DEPARTMENT OF EDUCATION

Republic of the Philippines

Department of Education – Region III Central Luzon
DIVISION OF CITY OF SAN FERNANDO

THIRD QUARTER
SIPacks
TLE – FOOD PROCESSING 8
WEEK 1
Content Standard: The learners demonstrate understanding of uses and maintenance of food
(fish) processing tools, equipment, instruments, and utensils in food (fish)
processing.

Performance Standard: The learners use and maintain appropriate tool, equipment,
instruments, and utensils and reports accordingly upon discovery of
defect/s.

Learning Competency: Select tools, equipment, utensils and instruments according to food
(fish) processing method.

Objectives:
At the end of the lesson, you should be able to:
1. identify the different tools, equipment and utensils used in food (fish) processing;
2. apply the safety measures in using tools, equipment and utensils; and
3. value the importance of proper usage of tools, equipment and utensils used in food
(fish) processing.

Content (Subject Matter): Tools, Equipment and Utensils According To Food (Fish)
Processing Methods

Learning Resources:
a. Reference: K to 12 Grade 7 Food Processing Learning Module, pages 7-28
b. Instructional Materials: K to 12 Grade 7 Food Processing Learning Module and google.com

Procedure:
A. Reviewing previous lesson or presenting the new lesson
(DAY 1) Activity 1: Give a word!
Give at least three (3) words that you can relate on the following words below:
a. Tools-
b. Utensils-
c. Equipment-

B. Establishing a purpose for the lesson

In this lesson, you will learn the different tools, equipment and utensils used in food (fish)
processing and safety measures you should apply in using tools, equipment and utensils when
performing a particular work.
 C. Presenting examples/instances of the lesson
Activity 2: Guess Me Right!
Guess the correct name of the pictures below.

1. 2.

3. 4. 5.

Answer the question below.

What are the uses of the five (5) words you have guessed above?
1.
2.
3.
4.
5.

D. Discussing new concepts and practical skills # 1

TOOLS, EQUIPMENT AND UTENSILS USED IN FOOD PROCESSING AND THEIR USES
Tools- are implements used by hand when doing an activity or work.
Utensils – is an implement especially for use in the kitchen.
Equipment- they are the things which are used to provide specific service or function.

EQUIPMENT
1. Can Sealer- is equipment used to seal tin cans with its first and second operation rolls.
2. Pressure Cooker- is an airtight pot in which food can be cooked quickly under steam
pressure.
3. Smokehouse -is a device used in treating the fish or meat with smoke. It can be a cold
smoke house or a hot smokehouse.
4. Freezer and Refrigerator are used in maintaining the freshness of raw materials and in
providing an ideal low or ambient temperature for storing processed foods.

1. Can Sealer 2. Pressure 3. Smokehouse 4. Freezer and

Cooker Refrigerator
 MEASURING DEVICES
A. Weighing scales
a. Triple Beam Balance is for measuring small quantities like spices, preservatives, etc.
b. Heavy Duty Scale is for measuring fish, salt, etc.
c. Checkweigher scale is a digital weigher scale used to get the weight of food like meat, fish,
vegetables, fruits, etc.
d. Clock Type weighing scale for food.

a. Triple Beam Balance b. Heavy Duty Scale c. Checkweigher d. Clock Type

scale weighing scale

B. Measuring spoon- is used to measure an amount of a substance, either liquid or dry, when
cooking. It may be made of plastic, metal, etc.
C. Measuring cup- is used primarily to measure the volume of liquid or powder-form cooking
ingredients such as water, milk, juice, flour, etc. It can be in plastic, glass and stainless.
D. Thermometers- it indicates the degree of hotness or coldness of a thing or body. It
measures how high or how low the temperature is.
E. Glass Tube Thermometers

B. Measuring spoon C. Measuring cup D. Thermometers E. Glass Tube

Thermometers

F. Salinometer- it is used to measure the salinity of a brine.

G. Psychrometer- it is used to measure the relative humidity of the air when sun drying.
H. Anemometer- it is used to determine the velocity of the wind in sun drying.
I. Refractometer – used to measure the sugar concentration of sap and syrup for food.
F. Salinometer G. Psychrometer H. Anemometer I. Refractometer
 CUTTING IMPLEMENTS
a. Knives- for cutting or slicing fish or meat; for scaling fish.
b. Filleting knives- for filleting fish.
c. Scissors- for trimming-off fins of fish.
d. Descaler or Scalers- They are used in removing the scales of a fish.
a. Knives b. Filleting knives c. Scissors d. Descaler or
scalers

SALTING EQUIPMENT
a. Oil drum – used as a container to keep salted fish during the process.
b. Earthen pots- are used in storing the salted products.
c. Wooden salting vat- is a container used in the salting process.
d. Wooden shovel or spade- is used for mixing or stirring the mixture of salt and small fish for
salting.
a. Oil drum b. Earthen pots c. Wooden salting vat d. Wooden shovel
or spade

e. Baklad made of bamboo used in drying the fish prior to smoking.

f. Bakol is a bamboo basket used to transport smoked fish.
g. Bistay is a bamboo basket for collecting sun dried fish.
h. Dinarayan is a smoking tray made of wood.

e. Baklad f. Bakol g. Bistay h. Dinarayan

i. Panakip is a bamboo cover used to keep fish submerged in the brine while boiling.
j. Panandok is a big ladle to scoop up the cooked fish from the boiling brine.
k. Bamboo poles used to hold the baklad with brine cooked fish while drying.
l. Pugon is a concrete heat source used when pre-cooking fish in a brine.
 i. Panakip j. Panandok k. Bamboo poles l. Pugon

Others
a. Tongs- for picking up or handling food.
b. Chopping board- It is where fish or meat are cut; ingredients are sliced or minced.
a. Tongs b. Chopping board

E. Continuation of the discussion of new concepts and practical skills

#2 (DAY 2)
SAFETY MEASURES BEFORE, DURING AND AFTER USING TOOLS, UTENSILS AND
EQUIPMENT

1. Never issue or use damaged or defective tools, utensils and equipment.

2. Always make sure they are in good working order before and after each use.
3. Make sure you are using the correct tool for the task at hand.
4. Never throw or toss a tool in the direction of or directly to your classmate.
5. Don’t leave electric equipment and tools plugged in when not in use.
6. Carry all sharp tools in sheath or holsters.
7. Do not carry sharp or pointed hand tools such as probes or knives in your pocket unless the
tool or your pocket is sheathed.
8. When handing a tool to another person, direct sharp points and cutting edges away
from yourself and the other person.
9. Do not use a tool if the handle surface has splinters, burrs, cracks or splits.
10. You should discard or dispose of the broken tools.

F. Developing mastery
Activity 3: Fill It
Right!
A. Give the category/type of the following tools, utensils & equipment on the second column
and give their use/s on the third column.
TYPE/CATEGORY
NAME (Measuring devices, Cutting USE/S
tools and Salting equipment)
1. Refractometer
2. Dinarayan
3. Thermometer
4. Earthen pots
5. Filleting knife
6. Bamboo poles
 7. Anemometer
8. Bistay
9. Descaler
10. Salinometer
B. Answer the following questions.
1. What is the importance of using tools, utensils and equipment in your everyday living?

