DEPARTMENT OF EDUCATION REGION II Division of City of San Fernando PAMPANGA HIGH SCHOOL PHS Blvd. Bray. Lourdes, City of San Femando, Pampanga Tel. No, (045) 961-8261 website: www pampanganigh school HOME ECONOMICS DEPARTMENT SELF INSTRUCTIONAL PACKETS (SIPacks) COOKERY 10 Quarter 1 - Week 2 (Day 6-7) Content Standard: The leamers demonstrate an understanding preparing and cooking egg dishes Performance Standard: The leamers independently prepare and cook egg dishes Learning Competency: LO. Perform mise en place ‘Objectives: At the end of the lesson the students should be able to: ._ identify the tools, utensils and equipment needed in egg preparation, 2. describe the usage of the different fools, utensils and equipment needed in egg preparation; 3, formulate the importance of different fools, utensils and equipment needed in egg preparation Content:(Subject Matter) Tools, Utensils and Equipment needed in Egg preparation Learning Resources: a. References: Learning Module in Cookery 10, pages 5455 b._Instructional Materials Pictures, power point presentation Procedure: NOTE: + Use ONE WHOLE SHEET OF PAD PAPER in answering all given activities. + Write your personal information in every piece of paper you are going to use. All activities must be compiled and stapled upon submission. ‘A, Reviewing previous lesson or presenting the new lesson Every particular task uses specific tools. For instance, in gardening we use garden tools, in drafting we use drawing tools and in cooking we use cooking tools. B, Establishing a purpose for the lesson In this lesson you will learn the tools, utensils and equipment needed in egg preparation, their uses and importance C. Presenting examples/instances of the lesson - introduction of the lesson Direction: Encircle the kitchen tools on the picture. Page | /Cookery 10D. Discussing new concepis Tools, Utensils and Equipment Needed In Egg Preparation Kitchen Tools 4.Channel Knife — a small hand tool used generally in decorative works such as making garmishes. 2.Colander — a perforated bowl of varying sizes made of stainless steel, aluminum or plastic, used to drain, wash or cook ingredients from liquid. 3.Offset spatula — a broad — bladed implement bent to keep the hand off hot surfaces. It is used for turning and lifting eggs, pan cakes, and meats on griddles, grills, sheet pans, and the likes and also used to scrape and clean griddles. 4.Pastry Brush — a small implement used to brush the surface of unbaked pastries or cookies with egg white, egg yolk or glaze. 5.Rubber spatula or scraper — a broad flexible plastic or rubber scraper, that is rectangular in shape with a curve on one side. Itis used to scrape off all the contents of bowis and pans from the sides and fold in beaten eggs in batter or whipped cream, 6.Sieve — a screen — type mesh supported by a round metal frame used for sifting dry ingredients like starch and flour. 7Spoons: solid, slotted and perforated — large stainless spoons holding about 3 ounces used for mixing, stirring, and serving. Slotted and perforated spoons are large, long-handled spoons with holes in the bowl used to remove larger solid particles from liquids. 8.Wire whip or Whisk — a device with loops of stainless steel wire fastened to a handle. Itis used for blending, mixing, whipping eggs or batter, and for blending gravies, sauces, and soups. Kitchen Utensils 1.Egg Poacher - A miniature Bain Marie with an upper dish containing indentations each sized to hold an egg or contains separate device for poaching, 2.0melet Pan — a heavy-based frying usually of cast iron or copper, with rounded sloping sides used exclusively for omelets and never washed after used but cleaned with absorbent paper. 3.Measuring cup- a kitchen utensil used for measuring liquid or bulk solid cooking ingredients such as flour and sugar 4.Measuring spoon- used to measure an amount of an ingredient, either liquid or dry, when cooking. Measuring spoons may be made of plastic, metal, and other materials. 5.Sauce pan- deep cooking pan with a handle used primarily for cooking sauce. 6.Mixing bowl - these containers have smooth, rounded interior surfaces with no creases to retain some mixture and is used for mixing ingredients. Kitchen Equipment 4.Oven - a chamber or compartment used for cooking, baking, heating, or drying. 2.Blectric mixer - A hand-held mixer which usually comes with various attachments including a Whisk attachment for whisking cream, batters and egg whites, and sugar. 3.Refrigerator - a kitchen appliance where you store food at a cool temperature. Page 2 Cookery 10E, Continuation of the discussion of new concepts * _ Whyis it important to know the different kitchen tools, utensils and equipment in preparing egg dishes? F_ Developing Mastery Activity 4 Identification: Identity the following pictures. Write your answers on your pad paper. rt Ds | 1 2. 3. 4. 13. 14, 15. Activity 2 Describe the following tools, utensils and equipment. Measuring cup- Sauce pan- Mixing bowl- Pastty brush- Colander- Sieve- Whisk- NOOR Oy = Page 3 /Cookery 108, Egg poacher 9. Electric mixer- 10. Measuring spoon- G. Finding practical applications of concepts and skils in daily ving Visit your kitchen, Write as many kitchen utensils/tools/equipment that can be found and state its use. Write your answers in your pad paper. H, Making generalizations and abstractions about the lesson In our present situation, haw will you apply the knowledge you've gained in our lesson? Write your answer on your answer sheet T_ Evaluating leaming Multiple Choice. Directions: Read each question carefully. Write the letter of your answer on your answer sheet. 1. Iisa small hand tool used generally in decorative works such as making gamishes. A. Bread knife ©. Channel knife B. Butcher knife D. Paring knife 2. Itis a perforated bow! of varying sizes made of stainless steel, aluminum or plastic used to drain, wash or cook ingredients from liquid. A. Canister C. Mixing bow! B. Colander D. Soup bow! 3, Itis used for turning and lifting eggs, pan cakes and meats on griddles, grills, sheet pans, and the likes and also used to scrape and clean gridales. A. Measuring spoon C. Rubber scraper B. Offset spatula D. Wooden spoon 4, Itis used to scrape off all the contents of bowis and pans from the sides and fold in beaten eggs in batter or whipped cream. A. Paring knife C. Wire whisk B. Rubber spatula D. Wooden spoon 5. Itis a screen — type mesh supported by a round metal frame used for sifting dry ingredients like starch and flour. A. Colander ©. Sieve B. Funnel D. Skimmer 6. Itis a device with loops of stainless steel wire fastened to a handle. It is used for blending, mixing, whipping eggs or batter, and for blending gravies, sauces, and soups. A. Fork . Spoon B. Knife D. Whisk 7. Itis a miniature Bain Marie with an upper dish containing indentations each sized to hold an eg9 or contains separate device for poaching, ‘A. Egg Poacher . Frying pan B. Double boiler D. Omelet pan 8. __Itis a chamber or compartment used for cooking, baking, heating, or drying. A. Blender C. Mixer B. Bumer D. Oven 9. tis used for mixing creams, butter and for tossing salads. A. Electric mixer C. Wire whisk B.