. The design
is easily
understandable.

J .Additional activities for application or

remediation Make a compilation of different kitchen layout and determine its shape.
Rubrics
COMPILATION MAKING

Indicators Beginning Developing Approximately Proficient Advanced

(74% & (75%-79%) Proficient (85%-89% (90% &
below) (80%-84%) above)
The
compilation is
creative.
The content is
notable.

The work
output is well-
planned and
organized.
The students
know what to
do exactly.
TOTAL

REMARKS
IV. REFLECTION
A. No. of learners who earned 80% in the
evaluation

B. No. of learners who require additional activities

for remediation
C. Did the remedial lesson work? No. of learners
who have caught up with the lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies work well?
Why did these work?

F. What difficulties did I encounter which my

principal or supervisor can help me solve?

G. What innovation or localized materials did

I use/discover which I wish to share with other
teachers?

Prepared by:

G8 TLE Teacher
 School Grade Level GRADE 8
DAILY Teacher Learning Area COOKERY
LESSON 2nd
LOG IN Teaching Dates
2 HOURS Quarter
TLE And Time

Day

A. Content Standard The learners demonstrate understanding the practice of occupational health and safety.

B. Performance Standard The learners independently practice occupational health and safety.

C. Learning Competencies/ LO1. Importance of Occupational Health and Safety Procedures.

Objectives 1.1 recognize the importance of OHSP

1. Concepts of the following:

II. CONTENT 1.1 Safety
1.2 Health
1.3 OHSP standards
III. LEARNING RESOURCES CG, TG, LM, Print Materials, TV, Laptop
A. References
CG page 4, Teacher’s Guide page
1. Teacher’s Guide Pages
CODE: TLE_HECK7/80HSP-0h-8
2. Learner’s Material Pages K to 12Learning Manual in Commercial Cooking pages 61

3. Textbook Pages Home Economics Cookery Grade 7-8 (Exploratory Course) by Lina M.Santelices

4. Additional Materials from Learning

Resource Portal

5. Other Learning Resources Pictures, TV, Laptop, Print Materials , Learning Manuals

http://www.rospa.com/occupational-safety/advice/small-firms/pack/why-important/

IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson “LET US RECALL”
Through powerpoint presentation the teacher will flash on the screen the different kitchen
symbols. The students will determine them and write their answers in their notebook. The
student with the highest score will be the winner .

B. Establishing a purpose for the lesson

 GROUPHIE !!!
Group the class into 5.
Let the students do the activity:
Brainstorming on how the given accidents can be prevented and express their ideas why safety and safety
procedures are needed to be implemented in the workplace. Report their answer to the class.

C. Presenting examples/instances of the Knock Knock…

new lesson …Who’s there?
Occupational Health and Safety
Occupational Health and Safety Who?
…. Occupational Safety and Health is a planned system of working to prevent illness and
injury in the workplace.

Group yourselves into 3 express your ideas about the importance of OHSP
Group 1 – Role Play
Group 2 – Jingle
Group 3 – Compose a song
Present your output to the class
D. Discussing new concept and practicing
new skills #1

Small Group Discussion:

How does the government ensure safety in the workplace?

What are the commitments of the management to achieve high standards of OSH performance?
How do signs or symbols in the workplace can be of help to avoid accident?
Who benefits from OSH practices?

E. Discussing new concept and practicing Group 1- Discuss the OSHS signs or symbols in the workplace.
new skills #2
Group 2 - Compare the effects of managing a workplace with OHS practices and the workplace without OHS
practices. Who benefits from OHS practices?

Group3 - Given the materials, create colorful signages or posters promoting OSH practices that are
appropriate in the kitchen. Show them in class and explain your work.

CREATING SIGNAGES POSTERS

Indicators Beginning Developing Approximatel Proficient Advanced

(74% & below) (75%-79%) y Proficient (85%-89% (90% & above)
(80%-84%)
1. The
signage/posters
are well
written.
 2. The outputs
raise
consciousness
on OSH.
3. The group
shows
teamwork.
4. The outputs
can serve as
reminders in
strategic areas.
5. The outputs
appeal to the
eyes in an
instant.
F. Developing Mastery
(Leads to Formative Assessment) Write an Essay entitled “Importance of Occupational Health and Safety Procedures”

CRITERIA

1. Clarity 30%
2. Comprehensiveness - 25%
3. Coherence- 25
4. Presentation 20%
100%

G. Finding practical applications of

concepts and skills in daily living A safety sign was given to you by your teacher saying “Do not touch hot surface”. In which
part of your kitchen laboratory should it be posted? Why should you place it there? Is there
any part of your kitchen that needs other safety signs to control hazards?

