JUNIOR HIGH SCHOOL

DEPARTMENT
CURRICULUM MAP

Subject Area and Grade Level: HOME ECONOMICS – COOKERY 9 Quarter: 1st

The learners lead to National Certificate Level II (NC II) that develop knowledge and skills and attitudes in the performance of
Program Standard
Cookery Tasks.
The learners possess the knowledge of the tools, equipment and paraphernalia, maintenance of tools, equipment and
Grade Level Standard paraphernalia, perform mensuration and calculation, interpretation of drawings and plans; practice of Occupational Health and
Safety Procedures.
Content Cookery
The learners possess the knowledge of the tools, equipment and paraphernalia, maintenance of tools, equipment and
Content standard paraphernalia, perform mensuration and calculation, interpretation of drawings and plans; practice of Occupational Health and
Safety Procedures.
Performance Standard The learners independently demonstrate common competencies in cookery as prescribed in the TESDA Training Regulation
Formation Standard The learners demonstrate Excellence through committing oneself to continuous enhancement of knowledge and skills.
(PVMSCV/ Social Teaching)
Enduring Understanding 1. Cooking can be accomplished systematically to save time, effort, and resources. Most of the work cannot be done using bare
hands. To do the task, kitchen tools or equipment are needed to perform the job.
2. Correctness of the entry of different forms used in cooking is necessary in order to acquire right, complete and accurate
number of materials and tools needed in a specific cooking job.
3. In receiving the deliveries, understand that you need to ensure that the right materials and supplies were delivered and all in
good condition without defects.
4. Kitchen measuring tools and instruments are sensitive and delicate so extra care is necessary in handling them. These are
used to measure ingredients properly
5. 5’s is an approached of organizing and managing the workplace and work flow with the intent to improve efficiency by
eliminating wastes, improving flow of production, reducing process delays.

Essential Questions
Transfer Goal
6. Special consideration is given to balance so that the tool/equipment will be properly maintained and prevent loses.
7. The goal of all occupational safety and health programs is to foster a safe work environment. It is concerned with protecting
the safety, health and welfare of people engaged in work or employment.
1. Why is it important to use appropriate tools and equipment in a specific task?
2. What is the purpose of using appropriate forms or documents in requesting kitchen tools and equipment?
3. How does a supply officer or logistics officer do in purchasing and receiving the deliveries of what he purchased?
4. What is the importance of using measuring tools and instrument as per object to be measured on job requirements?
5. Does 5’s approach helps in workshop keeping? Why?
6. Why maintain inventory of tools and equipment?
7. What is the goal of Occupational Health and Safety Procedure?
The learners will be able to independently use the acquired knowledge and skills and be globally competitive in community.