__ Serving spoon D. Wooden spoon Page 4 /Cookery 1010. Itis used for preparing meat, chicken, and other grains or legumes, such as mongo and white beans in lesser time, A. Double boiler C. pressure cooker B. Frying pan D. tice cooker J. Additional activities for application or remediation Draw the kitchen tools found on your kitchen and give their use. Write your answer on your answer sheet Prepared and Submitted by: WILMA L. BASCO ANNETH S. MONREAL VELVET C. RINON ODESSA P. MANIACUP Page 5 Cookery 10DEPARTMENT OF EDUCATION REGION II Division of City of San Fernando PAMPANGA HIGH SCHOOL PHS Bivd. Bray. Lourdes, City of San Femando, Pampanga Tel. No, (045) 961-8261 website: www pampanganigh school HOME ECONOMICS DEPARTMENT SELF INSTRUCTIONAL PACKETS (SIPacks) COOKERY 10 Quarter 1 - Week 2 (Day 8-9) Content Standard: The leamers demonstrate an understanding preparing and cooking egg dishes Performance Standard ‘The leamers independently prepare and cook egg dishes Learning Competency: ‘Competency 1.1 —Egg’s Components and Nutntive Value ‘Objectives: At the end of the lesson the student should be able to: 7. | identify the physical structure and composition of egg: | demonstrate understanding about the nutritive value of egg: 3.[ examine the freshness of egg. Content:(Subject Matter) Physical Structure and Composition of the egg) Learning Resources: a, References: Teaming Module in Cookery 10, pages 58-62 b. Instructional Materials Pictures, egg, power point presentation Procedure: NOTE: + Use ONE WHOLE SHEET OF PAD PAPER in answering all given activities. ‘+ Write your personal information in every piece of paper you are going to use. All activities must be compiled and stapled upon submission. ‘K__Reviewing previous lesson or presenting the new lesson In cookery, egg refers to poultry or fowl products. The versatility of eggs is evident in its presence in numerous food items. Eggs may be eaten cooked in its shell, fried or poached or may be combined with other ingredients to produce another dish. In baking, egg acts both as an emulsifier and leavener. B, Establishing a purpose Tor the lesson In this lesson you will lean the physical structure and composition of egg, analyze and list down the physical structure and composition of egg and name the nutritive value of egg ['C. Presenting examplesiinstances of the lesson - introduction of the lesson ‘© What do you eat for breakfast? + Why do you eat eggs? Page 6 /Cookery 10D. Discussing new concepts black and white Physical Structure and Composition of Eggs We normally distinguish 3 parts of an egg, the shell, the egg white, and the egg yolk, but a closer scrutiny reveals a much more detailed structure of an egg, Structure 1 Shell. The egg’s outer covering, the shell, accounts for about 9 to 12 % of its total weight depending on egg size. The shell is the egg's first line of defense against bacterial contamination. Air cell. This is the empty space between the white and shell at the large end of the egg which is barely existent in newly laid egg. Albumen/Egg white. Albumen, also called egg white, accounts for most of an egg's liquid weight, about 67%. Thin Atburnin Chatazs Thick Albumin Germinal Dize or Blastodize Vitelline Cron Membrane vou Chataza Chalaza. This is the ropey strands of egg white at both sides of the egg, which anchor the yolk in place in the center of the thick white. The more prominent the chalazae the fresher is the egg. Germinal Disc. This is the entrance of the latebra, the channel leading to the center of the yolk. The germinal disc is barely noticeable as a slight depression on the surface of the yolk. When the egg is ferllized, sperm enter by way of the germinal disc, travel to the center and a chick embryo starts to form. Since table eggs are not fertilized, this is not as easy to recognize as when the egg is fertilized. Membranes. There are two kinds of membranes, one just under the shell and the other covering the yolk. These are the shell membrane and the vitelline membrane. Just inside the shell are two shell membranes, inner and outer. Yolk. The yolk or the yellow to yellow- orange portion makes up about 33% of the liquid weight of the egg. The egg yolk is formed in the ovary. Page 7 Cookery 10E, Continuation of the discussion of new concapis, Nutritive Value of Egg Egq is indeed one of nature’s complete food. It contains high quality protein with all the essential amino acids, all of the vitamins except vitamin C, and many minerals. Egg products are particularly good for fortifying food low in protein quality. Except for mather’s milk, eggs provide the best protein naturally available. Egg protein is often used as a reference standard for biological values of their proteins. Nutrient Content of a Large Egg Calories Folate Protein Vitamins a,b,c, d &e Carbohydrates tron Fat Zinc Cholesterol Calcium Choline Sodium Riboflavin Magnesium Potassium Egg quality Egg quality has two general components: shell quality (exterior quality) and interior egg quality. Interior egg quality has direct bearing on the functional properties of eggs while shell quality has direct influence on microbiological quality Egg Grading. Grading is a form of quality control used to classify eggs for exterior and interior quality. In the Philippines, the grade designations are A, B, C, and D. Egg Size. Several factors influence the size of the egg: breed, age of hen, weight, feed and environmental factors. Native chickens have much smaller eggs than commercial breeds. Some commercial breeds have bigger eggs than others. Of the same breed, new layers tend to have smaller eggs compared to older hens. Pullets that are significantly underweight at sexual maturity will also produce small eggs. Better fed hens lay larger eggs than underfed ones. The environmental factors that lead to smaller eggs are heat, stress and overcrowding. The egg sizes are Jumbo, Extra Large, Large, Medium, Small and Peewee. Medium, Large, and Extra Large are the sizes commonly available. Philippine Standard of Quality for Chicken Eggs Quality Factor A B c D Moderatel Moderately stained | y stained Clean Clean Shell Unbroken Unbroken Shetty tbnormal | Manbe Normal shape [Normal shape | Sh May’be shape Depth of 0.30m | Depth of 0.5em | Depth of 1.0 cm or | Depth of orless orless less Air Cell Practically Practically May be loose or | May Pe, regular regular bubbly eas Page 8 /Cookery 10May be weak and watery Clear Gear aby | Clear Smal clots Egg White Firm fim 'Y | May be slightly or spots ‘99 72 Haigh units | §5""71 Haugh | Weak may be or higher tits 97 | 31-59 haugh units | present Less than 31 Haugh units Outline Outline maybe | Maybe well defined. May | WStinoq Outlined Outline fairly | be slightly Maybe, defined welldefined | enlarged and oni ed Egg Yolk Round and firm | Round and firm | flattened. no Free from Free from Practically free | EPC ag defects defects from defects. May | fattened. have embryonic embryonic development develope nt The appearance of the egg, as influenced by severity of defects, is important for consumer appeal. Egg shells are evaluated on the basis of cleanliness, shape, texture, and soundness. The unit for describing egg freshness, based on the thickness of the albumen is called Haugh unit with a symbol of HU named before Raymond Haugh in 1937. F Developing Mastery Activity 1 Identification: Identity the parts of the egg. Choose your answers from the box. Membranes Shell Germinal Disc Yok Egg Albumen/Egg white Chalaza Air cell 1. This is the empty space between the white and shell atthe large end of the egg which is barely existent in newly laid egg. 2. This is the entrance of the latebra, the channel leading to the center of the yolk. 3. The egg's outer covering, accounts for about 9 to 12 % of its total weight depending on egg size. 4. This is the ropey strands of egg white at both sides of the egg, which anchor the yolk in place in the center of the thick white. 