COOKERY Page 17
 H. Making generalizations and abstractions
about the lesson View the video and answer the questions that follow:

Napo in Safe Start - episode 005 - Watch out for others too.mp4
Let the students answer the following questions:

How can you apply health, safety and security procedures in the workplace?
What are these practices that ensure health and safety?
Why should practicing occupational health and safety be prioritized?
I. Evaluating Learning
Directions: Identify the word or group of words being described or defined.
1. This consists of words or messages and a pictorial symbol which reflects
a specific meaning.
2. Used to alert against unsafe practices, which if not avoided, may result in
minor or moderate injuries like caution signs
3. Is a cross-disciplinary area concerned with protecting
the safety, health and welfare of people engaged in work or employment
4. Indicates the emergency exit location, first aids and other safety
equipment. The goal of all OSH program.
5. Reflects immediate hazardous situations that will cause death or other
serious injuries like Danger signs and Fire symbols.

J .Additional activities for application or

remediation

Make a slogan portraying how to prevent accidents in a workplace.

RUBRICS

COOKERY Page 18
 Relevance to Impact and
Creativity Originality TOTAL
Students the Theme Presentation
25% 25% (100%)
40% 10%

REMARKS

IV. REFLECTION
A. No. of learners who earned 80% in the
evaluation

B. No. of learners who require additional

activities for remediation

C. Did the remedial lesson work? No. of

learners who have caught up with the lesson
D. No. of learners who continue to require
remediation

COOKERY Page 19
 E. Which of my teaching strategies work
well? Why did these work?

F. What difficulties did I encounter which

my principal or supervisor can help me
solve?
G. What innovation or localized materials
did I use/discover which I wish to share with
other teachers?

Prepared by:

G8 TLE Teacher
 School Grade Level GRADE 8
DAILY
LESSON Teacher Learning Area COOKERY
LOG IN 2nd
TLE Teaching Dates
2 HOURS Quarter
And Time

Day
I. OBJECTIVES

A. Content Standard The learners demonstrate understanding the practice of occupational health and safety.

B. Performance Standard The learners independently practice occupational health and safety.
C. Learning Competencies/ LO 2. Identify Hazards and Risks in the Workplace
Objectives 2.1 determine the types of hazards and risks the workplace
 3. Types of Hazard/Risk in the work place
II. CONTENT 3.1. Physical
3.2. Biological
3.3. Chemical
3.4. Fire
III. LEARNING RESOURCES CG, TG, LM, Print Materials, TV, Laptop
B. References
CG page 5, Teacher’s Guide page
1. Teacher’s Guide Pages
TLE_HECK7/8OHSP-0i-9

2. Learner’s Material Pages K to 12 Learning Manual in Commercial Cooking (Grade 7-8)

3. Textbook Pages Home Economics Cookery Grade 7-8 (Exploratory Course) by Lina M. Santelices

4. Additional Materials from Learning

Resource Portal

5. Other Learning Resources TV, Laptop, Pictures

https://youtu.be/rNARXtO1Gr0

IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson

Work with your seatmate and answer the following questions . Present it to the class.

How do we keep the workplace safe?

Why do we have to follow OSH practices?
B. Establishing a purpose for the lesson

Group the students into five. Show possible accident and injuries that may happen in the workplace through a
pantomime or tableau.
C. Presenting examples/instances of the
new lesson

Try to identify as many hazards as you can in the picture .

Why can they be regarded as hazards?
D. Discussing new concept and practicing Group the class into 3 . Let them answer the following questions and present their answer
new skills #1 to the class through :
Group 1: Poem
Group 2: Song
Group 3: Rap

- Differentiate Hazards from Risks

- What are the different types of Hazards?

E. Discussing new concept and practicing

new skills #2
Group 1 - Discuss the different kinds of hazards and risks in the commercial kitchen
and give examples of each.