2. Are damaged tools, utensils and equipment safe to use? Yes or No? Why?

3. What should you do to damaged or cracked tools, utensils and equipment?

G. Finding practical applications of concepts and skills in daily

living (DAY 3) Activity 4: Applying Safety Precautions!
List down three (3) tools, utensils or equipment you already used on the first column. On
the opposite column, give the safety precaution/s you applied when you are using them.

Name of tools, utensils or equipment Safety precaution/s applied

1.
2.
3.

H. Making generalizations and abstractions about the lesson

Selecting appropriate tools, utensils and equipment in performing your work is really
important so that it might not lose their real purpose, and also to prevent unexpected accidents.
I. Evaluating learning
(DAY 4) Test I: IDENTIFICATION
Identify the following tools, utensils and equipment. Choose your answer on the box below.

A. Earthen Pot B. Can sealer C. Scissor D. Descaler

E. Smokehouse F. Tong G. Measuring cup H. Pugon
I. Filleting knife J. Knife K. Chopping Board

1. It is used for picking up or handling food.

2. It is used in removing the scales of a fish.
3. It is used for trimming – off fins of fish.
4. It is where fish or meat is being cut.
5. It is used for cutting or slicing fish or meat.
6. It is equipment used to seal tin cans with its first and second operation rolls.
7. It is a device used in treating the fish or meat with smoke.
8. It is used for filleting fish.
9. It is used in measuring the volume of liquid.
10. It is used in storing the salted products.

Test II: or : Chopping board or Knife

Draw if the statement is correct and if incorrect.

1. Make sure you are using the correct tool for the task at hand.
2. Do not carry sharp or pointed hand tools such as probes or knives in your pocket.
3. Use damaged or defective tools, utensils and equipment.
4. Never throw or toss a tool in the direction of or directly to your classmate.
5. Leave electric equipment and tools plugged in when not in use.

J. Additional activities for application or

remediation (DAY 5) Activity 5:
With the use of a pencil, draw at least three (3) tools, utensils or equipment that you can find in
your home. Give its name, where it is categorize (measuring tool, cutting tool, or salting
equipment) and their importance in using them at home.

Drawing Name Category Importance

1.

2.

3.
 THIRD QUARTER
SIPacks
TLE – FOOD PROCESSING 8
WEEK 2

Content Standard: The learners demonstrate understanding of uses and maintenance of food
(fish) processing tools, equipment, instruments, and utensils in food (fish)
processing.

Performance Standard: The learners use and maintain appropriate tool, equipment,
instruments, and utensils and reports accordingly upon discovery of
defect/s.

Learning Competency: • Apply standard procedures in using tools, equipment, instruments,

and utensils
• Calibrate tools, equipment, instruments, and utensils
• Follow procedures in sanitizing tools, equipment, instruments, and
Utensils

Objectives:
At the end of the lesson, you should be able to:
1. arrange the proper procedure in using of tools, equipment and utensils;
2. understand procedures in sanitizing and calibrating tools, equipment, instruments
and utensils;
3. understand how to interpret manufacturer’s specifications; and
4. value the importance of sanitizing and calibrating tools, equipment, instruments and
utensils.

Content (Subject Matter): Standard Procedures in Using, Sanitizing and Calibrating Tools,
Equipment and Utensils in Food Processing
Learning Resources:
a. Reference: K to 12 Grade 7 Food Processing Learning Module, pages 23-54
b. Instructional Materials: K to 12 Grade 7 Food Processing Learning Module and google.com

Procedure:
A. Reviewing previous lesson or presenting the new lesson
(DAY 1) Activity 1: Checking Your Understanding:

Last time the lesson is about Tools, Equipment and Utensils Used in Food Processing
and their Uses. I will check your understanding by identifying the following tools, utensils and
equipment according to their category (measuring tool, cutting tool, or salting equipment).

Instructions: Write MT if the tools, utensils and equipment is under measuring tool, CT if
under cutting tool and SE if under salting equipment.

1. Earthen pot -
2. Thermometer -
3. Refractometer -
4. Descaler -
5. Wooden salting vat -
 B. Establishing a purpose for the lesson
In this lesson, you will learn about the proper procedure in using, sanitizing and calibrating of
tools, equipment and utensils used in food (fish) processing activities and interpreting manufacturer’s
specifications.

C. Presenting examples/instances of the lesson

Activity 2: Picture Analysis!
I will show you pictures below and analyze them carefully.

Answer the following questions.

1. What have you noticed on the pictures? Are they in order or not?
2. What do you think the above pictures talk about?

D. Discussing new concepts and practical skills # 1

PROCEDURE IN USING STANDARD MEASURING DEVICES AND INSTRUMENTS

1. Thermometer
a. Dip thermometer in boiling liquid.
b. Record the reading by OC or OF.
c. Clean after using.
2. Weighing scales
a. Put the food on the weighing scale.
b. Record the reading in grams or kilograms.
3. Measuring cups for dry ingredients
a. Gently spoon the ingredients into the cup, filling the cup to overflowing.
b. Then level off with a metal spatula or straight-edged knife.
4. Measuring cups for liquid ingredients
a. Pour liquid on level surface of measuring cups.
b. Have the measuring lines at eye level to be sure of the exact measurement.

CALIBRATING MEASURING DEVICES AND INSTRUMENTS

Calibrate – means to set or determine the accuracy of the measuring device.

1. Procedure in Calibrating
a. Weighing Scale
Check the accuracy; see to it that the hand is pointed at zero in an empty weighing scale.
b. Salinometer
Check the accuracy by measuring 20o salinometer brine solution. Check if the salinometer
records the reading correctly.
c. Thermometer
Check the accuracy by dipping it in hot food to see if the mercury rises to desired temperature.
 SANITIZING AND DISINFECTING TOOLS, EQUIPMENT AND UTENSILS
Disinfecting- using chemical agent to kill harmful bacteria on non-food-contact surfaces
(cupboards, floors, ceiling).
Sanitizing- using a chemical agent or hot water between 170-180o to reduce the number of
bacteria to safe levels on non-food-contact surfaces (dishes, glassware, utensils, pots,
etc.) Sterilizing- using a chemical agent, boiling water, or steam to eliminate all
microorganism.

CLEANING AND SANITIZING EQUIPMENT AND INSTRUMENTS

• The use of sanitizing agents leads to effective sanitation of tools, equipment and utensils.
• Sanitation with the use of physical and chemical sanitizing agents will kill residual
microorganisms that remain after cleaning.
• Cleaning by washing with soap and water is very important as it ensures the removal of dirt or
debris by physical and/or mechanical means.

• Clean water is to be used to finally wash and rinse all utensils, tools and equipment.
• Chlorine is one of the cheapest and most easily available sanitizers in the market. It is popularly
used in the treatment of water for both household and plant. Likewise, chlorine is also used to
sanitize processing equipment.