Week No. Learning Competencies Assessment Performance Task Activities Resources

Formative assessment: Project plan: Alarm

1. Utilize appropriate kitchen
tools, equipment, and
paraphernalia
1.1 identify types of tools,
equipment, and
paraphernalia
1.2 classify the types of
1 tools and materials to
appropriate cleaning tools
and equipment based on
their uses
1.3 describe the various
types of kitchen tools,
equipment, and
paraphernalia
2 2. Maintain appropriate
 Identification, or Warning Posts
identifying the kitchen and Signage
tools and materials
that are usually used Insufficiency of
in cooking task. available signages is a
 Matching Type, they school wide problem
will match the that a learner can be
 Payne, June et al (2010). Thesis;
appropriate form harmed or suffer to a WORD UP
Introduction to Food Service, South
used in requesting risk caused by Answer the jumbled letter
Asia, Pearson Education PTE. LTD.
accident. that correlates to the
its description. topic and think of what  http://www.depedbataan.com/
Goal: the word means. resources/9/
 Summative
The students will make k_to_12_cookery_learning_module.pdf
Assessment:
Oral Recitation, Leaner-Friendly
assessing their Signage on School
strengths and Premises
weaknesses based on
the results of the Oral Role:
Recitation Work will be done in
groups in order for
Formative Assessment them to collaborate Q and A  Esmilla-Sercado V., (2014), Skills for
and think critically in
 kitchen tools, equipment,  Matching Type, they a Lifetime in TLE (1st Edition),
and paraphernalia will match the Valenzuela City, JO-ES Publishing
2.1 select various types of appropriate form House, Inc.
chemicals for cleaning and used in cleaning  http://www.depedbataan.com/
sanitizing kitchen tools, chemilcals to its resources/9/
equipment, and description. k_to_12_cookery_learning_module.pdf
paraphernalia
2.2 clean and sanitize  Enumeration, list
down the cleaning answering the following
kitchen tools and equipment
chemicals questions in terms of
following manufacturer’s
cleaning agents
instructions
Summative Assessment
2.3 use cleaning tools, Quiz, assessing their
equipment, and strengths and
paraphernalia in accordance weaknesses based on
to standard operating the results of the quiz
procedures
2.4 maintain kitchen tools,
equipment, and work areas
3. Store and stack kitchen constructing Alarm or  Esmilla-Sercado V., (2014), Skills for
Summative Think-Pair-Share
tools and equipment Warning Signages a Lifetime in TLE (1st Edition),
Assessment: think of the possible
3.1 store or stack cleaned Valenzuela City, JO-ES Publishing
Audience: measuring tools and
3  Demonstration, House, Inc.
equipment and utensils instrument that can be
proper stacking Teacher and students
safely in the designated found in your home and  http://www.depedbataan.com/
procedures resources/9/
place Situation: explain its usage
k_to_12_cookery_learning_module.pdf
Formative Imagine that you need  Esmilla-Sercado V., (2014), Skills for
4. Carry out measurements
Assessment: signages to avoid a Lifetime in TLE (1st Edition),
and calculations in a harm and accident-
required task  Identification, Valenzuela City, JO-ES Publishing
4.1 give the abbreviations identifying the proper prone areas. You have House, Inc.
Q and A
checking or conducted an
and equivalents of observation around the answering the following  http://www.depedbataan.com/
maintenance resources/9/ k_to_12_commercial
4 measurements questions relating to real-
procedure of tools area to find any cooking_learning_module.pdf
4.2 identify the types of available signages but life problems in terms of
and equipment
measuring tools you only see Fire Exit.. measuring an object
4.3 describe the functions of Summative In order for you to
measuring tools Assessment: create signages for co-
4.4 measure ingredients  Quiz, assessing their learners to address the
 according to recipe
requirement
strengths and
4.5 convert systems of
weaknesses based
measurement according to
on the results of the
recipe requirement quiz
4.6 perform substitution of
ingredients
Formative  Esmilla-Sercado V., (2014), Skills for
Assessment: a Lifetime in TLE (1st Edition),
 Conversion, convert Valenzuela City, JO-ES Publishing
the following House, Inc.
5. Calculate cost of measurements to its  http://www.depedbataan.com/
production corresponding unit of resources/9/ k_to_12_commercial