RUBRICS for PRESENTATION

Indicators Beginning Developin Approximatel Proficient (85- Advanced (90%

(74% & below) g (75-79%) y 89%) & above)
Proficient(80-
84%)
The topic is
clearly
presented.
The materials
/visual aids are
well-prepared.
The group work
as a team
 Group 2 - Compare pictures A and B; Identify and evaluate the hazards and risks
present at home and in school, and determine the safety practices that are enforced.

Picture A Picture B

Task 1. List down as many hazards and risks you see in the pictures A and B.

PICTURE A PICTURE B
1
2
3
4
5
6
7
 8
9
10

Task 2. Determine the common risks and hazards at home (Picture A) and in school (Picture B)
Task 3. Determine the possible health and safety control measures to be applied in a situation
- How did you find your activity?
- Why is it important to determine the risks and hazards in school or at home?
- What is the relevance of knowing the safety practices used at home and in school?
- Do you think your current safety practices are enough to protect yourself from hazards in
the workplace? Why?

Group 3 - Given the materials, make a poster of different kind of hazards and risks that
can be found in a commercial kitchen

RUBRICS FOR CREATING POSTERS

Indicators Beginning Developing Approximatel Proficient Advanced

(74% & below) (75%-79%) y Proficient (85%-89% (90% & above)
(80%-84%)
1. The posters
are well drawn
2. The outputs
raise
consciousness
on hazards and
risks.
3. The group
shows
teamwork.
 4. The outputs
can serve as
reminders in
strategic areas.
5. The outputs
appeal to the
eyes in an
instant.
F. Developing Mastery
(Leads to Formative Assessment)
Slogan /Poster making contest (Individual)
Draw/make slogans /posters on safety and hygiene practices in the workplace.
Use 2x4 feet illustration board, appropriate color medium and drawing tools.
Submit your output to your teacher for proper evaluation.

ACCURACY (100%) SCORING CRITERIA

Demonstrated and identified 5 safety and
hygiene practices in the workplace.
Demonstrated and identified 4 safety and
hygiene practices in the workplace.
Demonstrated and identified 3 safety and
hygiene practices in the workplace.
Demonstrated and identified 2 safety and
hygiene practices in the workplace.
Demonstrated and identified 1 safety and
hygiene practices in the workplace.
Failed to demonstrate safety and hygiene
practices in the workplace.
G. Finding practical applications of
concepts and skills in daily living It is unavoidable that sometimes in the kitchen chemicals are just placed near the spices
that we used in cooking. So as to control hazard what are you going to do?

H. Making generalizations and abstractions Video Presentation “Hazards and Risks in the Kitchen”
about the lesson
After the video presentation, let the students answer the following questions:

- What are the different kinds of hazards in the kitchen.

- How can hazards and risks that take place in commercial kitchen be controlled and prevented?
I. Evaluating Learning

Directions: Determine the type of hazard/accident in the workplace. Write your answers on a
separate sheet. Write letters only
A. • Protecting your property from fire;
B. • Protecting your property from natural hazards;
C. • Protecting your property from crime;
D. • Protecting your staff and visitors from accidents;
E. • Legislation that may affect your business.

1. Cooking ranges, boilers and deep-fat fryers without fitted thermostats or

emergency cutoff valves to turn off
2. Non-visual inspections of all portable electrical items and electrical wiring.
 3. Prepare a flood plan for your business.
4. Consider putting shop-fronts with grilles or shutters to deter smash and grab raiders.
5. Keeping the premises clean, tidy, congestion-free and well lit will go a long way
to preventing most of this type of accident.
6. Make aisles and passageways sufficiently wide for easy movement and
keep clear at all times.
7. Clear up spillage promptly and post warning notices.
8. Manufacturing and packaging standards should pass the regulatory board.
9. Licensed electrical engineers should check and inspect electrical
installations and wirings.
10. A food establishment should be in a free-flood area.
J .Additional activities for application or Make a report of different kind of hazards and risks that can be found in your own kitchen. Submit your report
remediation to your teacher.
REMARKS

IV. REFLECTION
A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation
C. Did the remedial lesson work? No. of
learners who have caught up with the lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies work
well? Why did these work?
 F. What difficulties did I encounter which
my principal or supervisor can help me
solve?
G. What innovation or localized materials
did I use/discover which I wish to share with
other teachers?