1. Procedure in Cleaning Equipment and Instruments

a. Wash all the equipment / instruments with soap.
b. Rinse with clean water.
c. Sanitize by dipping into an approved sanitizer solution.
d. Remove from the solution.
e. Allow to air dry.

2. Procedure in Sanitizing:
a. Prepare all the materials needed.
b. Measure a certain amount of chlorine and water.
c. Mix and dip the equipment / instruments in the mixture.
d. Remove from the sanitizing solution.
e. Dry thoroughly.

E. Continuation of the discussion of new concepts and practical skills #2

INTERPRETING MANUFACTURER’S

SPECIFICATIONS
Food processing equipment when sold are provided with a manual containing the
manufacturer’s specifications and a necessary reminder to the processor in the form of a sticker or
Warning Label is attached to the equipment itself as an assurance that the equipment/machine or
tool is in excellent condition for it has passed quality control in its construction.
The specification usually gives a detailed description about the equipment, dimensions, materials,
and other relevant information regarding the equipment or machine.
The dimension gives the measurement of the size of an object in terms of length, width, or
height of the equipment/machine or tool.
The capacity specifies the measurement of the amount, which a device can hold or contain
as in boilers, cookers, or steamers or a weighing scale.
The manufacturer’s specifications are usually contained in the manual, which accompanies
the equipment. The food processor must thoroughly read and understand all the information
contained in the manual especially if the equipment is to be operated electrically
Aside from knowing the correct operation of the equipment or machine, it is also important to know this
information:

1. Basic safety precautions to follow when using the equipment

2. Warning labels which specify how to properly operate an equipment
3. Instructions on the proper care of the equipment/machine
4. Instructions on the correct operation of the equipment

The manufacturer’s specifications must be thoroughly read and understood by the food
processor and sees to it that he interpreted them in such a way that food processing equipment
can be properly operated.

F. Developing mastery
Activity 3: Arrange Me!
Arrange proper procedure in using the given tool/equipment below. Use letters in arranging
them.

1. Weighing scales (A-B)

Record the reading in grams or kilograms.
Put the food on the weighing scale.

2. Measuring cups for dry ingredients (A-B)

Gently spoon the ingredients into the cup, filling the cup to overflowing.
Level off with a metal spatula or straight-edged knife.
3. Thermometer (A-C)
Clean after using.
Dip thermometer in boiling liquid.
Record the reading by OC or OF.

4. Measuring cups for liquid ingredients (A-B)

Have the measuring lines at eye level to be sure of the exact measurement.
Pour liquid on level surface of measuring cups.

G. (DAY 3) Activity 4:
Your mother cooked your favorite food arellenong bangus for your lunch. After cooking it, she asked
you to clean and sanitize the utensils she used such as knife, chopping board, basin and etc.

Instructions: Answer the following questions.

1. What are the materials you will use in cleaning or washing the tools she used?

1. 2. 3. 4.
2. What are the steps you will follow in sanitizing those tools?

H. Making generalizations and abstractions about the lesson

We need to know how to utilize/use tools, utensils and equipment so that we can appreciate
the usefulness or the purpose of a particular tool and to be able to operate/use them correctly.
It is necessary to clean and sanitize tools, utensils and equipment properly for us to avoid the
contamination of food, to help us to be more secured, far from bacteria and other causes of
illnesses.
Also it is important to have knowledge on calibrating tools and equipment so that you will get
the exact measurement you are measuring.
It is necessary to interpret manufacturer’s specifications before operating food processing
equipment to be able to determine the correct operation of the equipment, to avoid accidents due
to faulty operation of equipment and to be familiar with their parts and their function.

I. Evaluating learning
(DAY 4) Modified True/False
Write T if the underlined word is correct and if the underlined word is wrong give the correct
answer.

1. Chlorine is one of the cheapest and most easily available sanitizers in the market.
2. The consumer’s specifications are usually contained in the manual, which accompanies
the equipment.
3. Calibrate means to set or determine the accuracy of the measuring device.
4. Sanitizing is using chemical agent to kill harmful bacteria on non-food-contact surfaces.
5. Food processing equipment when sold are provided with a manual containing the
manufacturer’s specifications.
6. The use of disinfecting agents leads to effective sanitation of tools, equipment and
utensils.
7. The dimension gives the measurement of the amount of the equipment/machine or tool.
8. Distilled water is to be used to finally wash and rinse all utensils, tools and equipment.
9. The specification usually gives a detailed description about the equipment, dimensions,
materials, and other relevant information regarding the equipment or machine.
10. Sterilizing is using a chemical agent, boiling water, or steam to eliminate all
microorganism.

J. Additional activities for application or

remediation (DAY 5)
Activity 6:
In two to three (2-3) sentences, for you what is the importance of cleaning and sanitizing tools,
utensils and equipment before using them?

THIRD QUARTER
SIPacks
 TLE – FOOD PROCESSING 8
WEEK 3
Content Standard: The learners demonstrate understanding of minor preventive machine
maintenance, and basic measurements and calculation.

Performance Standard: The learners perform basic measurements and calculation that relate
with weight and measurements.

Learning Competency: • Perform minor preventive machine maintenance

• Summarize/sum up recorded weights and measurements of
processed products
• Check raw materials, ingredients and percentage formulations
according to approved specifications and enterprise requirements
Objectives:
At the end of the lesson, you should be able to:
1. complete the procedure in minor preventive machine maintenance;
2. summarize and tabulate all raw data gathered;
3. identify materials, ingredients and percentage formulations according to
approved specifications and enterprise requirements; and
4. value the importance of inspecting tools and equipment after, during and before use.

Content (Subject Matter): • Performing Minor Preventive Maintenance Preventive

• Summarizing and Tabulating All Raw Data Gathered
•Formulation and Concentration of Solutions according to
Specifications and Standards of the Enterprise
Learning Resources:
Reference: K to 12 Grade 7 Food Processing Learning Module, pages 62-66, 85-87, and 91-94
Instructional Materials: K to 12 Grade 7 Food Processing Learning Module and google.com

Procedure:
A. Reviewing previous lesson or presenting the new lesson
(DAY 1) Activity 1: Checking Your Understanding:
Last week, the lesson was about Standard Procedure in Using Tools, Equipment &
Utensils, Calibrating Measuring Devices & Instruments and Cleaning, Sanitizing Equipment &
Tools. As a sort of review, you should be able to answer the following questions below.

1. What is sanitizing?
2. What will you use to sanitize tools, utensils or equipment?
3. Why do we need to clean or sanitize them?

B. Establishing a purpose for the lesson

In this lesson, you will learn about minor preventive machine maintenance, tabulating
data gathered and materials, ingredients and percentage formulations according to approved
specifications and enterprise requirements.

C. Presenting examples/instances of the lesson

Activity 2: Shape’s Text Box
 You will arrange the jumbled letters on the shape below to form a word.