5. The yellow to yellow- orange portion makes up about 33% of the liquid weight of the egg. 6. |s indeed one of nature’s complete food. 7. Itis also called egg white, accounts for most of an egg's liquid weight, about 67%. Activity 2 Draw a large egg and write all the nutritive values inside. Activity 3 Get one egg. Check the freshness of the egg using the table Philippine Standard of Quality for Chicken Eggs. Describe your findings Page 9 /Cookery 10G. Finding practical applications of concepts and skils in dally Iving Activity 4 Minute to Write It Directions: In your pad paper write whether you agree or disagree to the following statements and justify your answer. 1. Egg is a complete food 2. Egg is composed of the shell, egg white and egg yolk. Hi Making generalizations and abstractions about the lesson The parts of the egg are shel, albumen, chalaza, membranes, germinal disc, yolk and ai cell. Eggs are rich in vitamins and nutrients such as Calories, Folate, Protein, Vitamins a, b, c, d & e, Carbohydrates, Iron, Fat, Zinc, Cholesterol, Calcium, Choline, Sodium, Riboflavin Magnesium, Potassium. T_ Evaluating teaming Directions: Read each question carefully. Choose the letter which corresponds to the correct answer and write it in your test notebook. 1. Itis the egg’s outer covering which accaunts for about 9 to 12 % of its total weight depending on egg size. AChalaza C. Shell B.Germinal disc D. Yolk 2. This is the entrance of the latebra, the channel leading to the center of the yolk AChalaza C. Shell B.Germinal disc D. Yolk 3. tis the yellow to yew - orange portion which makes up to about 3% ofthe liquid weight of the egg. ‘AChalaza C. Shell B.Germinal disc D. Yolk 4, Eggs contains almost all of the vitamins except: ‘A. Calories C. Iron B. Fat D. Vitamin © 5. One of nature's complete food. A. Egg C. nutrients B. Yolk D. Shell T._Additional activities Tor application or remediation’ Get one real egg and examine the parts. Prepared and Submitted by: WILMA L. BASCO ANNETH S. MONREAL VELVET C. RINON ODESSA P. MANIACUP Page 10 /Cookery 10DEPARTMENT OF EDUCATION REGION Ill Division of City of San Femando PAMPANGA HIGH SCHOOL PHS Bivd., Brgy. Lourdes, City of San Femando, Pampanga Tel. No. (045) 961-4261 website: www.pampangahigh.school HOME ECONOMICS DEPARTMENT SELF INSTRUCTIONAL PACKETS (SIPacks) COOKERY 10 Quarter 1 - Week 2 (Day 10) Content Standard: The leamers demonstrate an understanding preparing and cooking egg dishes Performance Standard: | The learners Independently prepare and cook egg dishes Learning Competency: Competency 1.2 - Prepare Ingredients According To Standard jecipes ‘Objectives: At the end of he lesson the student should be able to: 7._ identify ingredients according to standard recipes; 2._prepare ingredients according to standard recipes. Content:(Subject Matter) | Prepare Ingredients According To Standard Recipes Learning Resources: a. References: Learning Module in Cookery 10, pages 76-81 B. Instructional Pictures, desktop/laptopismariphone, recipes Materials Procedure: NOTE: + Use ONE WHOLE SHEET OF PAD PAPER in answering all given activities. + Write your personal information in every piece of paper you are going to use. All activities must be compiled and stapled upon submission. ‘K_ Reviewing previous lesson or presenting the new lesson We used egg as food, aside from this what are their other uses? B, Establishing a purpose for the lesson in this lesson you will prepare ingredients according to standard recipes C. Presenting examplesiinstances of the lesson - inlroduction of the lesson Picture Parade: Different Methods of cooking eggs Scrambled Egg Boiled Egg Baked Egg Plain Rolled Omelet Fried Egg Poached Egg Page 11 /Cookery 10D. Discussing new concepis SCRAMBLED EGGS Tools/Equipment Needed: Stainless bow! Fork or egg beater Sauté pan, steam kettle or titing skillets Ingredients Needed: 30 Eggs 1 tsp. /15g salt 1 tsp/2g ground pepper 5 floz, /50ml water or milk (optional) 2 Yetloz. (75 ml clarified butter or oil Procedure: 1. Collect equipment and food items. 2. Break eggs into a stainless steel bow! and beat until well blended. Season with salt and pepper. 3. Add small amount of milk or cream about 1 to 1 Yet, if desired. 4, Heat butter in a small sauté pan or heat nonstick pan over medium heat and add butter or cil, iting the pan to coat the entire surface. The pan should be hot but not smoking. 5. Pour the egg mixture into the pan. 6. Cook over low heat, stirring frequently with the back of the fork or wooden spoon until the eggs are soft and creamy. 7. Remove the eggs from the heat when fully cooked, but still moist. 8. Serve at once. PLAIN ROLLED OMELET Tools/Equipment Needed: ‘Small bowls Sauté pan Fork Ingredients Needed: 30 eggs ‘tsp/15g salt ‘tsp/2g ground pepper 5fl oz. /150 ml water, stock, milk, or cream (optional) 2 Yet.oz. /175 ml, as needed clarified butter or oil Procedure 1. Prepare equipment and food items. 2. For each portion, beat 3 eggs well and season with salt and pepper. Add the liquid, if using, 3, Heat a nonstick omelet pan over high heat and add the butter or oil, titing the pan to coat the entire surface, 4. Pour the entire egg mixture into the pan and scramble it with the back of the fork or wooden spoon. 5. Move the pan and the utensil at the same time until the egg mixture has coagulated slightly. Smooth the eggs into an even layer. Let the egg mixture finish cooking without stirring Tilt the pan and slide a fork or a spoon around the lip of the pan, under the omelet, to be sure itis not sticking. Slide the omelet to the front of the pan and use a fork or a wooden spoon to fold it inside to the center. 8. Tum the pan upside down, rolling the omelet onto the plate. The finished omelet should be oval shaped. No Page 12 /Cookery 10Notes: Options for filing an omelet: A pre-cooked filing may be added to the eggs after they have been smoothed into an even layer and before the omelet is rolled. Alternatively, the rolled omelet can be slit open at the top, and a pre-cooked filing can be spooned into the pocket. To give the omelet, additional sheen, rub the surface lightly with butter. A perfect omelet is fluffy, moist and tender, soft in the center, yellow in color with no brown at all or just a hint of it, oval in shape, and all in one continuous piece Baked Eggs Baked eggs are also quick and easy to prepare. 1. Place a litle butter in a custard cup. Put the cup in 175°C (850°F) oven until the butter melts. 