Prepared by:

G8 TLE Teacher
School Grade Level GRADE 8
DAILY
LESSON Teacher Learning Area COOKERY
LOG IN 2nd
TLE Teaching Dates &
Quarter
Time

Day
I. OBJECTIVES

A. Content Standard The learners demonstrate understanding the practice of occupational health and safety.

B. Performance Standard The learners independently practice occupational health and safety.
 LO 3. Evaluate and Control Hazards and Risks in the Workplace
C. Learning Competencies/ 3.1 Follow consistently OHS procedure for controlling hazards/risks
Objectives 3.2 Use Personal Protective Equipment (PPE) in accordance with OHS

II. CONTENT 4. Control hazards and risks in the workplace

4.1. Environmental control
4.2. Work practice control
4.3. Personal Protective Equipment (PPE)

III. LEARNING RESOURCES CG, TG, LM, Print Materials, TV, Laptop
C. References
CG page 5, Teacher’s Guide page
1. Teacher’s Guide Pages
CODE: TLE_HECK7/8OHSP-0j-10

2. Learner’s Material Pages K to 12 Learning Manual in Commercial Cooking pages 85-96

3. Textbook Pages HOME Economics Cookery Grade 7-8 (Exploratory Course) pages 53-60

4. Additional Materials from Learning

Resource Portal
5. Other Learning Resources TV, Laptop, Learning Manual, Printed Materials
http://www.retailsafety.ca/training/hazard-evaluation-control

IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson Using Powerpoint presentation let the students identify what kind of hazard being
flashed on the screen and tell something about that kind of hazard.
B. Establishing a purpose for the lesson

Group Activity

Divide the class into five group .Each group will get a number from their teacher. The pictures of different
kind of hazards are posted on the board with corresponding number. The picture with its number that they
have chosen will be the one to explain by the group.

1. 2 3
 4 5

Answer the following questions:

How do we control the following hazards?

a. Biological hazards
b. Chemical Hazards
c. Fire hazards
d. Physical Hazards
e. Psychological hazards
Why controlling hazards and risks is important?
C. Presenting examples/instances of the
new lesson

Present these statements to the class. Tell the students to give as many ideas as they can about the statement.
“The safety and well-being of workers /employees is the responsibility of the employer and the employees . But
it is the duty and responsibility of the employer to device and implement a hazard and risk control program.
D. Discussing new concept and practicing
new skills #1
Small Group Discussion:
Group the students into five. Assign each group with a topic to discuss.
 Health and Safety Procedures for controlling hazards and Risks
- Biological Hazards
- Chemical Hazards
- Physical Hazards
- Fire Hazards
Procedures to be followed for dealing with workplace accidents, fire and
emergencies in accordance with organization OHS Policies.
What is PPE?
Why do we use PPE?
What kind of assistance is being provided in the event of a workplace
emergency?
E. Discussing new concept and Given on the first column below are some of the identified hazards in the food industry.
practicing new skills #2 Fill up the remaining columns with the data needed. Be guided by the example given
on the first row.

HAZARDS CLASSIFICATION POTENTIAL HAZARDS/RISK

OF HAZARDS RISK OR CONTROL TO BE
HARM APPLIED
Using bladed Physical Accidental cuts Wear cut resistant gloves
tools like
knives
1. Improper
storage, use
and handling
of cleaning
solutions.
2. Prolonged
standing in
front of
cooking
stove.
3. Working
in a kitchen
with poor
lighting and
ventilation.
4.
Accumulated
grease in
cooktops and
range hoods.
5. Kitchen
with no fire
extinguisher.
6. Water/oil
spilled on the
floor.
7.Co-worker
with
influenza or
colds and flu.
8. Circuit
overload or
too many
electrical
appliance
connected to
a low current
supply.
9. Working
two shifts a
day.
10. Improper
storage of
food in the
refrigerator.
11. Using
cutting and
mixing tools
for both meat
, chicken, fish
and
vegetables.
12. Uneven
flooring in the
kitchen.
13. Using
dirty sponge
for
dishwashing
and cleaning.
14. Prolonged
exposure to a
walk in
freezer
without
protection.
Using a tool
or equipment
that has not
undergone
preventive
maintenance
check-up
F. Developing Mastery
(Leads to Formative Assessment) GROUPHIE!!!
Observe activity in the school canteen. With the lessons learned from the
previous module, do the following:

1. Identify work hazards that can lead to injuries in the

school kitchen and adjacent areas.
2. List consequences of work hazards of not taking action
3. Provide solutions to work hazards identified.