1. ALSTBEOPON 2.
SGAM
ODUPSN
R
3. 4.
GLONALS

LOIAKMRGS NSOTAPEO
5. 6.

Answer the following questions.

1. When do you usually see these units of measurements?
2. Give one (1) scenario/example when did you use these units of measurements.

C. Discussing new concepts and practical skills # 1

PERFORMING MINOR PREVENTIVE MAINTENANCE

Maintenance is a system of maintenance that aims to minimize or eliminate breakdown in
equipment and machinery by a program of regular inspection and repairs. This is done to make
sure that all equipment machines in the food processing plant are always in good condition and
ready for use anytime.
The following are some minor preventive maintenance done with equipment/machines:
1. Checking the switch, plugs and electrical cords of electrically operated equipment.
2. Checking the parts of some equipment/machines to determine if there are defects, wear and
tear, cracks, leaks, rusts or corrosion.
3. Checking the equipment/machine thoroughly to make sure that all parts are intact.
Missing parts will cause the equipment/machine to malfunction.
4. Cleaning, sanitizing and stowing all equipment/machines according to
manufacturer’s specifications and workplace policies and regulations.
5. Regularly checking and inspecting main machine parts to guarantee that the machine is in
top shape or condition.
6. Checking the condition of the machine and classify them as:
a. Serviceable
b. Repairable
c. Defective
7. Applying lubricants like oil and grease that undergo corrosion and friction to prevent or
minimize wear and tear of rubbing surfaces.
8. Checking machine temperature, hydraulic fluid, vibration, etc.
9. Performing proper cleaning, care and sanitation
Below is an example of how equipment/ machine is properly maintained or cared for:
THE REFRIGERATOR
The refrigerator which has an automatic defroster should be thoroughly cleaned every
week by wiping off containers of food and removing all foods that cannot be used.
Refrigerators which do not have automatic defrosters should be defrosted whenever the
frost on the frosting unit is over ¼ inch thick.
When caring for your refrigerator follow the procedure below:
1. Wipe up spilled food immediately.
2. Wash inside shelves and trays at least twice a week with 1 tablespoon baking soda dissolved
in 1-liter clean water.
3. Rinse and dry thoroughly.
4. Flush drains/defrost weekly.

When defrosting the refrigerator follow these steps:

1. Turn off the electric current.
2. Remove all ice trays and frozen foods from the freezing unit.
3. Wrap frozen foods in newspaper to keep them from thawing.
4. Put the drip tray in the proper place to catch the melted ice.
5. Place pans of hot water in the lower part of the freezing unit. Allow the ice to melt. Never use
a sharp or pointed object to remove the ice.
6. Remove the food in the lower part of the refrigerator.
7. Wipe the inside portion of the freezing unit as well as the refrigerator with water to which
1 teaspoon baking soda has been added for each quart.
Turn on the current and return the food to the refrigerator. E. Continuation
of the discussion of new concepts and practical skills #2 (DAY 2)
SUMMARIZING AND TABULATING ALL RAW DATA GATHERED
Any set of information or data collected for study should be organized and analyzed
systematically for easier and faster interpretation. To do this, collected data may be presented in
any of the following forms:

1. The textual forms are used when data to be presented are few.
2. The tabular and graphical forms are used when more detailed information is to be
presented.

Using tables and graphs has the following advantages:

1. Data are presented in a more practical and convenient way.
Instead of writing text on the information gathered, items can be enumerated in tabular
form or shown in graphical form.
2. Data can be compared more easily.
Recording tables and graphs can be done more easily because the needed information
can be seen at a glance.
3. Data can be analyzed comparatively.
Tables and graphs enable a thorough analysis of data because all needed information is
clearly known.
EXAMPLE: (TEXTUAL FORM)

Marinated Boneless Milkfish (TEXTUAL FORM)

Raw Materials:
Fresh milkfish - 1 kilogram
Vinegar - 1 cup
Calamansi juice - ½ cup
Soy sauce - ½ cup
Salt - 5 tablespoons
Sugar - 5 tablespoons
Black pepper - 1 tablespoon
Garlic (minced) - 1 tablespoon

Steps:
a. Weigh the fish.
b. Split them and remove the viscera, backbone and dorsal fin.
c. Wash the fish with freshwater.
d. Wash again the deboned milkfish and drain for 15 minutes.
e. Soak the deboned milkfish for 7 hours in marinated solutions composed of vinegar,
salt, sugar, soy sauce and spices.
f. Pack the boneless milkfish in plastic bags and seal.
g. Freeze them to be ready for market.

Ingredients and Materials to be checked According to Approved Specifications and

Enterprise Requirements
For curing fish/salting fish: Ingredients: Salt, water, fish
For smoking: Ingredients: Salt, water, fish (bangus, galunggong, tilapia, and herring family)
For sugar concentrates: Ingredients: Sugar, calamansi or citric acid fruit (mango, guava,
pineapple)
For fermentation: Ingredients: Salt, dilis and alamang

FORMULATION AND CONCENTRATION OF SOLUTIONS ACCORDING TO

SPECIFICATIONS AND STANDARDS OF THE ENTERPRISE
Solution is a homogenous mixture of substances with variable composition.
Solvent- it is the substance present in the major proportion.
Solute- it is the substance present in the minor proportion.
Dissolution- it is the process of a solute dissolving in a solute.
Concentration- it is the amount of solute present in a given quantity of
solvent VARIOUS FORMULATIONS AND CONCENTRATIONS OF SOLUTIONS
SALTING/CURING:
The ratio of salt to fish depends on the method of salting to be applied to the fish.
• If kench salting is used, the ratio is 1:7 by weight wherein one part of salt is added to seven
(7) parts of fish.
• If brine salting is used, the ratio is 1:4 by weight wherein one part of salt is added to four (4)
parts of fish.
• In dry salting to make brine, you use 1:3 by weight or you add one part of salt to three (3)
parts of fish.
SUGAR CONCENTRATE:
The ratio of fruit juice or pulp to sugar depends on the degree of the pectin content of the fruit.
• If the pectin is good, the ratio is 1:3/4 wherein one part of fruit juice or pulp is mixed to three
fourths (¾) part of sugar.
 • If the pectin is not good, the ratio is 1:1 wherein one-part fruit juice or pulp is mixed with
one part of sugar.
SMOKING: The ratio of salt to water for brining and brine cooking is 250 grams of salt to
800ml water.
F. Developing mastery
(Day 3) Activity 3: LIST THEM ALL! (Minor Preventive Maintenance)

Question: How are you going to maintain in a good working condition of the tools, utensils or
equipment you have at home? List at least five (5) below.
1.
2.
3.
4.
5.

Activity 4: Summarizing and Tabulating All Raw Data Gathered

Instruction: Carefully read the gathered data below. Present data with the use of textual
form. (See example on page 13).
Name of Recipe: ATSARA
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remain
gar
In a bowl, combine papaya, bell peppers, carrots and raisins. Add pickling
Answer the following questions.
1. What have you observed in the recipe above? Do the ingredients have their units? Yes or
No? If yes, list down all the mentioned units.
2. Why is it important to know the exact amount/measurement of the ingredients of the product
you will prepare?