5.1 discuss principles of measurement cooking_learning_module.pdf
Picture Analysis
costing  Problem Solving, identify the images and
5 solve the following
5.2 compute cost of describe the sign that are
cost of production used to alert us
production
5.3 validate computed cost Summative
of production Assessment: insufficiency of
Quiz, assessing their available signages
strengths and especially if the areas
weaknesses based on are accident prone
the results of the quiz areas.
Formative  Esmilla-Sercado V., (2014), Skills for
Assessment: Product: a Lifetime in TLE (1st Edition),
 Identification, Waring Signages are
6. Read and interpret Valenzuela City, JO-ES Publishing
identifying thesigns product of reminders
kitchen plans House, Inc.
and symbols to its to make our life better.
6.1 read and interpret  http://www.depedbataan.com/
descriptions The best remedy to
architectural kitchen Jigsaw Puzzle resources/9/ k_to_12_commercial
address the
6 symbols and layout cooking_learning_module.pdf
Summative insufficiency of identify and solve the
according to specifications in Assessment: available signages are puzzle
the blueprint  Demonstration, to create with
6.2 determine parts and creating a their own collaboration to each
functions of a kitchen layout Quiz, assessing their student. It also
strengths and develops the student’s
weaknesses based on enhancement of
 the results of the quiz
Formative Assessment: Pass the Chalk  Esmilla-Sercado V., (2014), Skills for
7. Prepare a kitchen layout Identification Whoever has it must a Lifetime in TLE (1st Edition),
7.1 prepare a sketch and answer your next Valenzuela City, JO-ES Publishing
7
layout according the type of Summative Assessment: question, and they pass House, Inc.
kitchen Demonstration it on to the student of
their choice.
Formative  Esmilla-Sercado V., (2014), Skills for
Assessment: a Lifetime in TLE (1st Edition),
8. Importance of  Identification, Valenzuela City, JO-ES Publishing
Occupational Health and identifying the House, Inc.
Safety Procedures workplace hazards to  http://www.depedbataan.com/
8.1 recognize the its example Charades resources/9/ k_to_12_commercial
importance of OHSP identifying the actions cooking_learning_module.pdf
8
8.2 explain safety Summative they act without making
regulations, hazard control Assessment: any sound or noise
practices, and procedures  Quiz, assessing their
based on organization strengths and
procedures weaknesses based
on the results of the knowledge and skills in
quiz creating a safe and
Formative healthy environment.  Esmilla-Sercado V., (2014), Skills for
Assessment: a Lifetime in TLE (1st Edition),
 Multiple Choice, Valenzuela City, JO-ES Publishing
choosing the right House, Inc.
Hangman
answer from the
9. Identify Hazards and Risks identify the  http://www.depedbataan.com/
given choices in resources/9/ k_to_12_commercial
in the Workplace word/sentence by
controlling hazards cooking_learning_module.pdf
guessing any letters to
9 9.1 determine the types of and risks
form the answer by
hazards and risks the Summative
setting a rule in the
workplace Assessment:
activity
 Quiz, assessing their
strengths and
weaknesses based
on the results of the
quiz
10. Evaluate and Control Formative Picture Analysis  Esmilla-Sercado V., (2014), Skills for
10 Assessment: a Lifetime in TLE (1st Edition),
Hazards and Risks in the make a short write-up on
 Workplace  Multiple Choice, Valenzuela City, JO-ES Publishing
10.1 Follow consistently OHS choosing the right House, Inc.
procedure for controlling answer from the  http://www.depedbataan.com/
hazards/risks given choices in resources/9/ k_to_12_commercial
10.2 Use Personal Protective controlling hazards cooking_learning_module.pdf
and risks the pictures presentation
Equipment (PPE) in
accordance with OHS
10.3 Conduct emergency-
related drills and training
10.4 Maintain OHSP
awareness
Rubrics used in Grading the Learner’s Performance
Criteria Poor (1) Fair (2) Good (3) Excellent (4)
Accuracy
Workmanship
Proper handling of tools
Speed
Total:
Legend:
Scale Description Points
4 Excellent 93-100
3 Good 86-92
2 Fair 79-85
1 Poor 78 and below
o Accuracy – the ability to follow the procedures/directions with precision
o Workmanship – the art, skill and finality of work
o Proper handling of tools – the ability to apply proper handling of tools for a given task
o Speed – efficiency of work
Prepared by: Checked by: Noted by:

Ms. Edel Jonna O. Reyes Ms. Lei Ann Cajang Mrs. Annaline DC. Ondrade
TLE Teacher JHS Academic Coordinator JHS Principal
 UNIT ASSESSMENT-ACTIVITIES MATRIX

Subject Area and Grade Level: HOME ECONOMICS – COOKERY 9 Quarter: 1st

CONTENT STANDARD: The learners possess the knowledge of the tools, equipment and paraphernalia, maintenance of tools, equipment and
paraphernalia, perform mensuration and calculation, interpretation of drawings and plans; practice of Occupational Health and Safety Procedures.

PERFORMANCE STANDARD: The learner independently demonstrates common competencies in Cookery as prescribed by TESDA Training Regulations.

LEVEL OF ASSESSMENT WHAT WILL I ASSESS? HOW WILL I ASSESS? HOW WILL I SCORE? RELATED
ACTIVITIES
Acquisition  Describe the different WORD UP: Arrange the 1 point each Sharing insights
cooking wares and following jumbled letters and Word Up
other kitchen materials give meaning Think Pair Share
used in cooking
 Describe the different 2 points each
uses of the chemicals Describe the chemical and
and cleaning agents cleaning Agents
Making-meaning  Explains the uses of the 4 Pics 1 Word: Analyze the Content 4 points
symbols in interpreting pictures that relates to the Mechanic 3 points
the kitchen layouts kitchen layout organizati 3 points
 Relates the different on
kitchen layouts used in
kitchen designing Picture Analysis: Symbols for
 Explore other symbols equipment  1 point each
that used as legend in
making floor plans

 Interpret the equipment

through drawings
  Essay

15% Creativity
10% Relevance

Content 4 points
Mechanic 3 points
organization 3 points

Transfer  Create Slogan for Safe and  Improvisation Creativity 40

Healthy Environment %
 Create their own Relevance 30
homemade pasta dough %
 Draw own Kitchen Layout Teamwork 30
and Symbols %

 Group Presentation of Pasta  Collaboration

Dishes of group
activity and
Presentation 5%
presentation
Mastery 10
%
Team work 10
 Individual Presentation %

Presentation 5%
Project plan: Alarm or Mastery of the tune 10
 Warning Posts and Signage %
Team work 10
Insufficiency of available %
signages is a school wide
problem that a learner can be
harmed or suffer to a risk caused
by accident.

Goal:
The students will make Leaner-
Friendly Signage on School
Premises

Role:
Work will be done in groups in
order for them to collaborate and
think critically in constructing
Alarm or Warning Signages

Audience:
Teacher and students

Situation:
Imagine that you need signages
to avoid harm and accident-
prone areas. You have
conducted an observation
around the area to find any
available signages but you only
see Fire Exit.. In order for you to
create signages for co-learners
to address the insufficiency of
available signages especially if
the areas are accident prone
areas.

Product:
Waring Signages are product of
reminders to make our life better.
 The best remedy to address the
insufficiency of available
signages are to create with
collaboration to each student. It
also develops the student’s
enhancement of knowledge and
skills in creating a safe and
healthy environment.
Prepared by: Checked by: Noted by:
MS. EDEL JONNA O, REYES MS. LEI ANN CAJANG MRS. ANNALINE DC. Ondrade
TLE Teacher JHS Academic Coordinator JHS Principal
 UNIT ASSESSMENT MAP

Type Knowledge and Process/Skills Understanding Transfer

(Acquisition) (Meaning Making)
PRE-ASSESSMENT/DIAGNOSTIC  WORD UP  Picture Analysis
 Think Pair Share  4 Pics 1 Word
FORMATIVE ASSESSMENT  Describe the chemical and  Picture Analysis: Symbols for  Group Presentation of Pasta
cleaning Agents equipment Dishes

SUMMATIVE ASSESSMENT  Interpret the equipment through  Improvisation

drawings  Individual Presentation
 Essay
SELF-ASSESSMENT  Sharing of Insights  Reflection  Collaboration

Prepared by: Checked by: Noted by:

MS. EDEL JONNA O, REYES MS. LEI ANN CAJANG MRS. ANNALINE DC. Ondrade
TLE Teacher JHS Academic Coordinator JHS Principal