Use this template for clear presentation of your output and discuss it to the class.

HAZARDS CONSEQUENCE SOLUTION

Rubrics for Group Work

Indicators Beginning Developing Approximately Proficient Advanced (90%

(74%) (75%-79%) Proficient (85%-89%) & above)
 (80%-8%
1. The topic is
clearly
presented.
2. The
materials/visual
aids are well
prepared.
3. The group
work as a team
Total
G. Finding practical applications of One of the member of your family is suffering from Acute Gastroenteritis. Your family doctor have found out
concepts and skills in daily living that it is just because of unsanitary condition in the kitchen . How are you going to avoid this?
H. Making generalizations and abstractions Show a power point presentation regarding OHS procedure for controlling
about the lesson hazards/risks.
Ask the following questions:
-How do we apply OHS procedures to control hazards and risks?
-What is PPE?
-Why do we use PPE
-What kind of assistance is being provided in the event of a workplace
emergency?
I. Evaluating Learning Directions: Identify the places where the warning signs below should be posted: Write your answer on the
space provided.

1. 4.
 2. 5.

3.
J .Additional activities for application or Direction: Enumerate at least five (5) ways on how to control hazards and risks in the kitchen.
remediation 1.
2
3
4
5
REMARKS

IV. REFLECTION
 A. No. of learners who earned 80% in the
evaluation
B. No. of learners who require additional
activities for remediation
C. Did the remedial lesson work? No. of
learners who have caught up with the
lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies work
well? Why did these work?

F. What difficulties did I encounter which

my principal or supervisor can help me
solve?
G. What innovation or localized materials
did I use/discover which I wish to share with
other teachers?

Prepared by:

G7 TLE Teacher
 GRADE 8
School Grade Level
DAILY
LESSON Teacher Learning Area COOKERY
LOG IN 2nd
TLE Teaching Dates
2 HOURS Quarter
And Time

Day
I. OBJECTIVES

A. Content Standard The learners demonstrate understanding of the practice of occupational health and safety

B. Performance Standard The learners independently practice occupational health and safety
LO 3. Evaluate and Control Hazards and Risks in the Workplace
C. Learning Competencies/
3.3 Conduct emergency-related drills and training
Objectives 3.4 Maintain OHSP awareness
II. CONTENT Occupational Health and Safety Procedure, practices and regulations
Emergency-related drills and training

III. LEARNING RESOURCES CG, TG, LM, Print Materials, TV, Laptop
D. References
CG page 5, Teacher’s Guide page
1. Teacher’s Guide Pages
Code : TLE_HECK7/8OHSP-0j-10

2. Learner’s Material Pages K TO 12 Learning Manual in Cookery 7-8 pages 85

3. Textbook Pages
http://www.oshc.dole.gov.ph/122/
https://www.worksafe.vic.gov.au/ data/assets/pdf_file/0015/21822/GS_Policies.pdf
http://www.shakeout.org/centralus/downloads/ShakeOutDrillManualSchoolsCUS.pdf
4. Additional Materials from Learning http://www.policy.monash.edu/policy-bank/management/student-comm-serv/ohse/ohs-procedures.html
Resource Portal http://www.monash.edu/ohs
http://www.oshc.dole.gov.ph/UserFiles/oshc2010/file/OSH_Standards_Amended_1989_Latest.pdf

5. Other Learning Resources TV, Laptop, Learning Manual

IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson Realla- Personal Protective equipment (PPE) in Cookery

The student will pick one from the real Personal Protective Equipment (PPE)
and tell the importance and the use of it.
B. Establishing a purpose for the
lesson
JUDGE ME!!!

Let the students watch the video entitled “Food Safety Training ”
https://youtu.be/KBvU4Bmu5O0

List down the good and bad practices of the girl in the workplace
Use the table below and present your answer to the class
 GOOD PRACTICES BAD PRACTICES

 With your classroom buddies give your insights about the video you have seen.
 Report your answer to the class
C. Presenting examples/instances of
the new lesson

 Specific policies and procedures address particular issues or hazards.