Activity 5: Identify Me!

A. Identify the ingredients and materials used of the following solutions below.
1. For curing fish/salting fish -
2. For sugar concentrates -
3. For fermentation -
4. For smoking -
 G. Finding practical applications of concepts and skills in daily
living Activity 6:
Your teacher assigned you to prepare a mango jam. You make a research of its
ingredients and the steps on how to make a mango jam. After that, you will go to the market and
buy the ingredients needed.
Answer the question below.
1. Why do you need to tabulate (record or list systematically) the ingredients and steps in making a
mango jam before you prepare it?

H. Making generalizations and abstractions about the lesson

Measurement is really important especially when we are preparing processed foods. Having an
exact amount/measurement of the ingredients, we can achieve the desired taste of the food we
are processing/preparing.
Tabulating data is essential because it helps us to compare and analyze the gathered data
easily, and to present data in a more practical and convenient way.

I. Evaluating learning
(DAY 4) Test I: or
Write if the statement is correct and if not.
1. The ingredients for curing/salting fish are salt, water & fish.
2. The tabular and graphical forms are used when few, and detailed information is to be
presented.
3. The ingredients for sugar concentrates are sugar, calamansi/citric acid fruit & brine.
4. Tabulated data are presented in a more practical and convenient way.
5. The textual forms are used when data to be presented are few.
TEST III: ENUMERATION:
Enumerate the following.
6-7. List down the two (2) forms used in tabulating gathered data.
8-10. Give the three (3) concentrations of solution.

J. Additional activities for application or remediation

Activity 7: Give two (2) tools or equipment that you already fixed. Share your experience on
how you fixed and maintained them in good condition.
1.

2.
 THIRD QUARTER
SIPacks
TLE – FOOD PROCESSING 8
WEEK 4
Content Standard: The learners demonstrate understanding of basic mathematical skills that
relate with spoilage, rejects and the percentage of recovery of yields.

Performance Standard: The learners exhibit basic mathematical skills that relate with spoilage,
rejects and the percentage of recovery of yields.

Learning Competency: • Compute for the percentage equivalents of actual spoilage and
rejects
• Calculate the percentage of actual yields and recoveries according to
enterprise requirements
Objectives:
At the end of the lesson, you should be able to:
1. compute the percentage equivalents of actual yields and recoveries; and
2. calculate the percentage equivalents of actual spoilage and rejects.

Content (Subject Matter): • Calculating Data on Raw Materials or Ingredients Consumption

and Corresponding Percentage Equivalent in Line with Enterprise
Requirement
Learning Resources:
Reference: K to 12 Grade 7 Food Processing Learning Module, pages 102-107
Instructional Materials: K to 12 Grade 7 Food Processing Learning Module

Procedure:
A. Reviewing previous lesson or presenting the new lesson
(DAY 1) Activity 1: Checking Your Understanding:
Last week, the lesson was about Minor Preventive Machine Maintenance,
Concentrations of Solutions, Ingredient Formulations, and Ratios & Proportions. As a sort of
review, you should be able to answer the following questions below.

1. What are the two (2) forms used in tabulating data?

a. b.
2. Give the three (3) concentration of solutions.
a. b. _ c.

B. Establishing a purpose for the lesson

In this lesson, you will learn about spoilage, rejects, and percentage of recovery of
yields.

C. Presenting examples/instances of the lesson

Activity 2: Wikarambulan
I will show you five (5) words and you should guess the correct word to get the idea.

1.ISK POY LAYDGE 2. RADE DYEYKS 3. LEI HOWTS

4. 5.
REICOW BARE REESE YEAH ILDS
A. Discussing new concepts and practical skills # 1

CALCULATING DATA ON RAW MATERIALS OR INGREDIENTS CONSUMPTION AND

CORRESPONDING PERCENTAGE EQUIVALENT IN LINE WITH ENTERPRISE
REQUIREMENT
Data gathering on raw materials and ingredients is necessary in order to compute and calculate
production input and output of the finished product. The following are examples of data
that are gathered based on the products to be done.

1. Smoked Fish 2. Mango Jam

Data: Item Weight Data: Item Weight
Bangus 1000 grams (g) Mango pulp 48 teaspoon (tsp)
Salt 250 g Sugar 48 tsp
Water 800 g Calamansi juice 1 tsp

3. Pickled Fish 4. Fermented fish

Data: Item Weight Data: Item Weight
Fresh milkfish 1000 grams Fish or alamang 4 kilos
Vinegar 128 g Salt 1 kilo
Calamansi juice 64 g
Soy sauce 64 g
Salt 74 g
Sugar 74 g
Black pepper 15 g
Garlic (minced) 15 g

ACTUAL SPOILAGE/REJECTS
Actual spoilage/rejects and their corresponding percentage depend on the product to be
made. For example, in mango jam, spoilage refers to the peel of mango and seeds. The
products left during packing are not classified as spoilage rejects.

FORMULA: Actual spoilage = production input – production output

B. Continuation of the discussion of new concepts and practical skills #2

(DAY 2)
ACTUAL YIELD AND RECOVERIES
Yield refers to the number of finished products after computing for the production output and
input.

Formula for getting the percentage yields

% Yield = production x 100
output
production input
Input- it is something that enters a process from the outside and is acted upon or integrated in
the main body of data.
Output- it is anything produced especially through a process; a product; a yield.
Documentation- it is a systematic procedure of producing a record for reference.
Reporting- it is the process of capturing data or translating information to recording format.
Production report- is a written record showing the input – output relationship in determining the
HOW TO COMPUTE:

a. Input- simply adds all the materials and ingredients

used. Input =
1000g+250g+125g+125g+75g+75g+15g+15g Input =
1680g

b. Output- simply minus wastages/rejects from input. (INPUT - WASTAGES)

Output = 1680g-480g
Output = 1200g

c. Spoilage/Rejects- simply minus output from input. (INPUT - OUTPUT)

Spoilage/Rejects = 1680g-1200g
Spoilage/Rejects = 480g

d. Percentage Yield- simply divide input from output, then multiply it by 100.
Percentage Yield = 1200g x 100
1680g
Percentage Yield = 0.714 X 100
Percentage Yield = 71%

C. Developing mastery
Activity 3: Let’s Compute!
Make a production report on the data below and compute the following. Show your
solution. (See example on pages 18&19)

Pickled Mixed Vegetables

Data: Item Weight
Sugar 250 g
Vinegar 250 g
Salt 15 g
Carrots 150 g
Sayote 250 g
Bell pepper 75 g
Garlic 50 g
Ginger 50 g
Onion 75 g
Output= 885 g

Instruction: With the use of data above, compute the following:

1. Input
2. Wastage (Spoilage/reject)
3. Percentage Yield
D. Finding practical applications of concepts and skills in daily
living (Day 3) Activity 5:
Answer the question below.
• What is the importance of computing the spoilage/reject and percentage yield of the fish
product you will prepare?