2. Break an egg into the cup, and sprinkle with salt and pepper, then top the egg with a litle milk 3. Bake 15 to 20 minutes or until the egg white is set. E, Continuation of the discussion of new concepts Prepare a project plan Choose one of the recipes presented that you want to prepare Take a picture of yourself while preparing and of your finish product . Rubrics will be posted for assessment F_ Developing Mastery * Evaluate the leamers output based on rubric G. Finding practical applications of concepts and skils in dally ving In our present situation, why is it important to know the different ways of cooking eggs? H, Making generalizations and abstractions about the lesson Write a brief paragraph about your experience in preparing the egg dish. Evaluating leaming ‘Output will be assessed based on the rubric, Dino Exel Vary STC Saisheieny | NeeisTaprovencat | Noatemet | Points iss) Gps) eps) 0 | Bamned T Use of fools and] Uae oo an Tee Te and Dees toalsand Nowe esuipment cquipmentcomecty | tools and equipment | equipment coretly | equipment, Sad comely nd bat invomctly and confidently wall | confidently Tess confidently | less confidemy times niostofthetimes | sometimes ros ofthe time Tapeaia ot | Nana rey ear Nani Maer Manes Ta Nowe procedures understanding of the | Clear understanding | understanding ofthe | understanding ofthe step bystp ofthe step-by-step | step-by-step step-by-step procedure ‘procedure procedure but procedure seeking Sometimes scks | clrfietion most larifiation| ofthe time 5 Safey work | Ohservessateiy | Observes saety | Observes safely Not observing Noweny ibis cautions stall | precautions most of | precautions safety times the time sometimes prcitions most of the time Fil Oupat | Ouipatis vey apa very ‘Ouipar is presentable | Outputs notse | Noaiempe presentable and taste | preseatibleandtste | andtaste litle | presentable ad ste excceds the recite standid— | below te standard, | is aot within the Sanda, andar ST ‘Work completed [Warr Wark completed Work completed — Noam management | abead of ime ‘completed within alloted time T._Addifonal activites Tor application or remediation Aside from the recipe that you prepared, try to experience cooking other egg recipes. Prepared and Submitted by: WILMA L. BASCO ODESSA MANIACUP ANNETHS.MONREAL VELVET RINON Page 13 /Cookery 10DEPARTMENT OF EDUCATION REGION Ill Division of City of San Femando PAMPANGA HIGH SCHOOL PHS Bivd., Brgy. Lourdes, City of San Femando, Pampanga Tel. No. (045) 961-4261 website: www.pampangahigh.school HOME ECONOMICS DEPARTMENT SELF INSTRUCTIONAL PACKETS (SIPacks) COOKERY 10 Quarter 1 - Week 3 (Day 11) The leamers demonstrate an understanding preparing and Content Standard: cooking egg dishes Performance Standard: The leamers Independently prepare and cook egg dishes Tearing Competency: ‘Competency 2.1 — Prepare and Cook Egg Dishes ‘Objectives: At the end of the lesson the student should be able to: 1. identify the market forms of eggs; 2._-describe the market forms of eg '3._formulate the importance of knowing the market forms of eggs. [ Content:(Subject Water) Market Forms of Eggs. Learning Resources: a. References: Learning Module in Cookery 10, pages 64 b._Instructional Materials_| Pictures, intemet connection, laptop/desktop/smariphone Procedure: NOTE: + Use ONE WHOLE SHEET OF PAD PAPER in answering all given activities. + Write your personal information in every piece of paper you are going to use. All activities must be compiled and stapled upon submission. ‘A, Reviewing previous lesson or presenting the new lesson + What do you eat for breakfast? © Why do you eat eggs? + What egg dishes do you often eat? Establishing a purpose for the lesson In this lesson, you will identity, describe and formulate the importance of the market forms of eggs. C. Presenting examplesiinstances of the lesson What can you say about the picture? Page 14 /Cookery 10D, Discussing new concepts Market Forms of Egg There are three market forms of eggs namely: fresh, dried (whole, egg whites/egg yolks), and frozen (whole, egg whites/egg yolks). 1. Fresh Eggs or shell eggs may be purchased individually, by dozen or in trays of 36 pieces. 2. Frozen Eggs — are made of high quality fresh eggs. They come in the form of whole eggs with extra yolks and whites. 3. Dried Eggs — are seldom used. Their whites are used for preparing meringue. Dried eggs are used primarily as ingredients in food industry. E. Continuation of the discussion of new concepts: + Eggs are also sold in several processed forms: bulk or fluid whole eggs (which sometimes include a percentage of extra yolks to obtain a specific blend), egg whites, and egg yolks. + Pasteurized eggs are used in preparations such as salad dressings, eggnog, or desserts, where the traditional recipe may have indicated that the eggs should be raw. These products generally are available in liquid or frozen form, + Frozen egg products on the other hand are used as ingredients by food processors. Products containing egg yolk usually have salt, sugar or corn syrup added to prevent gelation or increased viscosity during freezing. They are packed in 30-IB.containers and in 4-, 5+, 8:, and 10-1B.pouches or waxed or plastic cartons, * Dried powdered eggs are also sold and may be useful for some baked goods or in certain circumstances. For food service use, they are generally sold in 6-02. pouches, and 3- IB.and 25-IB.poly packs. + Egg substitutes may be entirely egg-free or may be produced from egg whites, with dairy or vegetable products substituted by yolks. These substitutes are important for people with reduced-cholesterol diet requirement F_ Developing Mastery Activity 4 Identificatio lentify the Market Forms of Eggs = 1. 2. 3. 4, They are made of high quality fresh eggs 5. it may be purchased individually, by dozen or in trays of 86 pieces. 6. Their whites are used for preparing meringue Page 15 /Cookery 10Activity 2 True or False: Write True if the statement is correct and write False if the statement is incorrect. 1. Egg substitutes may be entirely egg-free or may be produced from egg whites, with dairy or vegetable products substituted by yolks. 2. Fresh egg products on the other hand are used as ingredients by food processors. 3. Pasteurized eggs are used in preparations such as salad dressings, eggnog, or desserts, where the traditional recipe may have indicated that the eggs should be raw. 4, Fresh eggs are also sold and may be useful for some baked goods or in certain circumstances. 5. Products containing egg yolk usually have salt, sugar or com syrup added to prevent gelation or increased viscosity during freezing [[G. Finding practical applications of concepts and skills in daily Iving Identification: Classify the following whether fresh, frozen or dried eggs 1. Scrambled eggs, thawed before use 2. Hard boiled egg 3. Meringue 4, Soft boiled egg 5. Used as ingredients in food industry 6. Pasteurized eggs 7. Excellent for use in baking 8, Salad dressings 9. Desserts 10. Eggnog Activity 4 Fact or Bluff: Write Fact if the statement is correct and write Bluff if the statement is incorrect. 1. Fresh Eggs or shell eggs may be purchased individually, by dozen or in trays of 36 pieces. 2. Pasteurized eggs are seldom used 3. Frozen Eggs are made of high quality fresh eggs. 4, Egg substitutes are important for people with reduced-cholesterol diet requirement. 