 They are administrative measures to control workplace hazards and should be used together with
other hazard control measures to eliminate or reduce the risk of workplace illness or injury.
D. Discussing new concept and
practicing ne
w skills #1
Each group will have a brainstorming about the importance of OSH practices. Discuss
also the importance of Emergency related Drills and trainings.
Let a member of each group present their output in the class.

E. Discussing new concept and

practicing new skills #2
Act: Group 1. The students will going to explain why legislation for health and safety in
workplaces is needed. Then discuss briefly some health and safety procedures practices.

RUBRICS

Indicators Beginning Developing Approximately Proficient Advanced

(74%) (75%-79%) Proficient (80%- (85%-89%) (90% &
8% above)
1. The topic
is clearly
explained
2. The topics
explained
give wise
options.
3.The group
work as a
team
4. The
explanation is
well-handled.
5. The topics
are relevant
and
significant.

Group 2: Compare the responsibilities of employers and employee for workplace health and
safety using a Venn Diagram
Question: Who has more responsibility for workplace safety: the employer or the
employee?

RUBRICS FOR CREATIVE REPORTING (Venn Diagram)

Indicators Beginning Developing Approximately Proficient Advanced

(74%) (75%-79%) Proficient (80%- (85%-89%) (90% &
8% above)
1. The
presentation
is well-
organized
2. The topics
discussed
give wise
options.
3.The group
work as a
team
4. The
 presentation
is well-
handled.
5. The topics
are relevant
and
significant.

Group 3: To develop preparedness and alertness in times of emergencies for safety, the students
will perform fire drill. Follow the procedure promptly.

Fire Safety and Readiness

1. Get everyone to leave the house as quickly as possible.

2. Don’t take anything with you—things can be replaced; people can’t.
3. Get down on the floor and crawl if there is smoke in your way.
4. Feel the doors before you open them. If a door isn’t warm, open it slowly. If it feels
warm, don’t open it! Use a window instead.
5. Break out a window if you need to use a window for escape and the window is stuck.
6. Stop, drop, and roll if your clothes catch on fire. Don’t run!
7. Call the fire department from your neighbor’s house even if you think someone else has already done so.

RUBRICS FOR FIRE SAFETY DRILL

F. Developing Mastery
(Leads to Formative Assessment)
“ READY, GET SET ACT”

Role play the importance of safety practices/ procedures in the workplace.

RUBRICS FOR ROLE PLAYING

Indicator Percentage Score

1. Speech was clear with 20%
appropriate volume and inflection

2. Role was played in a 20%

convincing, consistent manner.
3. Arguments and viewpoints 20%
expressed fit role played.
4. Role play was well-prepared 20%
and organized.
4. Role play captured and 20%
 maintained audience interest.
TOTAL

G. Finding practical applications of If there is smoke in your way and it is difficult to breathe, what should you do? Which among the procedures in fire
concepts and skills in daily living safety are you going to apply in this kind of situation?
H. Making generalizations and
abstractions about the lesson

Let the students watch video entitled “An Introduction to Food Safety and Hygiene in the
Kitchen”
https://youtu.be/rNARXtO1Gr0

After watching the video let the students answer the following questions:

What are the importance of safety practices/procedures in the workplace?

Why legislation for health and safety in workplaces is needed?
I. Evaluating Learning True or False
Write TRUE if the sentence states a fact or FALSE if it is not.
1. If your apartment building is on fire, you should always use the elevator.
2. The first thing to do when your building is on fire is to take all your
valuables with you.
3. In a burning building, feel the doors before you open them.
4. The best place for a smoke detector is the living room.
5. When there is a fire, the air is better near the floor.
J .Additional activities for “ESSAY”
application or remediation
Directions: Write an essay guided by these questions:

1. Why is it important to practice fire drills?

 2. What is the first thing to do when caught in a burning building?

3. If there is smoke in your way and it is difficult to breathe, what should you
do?

REMARKS

IV. REFLECTION
A. No. of learners who earned 80%
in the evaluation

B. No. of learners who require

additional activities for remediation

C. Did the remedial lesson work?

No. of learners who have caught up
with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
work well? Why did these work?

F. What difficulties did I encounter

which my principal or supervisor can
help me solve?
 G. What innovation or localized
materials did I use/discover which I wish
to share with other teachers?
Prepared by:
G8 TLE Teacher