E. Making generalizations and abstractions about the lesson

Knowing how to compute the spoilage/rejects and yields is really important so that you will
know the total amount left during packaging and also the total production of your finished
product.

F. Evaluating learning
(DAY 4)
Test: Computation:
Make a production report on the data below and compute the following. Show your solution.
(See example on pages 18&19)

1. Smoked Fish 2. Pickled Fish

Data: Item Weight Data: Item Weight
Bangus 1000 g Fresh milkfish 1000 g
Salt 250 g Vinegar 128 g
Water 800 g Calamansi juice 64 g
Soy sauce 64 g
Output- 1560 g Salt 74 g
Sugar 74 g
Compute the following: Black pepper 15 g
1. Input Garlic (minced) 15 g
2. Wastage (Spoilage/reject)
3. Percentage Yield Output- 1100 g

Compute the following:

1. Input
2. Wastage (Spoilage/reject)
3. Percentage Yield

G.Additional activities for application or

remediation (Day 5) Activity 6:
Give the formula and explain how to compute the following:
1. Output
2. Spoilage/Rejects
3. Percentage yields
 THIRD QUARTER
SIPacks
TLE – FOOD PROCESSING 8
WEEK 5

Content Standard: The learners demonstrate understanding of basic principles and rules to be
observed to ensure food safety and sanitation when s/he packages fish
products.

Performance Standard: The learners observe basic principles and rules to be observed to
ensure food safety and sanitation when s/he packages fish products.

Learning Competency: • Explain the importance of good grooming in a workplace

• Discuss the sanitary practices in food safety
Objectives:
At the end of the lesson, you should be able to:
1. identify GMP requirements on personal hygiene;
2. state the safety measures to be observed in implementing sanitary food practices; and
3. explain the importance of good grooming in a workplace.

Content (Subject Matter): • GMP Requirements on Personal Hygiene

• Implement Food Safety Practices
Learning Resources:
Reference: K to 12 Grade 7 Food Processing Learning Module, pages 135-152
Instructional Materials: K to 12 Grade 7 Food Processing Learning Module and google.com
Procedure:
A. Reviewing previous lesson or presenting the new lesson
(DAY 1) Activity 1: Checking Your Understanding:
Last week, the lesson was about Calculating Actual Spoilage/Rejects, Computing
Percentage Yields. As a sort of review, you should be able to answer the question below.

Give the formula of the following:

1. Output-
2. Wastages-
3. Percentage yield-

B. Establishing a purpose for the lesson

In this lesson, you will learn about Good Manufacturing Practices (GMP) requirements
on personal hygiene, and food safety practices.
C. Presenting examples/instances of the lesson
Activity 2: Guess It Right!
I will show you four (4) pictures below, guess and give the name of each picture.

1. 2.
 3. 4.

Answer the question below.

1. When do you usually use these four (4) pictures above? _

D. Discussing new concepts and practical skills # 1

GMP REQUIREMENTS ON PERSONAL HYGIENE
Hygiene – the science of good health that signifies cleanliness and freedom from the risk of
infectious disease.
Food hygiene – all conditions and measures necessary to ensure the safety and suitability of
the food preparation and processing.
Food safety – the assurance that food will not cause harm to the consumer when it is prepared
and/or eaten according to its intended use.
Good grooming – the art of cleaning and maintaining proper and neat appearance of the body.

1. Health Status
People known, or suspected, to be suffering from, or to be a carrier of a disease should not
be allowed to enter any food handling area. It is likely that they could contaminate food.
2. Illnesses and Injuries
a. Diseases of the respiratory tract, such as common cold, sore throat, pneumonia, scarlet
fever, tuberculosis, and trench mouth.
b. Intestinal disorders, such as dysentery, typhoid fever and infectious hepatitis.
c. Skin disorders, such as sores, abrasions, and lesions, infected ears, boil, scabies
and severe rashes.
3. Personal Cleanliness
Food handlers should wear suitable protective clothing, head covering, gloves, facial
masks, and footwear such as apron, hairnet, hand towels and gloves.
Suitable waterproof dressing should cover cuts and wounds, wherein personnel are
permitted to continue working.
4. Hand Washing
Personnel should always wash their hands when personal cleanliness may affect food
safety, as shown in the following practices:
a. At the start of food handling activities.
b. Immediately after using the toilet
c. After handling raw food or any contaminated material, where this could result in the
contamination of other food items. They should avoid handling ready-to- eat food when unsure
of cleanliness in the process of preparing it.
5. Personal Behavior or Habits
People engaged in food handling activities should refrain from behavior that could result in
food contamination, such as the following:
d. Smoking
e. Spitting
f. Chewing or eating
g. Sneezing or coughing over unprotected food
6. Visitors
Visitors in food manufacturing, processing or handling areas should, where appropriate,
wear protective clothing and adhere to the other personal hygiene provisions.
7. Entrance and Exit in a Workplace
1. All entrances and exits must be provided with screened doors swinging outward.
2. Signs of entrance and exit must be posted in corresponding areas.
3. Some organizations require thorough washing of hand and foot bath before entry into a
work area.
4. Wear appropriate work attire before entry. Deposit them at designated areas upon exit from
the place.

E. Continuation of the discussion of new concepts and practical skills

#2 (DAY 2)

IMPLEMENT FOOD SAFETY PRACTICES

Sanitation in a processing plant is a primary concern of all food

processing firms. It is necessary to prevent or minimize
hazards of product contamination and conditions
aesthetically offensive to the consumers, and to provide
clean, healthful, and safe working conditions. Workplace
Sanitation Regulation in Implementing Sanitary Food
Handling Practices in the Following Aspects
In handling raw materials and supplies
 Check the source of supplies (fish, salt, packaging materials)
 Check on the quality.
- condition of fish (freshness and temperature)
- presence of foreign materials
- color and purity of salt - purity of other additives

In monitoring during production

• The preparation of fish must be monitored regularly to ensure complete removal
of entrails and gills for eviscerated fish and by thorough washing for whole fish.
• The correct brine concentration, amount of other ingredients and the time of soaking must
be strictly observed to ensure uniformity of every batch.
• The proper drying or cooking endpoint must be observed to ensure uniformity
of product quality.
• In packaging for retail packs, proper packing of products in polyethylene (PE)
or polypropylene (PP) bags must be checked.