5. Dried powdered eggs are also sold and may be useful for some baked goods or in certain circumstances, A, Making generalizations and abstractions about the lesson Eggs are available in the market in three forms namely: fresh, dried and frozen. Fresh Eggs or shell eggs may be purchased individually, by dozen or in trays of 36 pieces. Frozen Eggs are made of high quality fresh eggs. They come in the form of whole eggs with extra yolks and whites. Dried Eggs are seldom used. Their whites are used for preparing meringue. Page 16 /Cookery 10Evaluating Teaming Multiple Choice: Read each question carefully. Choose and encircle the letter which corresponds to the correct answer. 1. Which of the following market forms of egg are seldom used? a. Fresh b. frozen c. dried 2. What market forms of egg is purchased in the shell and are widely sold individually, in dozens or trays of 36 pieces. a. Fresh b. frozen c. dried 3. What market forms of egg is used for preparing meringue? a. Fresh b. frozen . dried 4, What market forms of egg are pasteurized? a Fresh b. frozen c. dried 5. Which among the market forms of egg are not sold directly to consumers? a. Fresh b. frozen . dried J_Adaitional activities for application or remediation Ask your mother, if what are the recipes that she cooked using eggs? Prepared and Submitted by: WILMA L. BASCO ANNETH S. MONREAL VELVET C. RINON ODESSA P. MANIACUP Page 17 /Cookery 10DEPARTMENT OF EDUCATION REGION Ill Division of City of San Femando PAMPANGA HIGH SCHOOL PHS Bivd., Brgy. Lourdes, City of San Femando, Pampanga Tel. No. (045) 961-4261 website: www.pampangahigh school HOME ECONOMICS DEPARTMENT SELF INSTRUCTIONAL PACKETS (SIPacks) COOKERY 10 Quarter 1 - Week 3 (Day 12-13) Content Standard: The leamers demonstrate an understanding preparing and cooking egg dishes Performance Standard The leamers independently prepare and cook egg dishes Learning Competency: ‘Competency 2.2 - Prepare and Cook and Egg dishes ‘Objectives: At the end of the lesson the student should be able to: 7._ identify the uses of eggs in culinary arts; 2,_describe the uses of eggs in culinary arts; 3._choose examples of egg products; 4._value the usage of eggs in culinary arts Content:(Subject Matter) | Uses of eggs in Culinary Aris Learning Resources: a._References: Learning Module in Cookery 10, pages 65:68 Instructional Materials | Pictures, internet connection, laptop/desktop/smantphone | Procedure: NOTE: + Use ONE WHOLE SHEET OF PAD PAPER in answering all given activities. ‘+ Write your personal information in every piece of paper you are going to use. All activities must be compiled and stapled upon submission. ‘K, Reviewing previous lesson or presenting the new lesson Picture Analysis: Analyze the picture as to what market form of egg is being shown. B._ Establishing a purpose for the lesson In this lesson, you will identify, describe and tell the importance of knowing the uses of eggs in culinary Page 18 /Cookery 10C. Presenting examples/nstances of the lesson © Can you identify the pictures? © What ingredient do you think they have in common? + Why do you think eggs are necessary in this specific recipes? [D-Discussing new concepts Uses of Eggs in culinary Egg is cooked in many ways. It can be the main protein dish; it can be a main or accessory ingredient in dishes from appetizers to desserts. It can be cooked by dry heat, moist heat, with or without oil, as simply or as elaborately as one’s inclination for the moment. Indeed it can be eaten anywhere. Uses of Egg 1. Cooked and served “as is", e.g. ‘+ inthe shell - soft cooked ( 5 minutes simmering) or hard cooked (15 minutes simmering) + poached — cooked in simmering water; addition of salt and vinegar hastens coagulation + fried — keep low to moderate temperature ‘+ scrambled — addition of sugar delays coagulation; addition of liquids and acids decreases coagulation point © omelet 2. Eggs as emulsifier + Lecithin and lysolecithin are responsible for the remarkable ability of egg yolk to act as an ‘emulsifying agent; both are phosphoproteins containing polar and non-polar ends such that the polar end holds water while the non-polar end holds the fat, thus, prevent cil droplets in suspension from coalescing. 3.As binding, thickening agent, and gelling agents ‘+ Eggs are useful as binding, thickening and gelling agents because they contain proteins that are easily denatured by heat ‘+ Using whole egg requires lower coagulation temperatures resulting in a stiffer gel + Addition of sugar, raises coagulation temperature producing softer, weaker gel ‘* Softer gel is produced with the addition of scalded milk and acid ‘+ Incooking custards, Bain Marie, double boiler or steamer is used to avoid boiling which can produce a porous custard + Soft custards are produced by constant stirring. 4. As foam + When egg is beaten albumen is denatured, air is incorporated as white is stretched into thin films ‘© With continued beating, the air cells are subdivided and volume is increased + Protein network dries up and stabilizes the gas or air foams - Ifonly egg whites are used, the color turns white and soft peaks are formed. The eg proteins collect at the airliquid interface of the air bubble and undergo surface denaturation. ~__lf whole eggs or only egg yolks are used, the color becomes pale yellow with Page 19 /Cookery 10- continued beating; volume is increased (but not as much as when only whites are used); no surface denaturation occurs. - With further beating of egg whites, liquid drains out, air bubbles coalesce and foam breaks. - The same changes occur when the foam is allowed to stand too long. - Maximum stabilty is reached at soft stage while maximum volume attained is at stiff stage - Stages in foam formation A. frothy — large air bubbles that flow easily B. soft foam — air cells are smaller and more numerous; foam becomes whiter; soft peaks are formed when beater is lifted C. stiff foam — peaks hold their shape; when bowlis tipped, it holds, moist and glossy D. dry — moistness and glossiness disappear, specks of egg white are seen ‘+ Factors to be considered in foam formation (leavening agent) a. Beating time and temperature: as the time of beating increases, both volume and stabilty of the foam increases initially, then, decreases; white can be beaten/whipped more readily at room temperature than at refrigerator temperature — refrigerated eggs are more viscous, thus, hard to beat/whip. b. Eggs beaten at room temperature whip better resulting in bigger volume and finer texture. . Whole eggs or egg yolk require more beating to produce a good foam Stored eggs foam faster but produce smaller volume than fresh eggs. e. Acids (e.g. cream of tartar, 1 t per cup) increase the stability of foams, but when added too early, delay foam formation (reduced volume) thus, increases the time necessary for beating f. Sugar also increases the stability of foams but delays foams formation (reduced volume), thus, it should be added after foaming has started and soft peaks are formed; sugar retards the denaturation of egg white Addition of soda increases stability and volume Addition of salt lowers quality of the foam Type of egg: duck eggs do not foam well because they lack ovumucin Dilution of egg white by water produces bigger volume but lesser foam; this produces more tender cakes, but in meringues, syneresis occurs. k. Applications of foam in cookery + as leavening e.g. in angel cake, sponge cake, chiffon cakes + as meringue, e.g, (a) soft meringue for topping of cream, chocolate, or lemon pie, requires a proportion of two tablespoons sugar per egg white (b) hard meringue for confections, base of fruit pies or Sans Rival Cake, requires a proportion of ‘4 cup sugar per egg white + structural and textural agent — tenderness and fluffiness to products, e.g. fluffy or foamy, souffié, divinity, foam cakes, popovers 5. As coloring and flavoring agent ae vse E_ Continuation of the discussion of new concapis, Egg Products 1. Balut from duck eggs 2. Pidan eggs 3. Century eggs 4, Pickled eggs Page 20 /Cookery 10F Developing Mastery Activity 4 Identification: Identity the uses of eggs in the following statement. J. In the shell, poached, fried, scrambled and omelet 2. When egg is beaten albumen is denatured, air is incorporated as white is stretched into thin films 3. Lecithin and lysolecithin are responsible for the remarkable ability of egg yolk to act as an emulsifying agent 4, Using whole egg requires lower coagulation temperatures resulting in a stiffer gel Activity 2 Match the descriptions in column A with the examples in column B. Write the letter of the correct answer on the space provided before each number. Column A Column B Eggs cooked and served in a shell a. pastry Eggs as emulsifier b. balut Eggs as binder c. century eggs Eggs as thickening agent d. palabok Eggs as gelling agent e. soup Eggs as coloring agent {mayonnaise Eggs as leavening agent g. hard boiled egg Eggs as garnishes fh. breads Eggs as foam i. custard 10. Egg products j. meatballs 11. Preserved k. cake Activity 3 Choose different examples of egg products from the box below. Balut Lomi Century Embutido Leche flan Pidan Saltedegg Pancake Pickled Penoy Lumpia Morcon G. Finding practical applications of concepts and skils in dally ving Activity 1 Identify the uses of eggs in the following pictures. Page 21 /Cookery 10Activity 2 True of false: Draw if the statement is correct and draw (=) if the statement is incorrect. 1. Addition of sugar delays coagulation. 2. With continued beating, the air cells are subdivided and volume is decreased 3. Addition of soda increases stability and volume 4. At high temperature, the gel toughens. This explains why the white becomes an opaque mass when cooked at a temperature of 62°C. For egg yolk, coagulation starts at 65°C. 5. Foam is formed when the albumen surrounds a colloidal system of air bubbles 6. Eggs beaten at room temperature whip better resulting in bigger volume and finer texture 7. Eggs are not useful as binding, thickening and gelling agents because they contain proteins that are easily denatured by heat 8. Acids decreases the stabilty of foams, but when added too early, delay foam formation (reduced volume) thus, increases the time necessary for beating 9. Addition of salt increases quality of the foam 10. Softer gel is produced with the addition of scalded milk and acid A, Making generalizations and abstractions about the lesson In Culinary, eggs are used and cooked as, as emulsifier, as binding, thickening and gelling agent, as foam and as coloring and flavoring agent. Examples of egg products are balut, pidan, century eggs and pickled eggs. T_ Evaluating teaming Direction: Identification: Identify the following. 1. Using whole egg requires lower coagulation temperatures resulting in a stiffer gel 2. Lecithin and lysolecithin are responsible for the remarkable ability of egg yolk to act as an emulsifying agent 3. itis produced with the addition of scalded milk and acid 4. Whole eggs or egg yolk require more beating to produce a good foam 5, Soft custards are produced by constant stirring 6. With continued beating, the air cells are subdivided and volume is increased 7. Dilution of egg white by water produces bigger volume but lesser foam; this produces more tender cakes, but in meringues, syneresis occurs 8. In cooking custards, Bain Marie, double boiler or steamer is used to avoid boiling which can produce a porous custard 9. Fried eggs are cooked in low to moderate temperature 10. Cooked in the shell: soft cooked or hard cooked J._Additional activities for application or remediation ‘Ask your mother, if what are the recipes that she cooked using eggs? Prepared by: 7 WILMAL.BASCO ANNETHS.MONREAL VELVET RINON ODESSA MANIACUP Page 22 /Cookery 10DEPARTMENT OF EDUCATION REGION Il Division of City of San Fernando PAMPANGA HIGH SCHOOL PHS Blvd. Brgy. Lourdes, City of San Femando, Pampanga Tel, No, (045) 961-4261 website: ww pampangahigh scneol HOME ECONOMICS DEPARTMENT SELF INSTRUCTIONAL PACKETS (SIPacks) COOKERY 10 Quarter 1 - Week 3 (Day 14-15) Content Standard: The leamers demonstrate an understanding preparing and cooking egg dishes Performance Standard: | The leamers independently prepare and cook egg dishes Learning Competency: | Competency 2.2 - Prepare and Cook and Egg dishes ‘Objectives: At the end of the lesson the student should be able to: {._ define Occupational Health and Safety; 2._identify the different good OHS Practice; 3._prevent hazard and risk in the workplace; 4,_know the ways on how to avoid hazard. Content:(Subject Matter) | Occupational Health and Safety Learning Resources: fa. References: Learning Module in Cookery 10, pages 65-68 . Instructional Materials __| Pictures, internet connection, laptop/desktop/smariphone Procedure: NOTE: + Use ONE WHOLE SHEET OF PAD PAPER in answering all given activities. + Write your personal information in every piece of paper you are going to use. All activities must be compiled and stapled upon submission. ‘Reviewing previous lesson or presenting the new lesson Picture Analysis: Analyze the picture as to what egg recipe is being shown. B. Establishing @ purpose for the lesson In this lesson you will learn Occupational Health and Safety, Good OHS practice and the different hazards and risk in the workplace Page 23 /Cookery 10C. Presenting examplesinstances of the lesson D. Discussing new concepts Occupational Health and Safety (OHS) Occupational Health and Safety (OHS) is a cross-disciplinary area concerned with protecting the safety, health and welfare of people engaged in work or employment. Knowing OHS is essential to minimize the hazards and risks not only to students, trainers and other people within the training institution but also to others who will be affected E. Continuation of the discussion of new concepts Good OHS Practice 1. Disaster Plan - there should be plan in place to deal with any emergency. 