For bulk packs, check if the product is properly stacked in carton boxes or wooden
(palochina) boxes that are lined with high density polyethylene plastic film.
In labeling, check if it carries appropriate labeling in accordance with the rules and regulations
on labeling of pre-packaged foods. The following information shall be declared in every
container whether in bulk or in retail package.
 SAFETY MEASURES TO BE OBSERVED IN IMPLEMENTING
SANITARY FOOD HANDLING PRACTICES
a. Production and Process Control Safety
1. All operations involving receiving, inspecting, preparing, processing, packaging and storing
of food must be conducted under such conditions that they do not contribute contamination in
the form of filth, harmful chemicals, undesirable microorganisms or any other objectionable
material to the finished product.
2. Containers and carriers of raw materials, packaging materials, storage and transportation of
finished products should be thoroughly inspected and monitored.
b. Worker’s Hygiene and Safety
1. Good working conditions ensure not only the safety of workers but also safety of
food products that reach the consumers.
2. Workers infected with contagious diseases should not be allowed to work as they can be
sources of contamination.
c. Safety measures to be observed by food handlers:
1. The hands should be washed thoroughly with soap and water.
2. Smoking in the preparation, processing, and packing area should never be allowed.
3. Food handlers should be properly dressed.
4. Whenever possible, food must not be handled by bare hands during preparation and packing.
d. Equipment and Facilities Safety
1. Processing facilities should be well ventilated, adequately lighted and properly maintained.
2. Potable water supply should be available from adequate sources.
3. Waste disposal should be properly managed to prevent pollution of surroundings.

F. Developing mastery
Activity 3: Check or Wrong
Write if the statement is true and if the statement is false.
1. A mask should be worn to cover the mouth during food preparation.
2. Washing of hands should be done after preparation of food.
3. Food handlers should maintain a high degree of personal cleanliness.
4. Hands should be washed only after using the toilet.
5. It is advisable to work or prepare foods even with infected wounds or cuts.
6. People suffering from or a carrier of a disease should not be allowed to enter
any food handling area.
7. An apron or a laboratory gown that is fitted, cleaned, and pressed must be worn.
8. Always wear jewelries while preparing food.
 9. Smoking or spitting anywhere is allowed during food preparation.
10. Workers should be well-groomed, that is to say, makeup is a must for girls.

Activity 4: State It!

State two (2) safety measures to be observed in implementing sanitary food handling
practices below.

Food handlers Equipment and Facilities Safety

1. 1.
2. 2.

Production and Process Control Safety Worker’s Hygiene and Safety

1. 1.
2. 2.

G. Finding practical applications of concepts and skills in daily

living (Day 3) Activity 5:
Answer the questions below.
1. If you are a food handler, what appropriate clothing you should wear when working?

2. Why is it important to properly groom, clean, and sanitize your working area?

H. Making generalizations and abstractions about the lesson

The importance of good grooming, sanitation and cleanliness in our workplace is to make
sure not to contaminate the food we are preparing/processing and to prevent us from having
different illnesses.
Also, it is necessary to understand/know the sanitary food safety practices so that you
can apply it when performing/preparing fish product/s.

I. Evaluating learning
(DAY 4) TEST I: Identification:
A. Identify the following GMP requirements on personal hygiene. Choose your answer on
the box below.

A. Visitor C. Hand washing E. Health status

B. Skin disorder D. Personal habit F. Intestinal disorder

1. Personnel should always do this type of washing to avoid contamination of food.

2. Some examples of this disease are sores, abrasions, and lesions, infected ears,
boil, scabies and severe rashes.
3. People who are carriers of disease should not be allowed to enter any food handling area.
4. This individual should wear protective clothing and has personal hygiene provisions.
5. Food personnel should refrain doing this behavior to prevent food contamination.

B. Identify the following aspect of workplace sanitary regulation in implementing sanitary food
handling practices. Write HRMS if the statement is under handling for raw materials and
supplies, and write MDP if it is under monitoring during production.

1. To ensure uniformity of product quality, they should observe the endpoint of proper
 drying or cooking of the product.
2. They should check the condition of fish, presence of foreign materials, and color & purity
of salt.
3. The bags must be checked in packaging for retail packs, proper packing of products in
polyethylene(PE) or polypropylene(PP).
4. They should check the source of supplies such as fish, salt, packaging materials.
5. To ensure complete removal of entrails and gills, they must be monitored regularly the
preparation of fish.

TEST II: Enumeration:

State/enumerate the following.
1-3. Three (3) safety measures to be observed in implementing sanitary food handling
practices.
4-5. Two (2) bad behaviors/habits you should refrain from when handling food.

J. Additional activities for application or

remediation (Day 5) Activity 6:
If you are a food handler, explain how you will groom, sanitize and clean your working area in
three to four (3-4) sentences.
 THIRD QUARTER
SIPacks
TLE – FOOD PROCESSING 8
WEEK 6
Content Standard: The learners demonstrate understanding on Hazard Analysis Critical
Control Point (HACCP) and environmental hazards.

Performance Standard: The learners implement HACCP plan for food safety hazards, and
prepare and mitigate environmental activities

Learning Competency: • Explain the importance of implementing the HACCP plan

• Explain environmental hazards
• Discuss how environmental risks, hazards and incidents can be
prevented and controlled
Objectives:
At the end of the lesson, you should be able to:
1. identify the principles of HACCP;
2. enumerate the preparations and mitigations of environmental hazards; and
3. value the importance of implementing HACCP plan.

Content (Subject Matter): • Hazard Analysis Critical Control Point (HACCP)

• The Environmental Hazards

Learning Resources:
Reference: K to 12 Grade 7 Food Processing Learning Module, pages 153-180
Instructional Materials: K to 12 Grade 7 Food Processing Learning Module and google.com

Procedure:
A. Reviewing previous lesson or presenting the new lesson
(DAY 1)
Activity 1: Checking Your Understanding:
Last week, the lesson was about GMP Requirements on Personal Hygiene and
Implementing Food Safety Practices. As a sort of review, you should be able to answer the
following below.

Write T if the statement is correct and F if wrong.

1. Smoking or spitting anywhere is allowed during food preparation.
2. Food handlers should maintain a high degree of personal cleanliness.
3. People suffering from or a carrier of a disease should not be allowed to enter any
food handling area.
4. Workers should be well-groomed, that is to say, makeup is a must for girls.
5. Hands should be washed only after using the toilet.

B. Establishing a purpose for the lesson

In this lesson, you will learn about the principles of Hazard Analysis Critical Control Point
(HACCP) and how to prevent and control environmental hazards.

C. Presenting examples/instances of the lesson

Activity 2: Fill the Box!
You need to guess the correct words by replacing the given numbers with letters in the
alphabet which is A is to 1 and Z is to 26.

8 1 26 1 18 4 1 14 1 17 25 19 9 19

3 18 9 20 9 3 1 17 3 15 14 20 18 15 17

16 15 9 14 20

D. Discussing new concepts and practical skills # 1

CONDUCT WORK IN ACCORDANCE WITH ENVIRONMENTAL POLICIES AND
PROCEDURES
The maintenance of cleanliness in a working area requires frequent or continuous cleaning
as well as a clean-up at the end of each day. The purpose of this is to keep waste from
accumulating during the operating day. It involves careful organization, training work scheduling,
and the best available equipment, method, and materials.

Hazard Analysis Critical Control Point (HACCP)

• Is a science based and systematic, identifies specific hazards and measures for their control
to ensure the safety of the food.
• Allows processors/regulators to look at what happens during the process to ensure safety.