2. Training and Providing Relevant Information 3. Work and storage areas should be designed, constructed, and equipped to ensure that there is minimum risk to archive material or staff. It should be kept free of food and drinks, harmful contaminants, pollutants or vermin radiation. Near Miss and Hazardous Incidents and Accident Investigation Report of Notifiable Accidents, Incidents and Dangerous Occurrences First Aid Personal Protective Equipment (PPE) oe Basic Food Microbiology Certain microscopic organisms, such as bacteria, are able to invade the human body and cause illness and sometimes death. Because contaminated foods are the major sources of organisms transmitted to people, itis essential that food production must have a clear understanding of food microbiology and the conditions involve in it. What is food borne illness? Food borne infection? Food borne intoxication? Food-borne illness is a disease that is carried and transmitted to people by food. Food:-borne infection is a disease that results from eating food containing harmful micro-organism. Food-borne intoxication is a disease that results from eating food containing toxins from bacteria, molds or certain plants or animals. The common causes of outbreaks of food borne illness are: 1. Failure to properly refrigerate food 2. Failure to thoroughly heat or cook food Page 24 /Cookery 10Infected employeesiworkers because of poor personal hygiene practices Foods prepared a day or more before they are served Raw, contaminated ingredients incorporated into foods that receive no further cooking Cross-contamination of cooked food through improperly cleaned equipment Failure to reheat food to temperature that kills bacteria Prolonged exposure to temperatures favorable to bacterial growth. ernenase Aside from food safety we should also be aware of the different hazards in our workplace such as kitchen hazards, electrical hazards and others. To avoid or control these kind of hazards the following should be observed: Use caution when working around hot oil. Get trained in the proper use and maintenance of your deep fryer. Observe all safety procedures and wear all protective equipment provided for your use while prepating hot items. Use gloves, scrapers, and other cleaning tools with handles. Use the correct grease level and cooking temperatures for your deep fryer. Keep stove surfaces clean to prevent grease flare-ups. Avoid reaching over or climbing on top of fryers and other hot surfaces. Clean vents when cool. 8. Keep floor surfaces clean and dry to prevent slipping or falling onto hot surfaces. 9. Wear slip-resistant shoes. Floors should be cleaned often with grease-cutting solutions. 10. Do not work closely to hot fryers when the floor is wet. 11. Do not spill water or ice into hot oll as this may cause a flare-up. 12. Do not overill or pour excessive amount of frozen fries into deep fryer at one time. 13. Overfiling causes excessive splashing and bubbling over of hot oil 14. Do not pour excess ice from fry packages into the fryer. 15. Do not overheat the oil; use only manufacturers recommended cooking temperatures. 16. Do not move or strain hot oil containers; wait unt the oil is cool! 17. Extinguish hot oil/grease fires by using a class K fire extinguisher. en Nos F_ Developing Mastery Activity 4 Identification: Identity the following. Write your answers on your answer sheet. 1. tis a cross-disciplinary area concemed with protecting the safety, health and welfare of people engaged in work or employment 2. itis a disease that results from eating food containing harmful micro- organism. 3. Thete should be plan in place to deal with any emergency 4. Itis a disease that results from eating food containing toxins from bacteria, molds or certain plants or animals 5. itis a disease that is carried and transmitted to people by food. Activity 2 True or False: Draw a ©) ithe statement is correct and draw a Dit the statement is incorrect. 1. Work closely to hot fryers when the floor is wet 2. Use gloves, scrapers, and other cleaning tools with handles. 3. Do not overtll or pour excessive amount of frozen tries into deep fryer at one time 4, Observe all safety procedures and wear all protective equipment provided for your use wl preparing hot items 5, Keep on reaching over or climbing on top of fryers and other hot surfaces. Page 25 /Cookery 106. Use caution when working around hot oil 7. Overiling causes excessive splashing and bubbling over of hot ol 8. Keep stove surfaces unclean to prevent grease flare-ups. 9. Keep floor surfaces clean and dry to prevent slipping or falling onto hot surfaces. 10. Move or strain hot oil containers while it's hot. 11. Extinguish hot oil/grease fires by using a class K fire extinguisher. 12. Do not spill water or ice into hot oil as this may cause a flare-up. 13. Wear non slip-resistant shoes. Floors should be cleaned often with grease-cutting solut 14, Do not overheat the oil; use only manufacturers recommended cooking temperatures. 18. Use the correct grease level and cooking temperatures for your deep fryer. G. Finding practical applications of concepts and skills in daily ving + How can we prevent hazard and risk in the workplace? + Why is itimportant to observe safely hazards and risks in the kitchen? H, Making generalizations and abstractions about the lesson itis our duty and responsibility to make sure that our workplace is safe. Occupational Health and Safety can help in reducing the illness, accidents and other situations making sure that we are healthy and safe to work. OHS js just as important in schools as any other workplace. Schools that have good OHS practices can inspire others to strive for similar outcomes. T_ Evaluating leaming Yes or No: Write Yes if the statement is correct and write No if its incorrect. Write your answer on your answer sheet. 1. Keep personal belongings out of the working area. 2. Make unnecessaty habits while working like roaming around, running and playing sharp tools. 3. Handle instruments carefully. 4. Let the floor and any surfaces unclean and leave the working area. 5. Unplug all the unused appliances before leaving, ‘J__Additional activities for application or remediation How do you apply safety hazard and risk on your kitchen? Prepared and Submitted by: WILMA L. BASCO ANNETH S. MONREAL VELVET C. RINON ODESSA P. MANIACUP Page 26 /Cookery 10DEPARTMENT OF EDUCATION REGION Il Division of City of San Fernando PAMPANGA HIGH SCHOOL PHS Blvd. Brgy. Lourdes, City of San Femando, Pampanga Tel, No, (045) 961-4261 website: ww pampangahigh scneol HOME ECONOMICS DEPARTMENT SELF INSTRUCTIONAL PACKETS (SIPacks) COOKERY 10 Quarter 1 - Week 4 (Day 16) Content Standard: The leamers demonstrate an understanding preparing and cooking egg dishes Performance Standard: | The leamers independently prepare and cook egg dishes Learning Competency: | Competency 3.1 — Present Egg dishes [Objectives: At the end of the lesson the student should be able to: T,_ explain the ways to present food lke a chef, 2,_select suitable plates according to standards; 3._present egg dishes according to standard Content:(Subject Matter) | Seven Simple Ways fo Present Food Ike a Chef Learning Resources: a. References: Learning Module in grade 10 Cookery, pages 84-87 b. Instructional Materials | Pictures, desktop/laptop/smariphone/internet connection Procedure: NOTE: + Use ONE WHOLE SHEET OF PAD PAPER in answering all given activities. + Write your personal information in every piece of paper you are going to use. All activities must be compiled and stapled upon submission. Reviewing previous lesson or presenting the new lesson Identification: Identify the following. 