Major Concepts of HACCP

1. A preventive system of control particularly on biological hazards
2. A system approach for estimating the risk in producing a food product
3. Universally recognized system as the most effective way to prevent food borne illness
4. Science - based systematic, identified specific hazards and measures for their control
to ensure food safety
5. Capable of accommodating change, such as advances in equipment design, processing
procedures, or technological developments that can be applied throughout the food chain
from the primary producer to the final consumer
6. Applicable to establishments that produce, process, treat, pack, trade, transport, serve, or
involve in food production
 Seven (7) HACCP Principles
Principle 1 - Conduct a Hazard Analysis
The application of this principle involves listing the steps in the process and identifying where
significant hazards are likely to occur.
Principle 2 - Identify the Critical Control Points
A critical control point (CCP) is a point, step or procedure at which control can be applied and a
food safety hazard can be prevented, eliminated or reduced to acceptable levels.
Principle 3 - Establish Critical Limits
The critical limit is usually a measure such as time, temperature, water activity (Aw), pH, weight,
or some other measure that is based on scientific literature and/or regulatory standards.
Principle 4- Monitor CCP
Monitoring procedures should describe how the measurement will be taken, when the
measurement is taken, who is responsible for the measurement and how frequently the
measurement is taken during production.
Principle 5 - Establish Corrective Action
Corrective actions are the procedures that are followed when a deviation in a critical limit
occurs. This usually includes identification of the problems and the steps taken to assure that
the problem will not occur again.
Principle 6 - Verification
Those activities, other than monitoring, determine the validity of the HACCP plan and that
the system is operating according to the plan. The HACCP team may identify activities
such as auditing of CCP's, record review, prior shipment review, instrument calibration and
product testing as part of the verification activities.
Principle 7 - Recordkeeping
A key component of the HACCP plan is recording information that can be used to prove that the
food was produced safely.

E. Continuation of the discussion of new concepts and practical skills #2

(DAY 2)
PARTICIPATE IN IMPROVING ENVIRONMENTAL PRACTICES AT WORK

The Environmental Hazards

a. FLOOD is defined as a rise, usually brief, in the water level in a stream to a peak from which
the water level recedes at a slower rate.

Safety Precautions BEFORE the Flood

1. Ensure that you understand the dangers of flood properly.
2. In times of bad weather, always listen to official warnings issued by local authorities
3. Prepare a flood emergency kit.
4. Evacuation plans should be made in advance.
5. If your community has boats, make sure they are well maintained and properly tied up to a tree
or other permanent object.
6. Try to avoid walking through the flooded area.
7. Do not touch any damp electrical sockets or turn on the electricity if the house has been flooded
until it has been checked and dried up for some time.
 b. CHEMICAL SPILL (Hazard of Laboratory Work)
It becomes hazardous when students come in contact with poisonous or dangerous chemicals.
Preparedness and Mitigation
1. Take precaution when handling chemicals.
2. Educate students on proper handling of chemicals.
3. Keep safe storage of chemicals.
4. Dispose chemicals properly.
5. Use gloves and mask when handling chemicals.SS
6. Close drawers of the storage cabinet.
7. Maintain a stable environment.
8. Strengthen laboratory capabilities.
9. Provide fire extinguishers.
Response (What to do during chemical spills)
1. Vacate the room.
2. Avoid throwing water or touching the chemicals with bare hands.
3. Inform proper authorities.
4. Cover nose with wet cloth then transfer casualty to a safer place.
5. Give milk and starch for ingested chemical.
6. Ensure adequate air circulation around the victim.

c. POLLUTION. This is caused by the pollutants thrown into the ocean like seaweeds, marine
litter, spills, fertilizers, pesticides from irrigation, and others.

Preparedness and Mitigation

1. Educate people on the proper disposal of waste.
2. Initiate mass cleaning of seashore.
3. Implement marine environmental law.

Response (What to do during pollution)

1. Clean up coastal areas.
2. Boil water for consumption.
3. Provide warning signs or posters in affected areas.

F. Developing mastery
(DAY 3) Activity 3: Matching Type:
Match the item in column A with those in column B. Write the letters only.

AB
1. Principle 2 a. Monitor CCP
2. Principle 5 b. Establish Critical Limits
3. Principle 1 c. Establish Corrective Action
4. Principle 6 d. Conduct a Hazard Analysis
5. Principle 4 e. Verification
6. Principle 7 f. Recordkeeping
7. Principle 3 g. Identify the Critical Control Points
Activity 4: Fill The Column!
Give the preparedness and mitigation of the following environmental hazard on the second
column, and write their response on the third column.

Environmental Hazard Preparedness and Mitigation Response

1. Pollution

2. Chemical Spill

G. Finding practical applications of concepts and skills in daily

living (Day 3) Activity 5:
Answer the situation below.
You are watching news on television and you heard that there will be a strong typhoon that
will fall on your area. What are the preparations you will do when the typhoon has already fall
in your area? State them all below.

H. Making generalizations and abstractions about the lesson

Implementing HACCP plan is essential because it controls major food risks, such as
microbiological, chemical and physical contaminants and provides the framework to
produce
foods safely and to prove they were produced safely.
You must be aware of the different environmental hazards that we can possibly
experience so that you can be prepared, and know the safety precautions, the things that you
should do before, during and after experiencing hazard/s.
I. Evaluating learning
(Day 4)
Test I: Identify the following statement on where they belong on the 7 principles of HACCP.
1. It is usually a measure such as time, temperature, water activity (Aw), pH, weight, or some
other measure that is based on scientific literature and/or regulatory standards.
2. The activities, other than monitoring, that determine the validity of the HACCP plan and that
the system is operating according to the plan.
3. A key component of the HACCP plan is recording information that can be used to prove that
the food was produced safely.
4. Corrective actions are the procedures that are followed when a deviation in a critical limit
occurs.
5. The application of this principle involves listing the steps in the process and identifying where
significant hazards are likely to occur.

6. Monitoring procedures should describe how the measurement will be taken, when the
measurement is taken, who is responsible for the measurement and how frequently the
measurement is taken during production.
7. It is a point, step or procedure at which control can be applied and a food safety hazard can
be prevented, eliminated or reduced to acceptable levels.

Test II: Enumeration:

Give/enumerate the following.
8-10. Three (3) major concepts of HACCP.
11-12. Two (2) examples of environmental hazards.
13-15. Three (3) safety precautions BEFORE the flood.

J. Additional activities for application or

remediation (Day 5) Activity 6:  or 
: happy or sad face
Draw ☺ if the statement is correct and ☺ if the statement is wrong.
1. Keep your emergency kit wet and dangerous.
2. Environmental hazards include flood, chemical spill, fire, pollution, brownout, red tide,
and food poisoning.
3. There must be a provision of necessary tools like emergency kit in case of flood and other
emergencies.
4. Milk and starch are examples of chemical spills that are hazardous and dangerous.
5. Just go near river banks or where there are signs of landslide or to areas where people
have vacated
n