1. is a cross-disciplinary area concerned with protecting the safety, health and welfare of people engaged in work or employment. 2. is a disease that results from eating food containing toxins from bacteria, molds or certain plants or animals 3. is a disease that is carried and transmitted to people by food. 4. is a disease that results from eating food containing harmful micro-organism. 5, there should be plan in place to deal with any emergency. B Establishing a purpose tor the lesson In this lesson, you will learn another lesson in preparing egg dishes which is always a part of serving food wherein you can select and explain suitable plates for presenting food according to standards. Presenting examples/instances of the lesson Taste is not the only way to motivate diners to eat but the sense of sight and smell, the use of colors, shapes and texture. In presenting egg dishes there are some ways to plate it ike a chet. Page 27 /Cookery 10D Discussing new concepts Seven Simple ways to present food like a chef T Set the table properly. Vour day-to- day meals might be free-for-all, but if you've got guests coming over, it’s nice to have the knives and forks in the right places. Choose your plates wisely. Make sure your serving plates are big enough to let each food item stand out, but small enough that the portions don't laok tiny. Read the clock! A fool proof way to arrange food on a plate is to place the carbohydrate (rice, pasta, bread, etc.) at"11 o'clock,” the vegetables at “2 o'clock,” and the protein at“6 o'clock” from the diner’s paint of view This will also help you portion correctiy, if you remember that vegetables should cover about half of the plate, starch one fourth, and protein one fourth. Just like with centerpieces, it's good to have a litte bit of height, but don't ‘overdo it or your guests won't know how to proceed! If you have a mound of mashed potatoes (mid-height), you may want to lean your pork chop against it so that it is standing up (high), with a row of snow peas (low) in front. Or, top some rice (low) with sliced grilled chicken (cut into a few diagonal slices, and fan them out) (mid-height) and cross asparagus Over top of it (high). Be odd. Don't be strange, but things generally look more interesting when theyre in sets of add numbers, rather than even numbers. Play with color and texture. Even if you're just serving Tomato Soup and Grilled Cheese Sandwiches, a green paper napkin can make this simple meal look really special! Page 28 /Cookery 107. Play with Height. This Chicken Stir-fry with Broccoli looks more interesting because of the high mound of rice sitting next to it 8. Gamish appropriately. Don't lose sight of the recipe you made in the first place! Any garnish on the plate should be edible and should enhance the flavor of the main dishes. Grilled salmon might be served with a lemon wedge, for example. Garnishes, like the cut-up fruit with the fried egg below, are also a great way to add color or texture. ua “Continuation of the discussion of new concepts From the following pictures select the ways of plate presentation that explains the given points from the above guidelines. Page 29 /Cookery 10F Developing Mastery + Why do you plate egg dishes Ike a chef? + How do you present food like a chef by following the guidelines? Cite at least two examples. ['G.Finding practical applications of concepts and skills i dally Tving * Make a good presentation of egg dishes by applying the guidelines explained from the lesson. + Maybe a drawing or illustration or cite examples of your own which you prepare to do at home. FiMaking generalizations and abstractions about the lesson * Why is itimportant to present food like a chef? TEvalvating fearing From the pictures below select the different ways in presenting cooked eggs according to standards. JAdditional activities for application or remediation What are the different fechniques in presenting egg dishes altractively? Prepared and Submitted by: WILMA L. BASCO ANNETH S. MONREAL VELVET C. RINON ODESSA P. MANIACUP Page 30 /Cookery 10DEPARTMENT OF EDUCATION REGION II Division of City of San Fernando PAMPANGA HIGH SCHOOL PHS Bivd. Brgy. Lourdes, City of San Femando, Pampanga Tel: No, (045) 961-4261 website: ww pampangahign school HOME ECONOMICS DEPARTMENT SELF INSTRUCTIONAL PACKETS (SIPacks) COOKERY 10 Quarter 1 - Week 4 (Day 17) Content Standard: The leamers demonstrate an understanding preparing and cooking egg dishes Performance Standard: | The learners independently prepare and cook egg dishes Learning Competency: | Competency 3.2 — Present Egg dishes [ Objectives: At the end of the lesson the student should be able to: T._ present egg dishes hygienically and attractively using suitable gammishing and side dishes sequentially within the required time frame; identify different techniques in presenting egg dishes attractively 3._follow hygienic practices while working in presenting suitable garniture. Content:(Subject Matter) [Present Egg dishes attractively Learning Resources: a. References: Learning Module in Grade 10 Cookery, pages 88-90 D. Instructional Materials __| Pictures, laptop/desktop/smartphone, internet connection Procedure: NOTE: + Use ONE WHOLE SHEET OF PAD PAPER in answering all given activities. + Write your personal information in every piece of paper you are going to use. All activities must be compiled and stapled upon submission. A, Reviewing previous lesson or presenting the new lesson Food presentation is just as essential fo the success ofa dish as ils taste and flavour. The way the food looks on the plate is what tempts our eyes and makes you want to taste it. Imagine how your room looks when it's messy and how it looks when you clean it up, the same ingredients, different results. Itis just as true with food presentation and how the elements are arranged on the plate B Establishing a purpose for the lesson Tn this lesson, you will leam how to present egg dishes hygienically and attractively using suitable garnishing and side dishes sequentially within the required time frame, different techniques in presenting egg dishes attractively and the hygienic practices while working in presenting suitable garniture. C-Presenting examplesiinstances of the lesson sue + Look at the pictures. Can you identity? What can you say about the pictures? + How do they differ from one another? Page 31 /Cookery 10D Discussing new concepts Different Techniques in Presenting Egg Dishes Atractively Scrambled eggs and bun on —_Boiled eggs on white plate Scrambled eggs with herbs a plate with cereal bread with garish pit | Fried egg with bacon and Egg in a sandwich Hard boiled eggs in different toasted bread sizes and shapes Scrambled egg in Stuffed eggs Manhattan plate te 3 ea “al Poached egg Stir-fried eggs Baked eggs Soft-boiled egg Shaped poached eggs Baked eggs in potato bowls Page 32 /Cookery 10E.Continuation of the discussion of new concepts Before you stant plating egg dishes altractively iis nice to have all he ingredients prepared before you begin the actual plating process. Carefully place the ingredients, create art, focus on balancing your protein, carbohydrates and vegetables to create a nutritionally balanced meal that presentation should never overshadow as well as taste and flavors. F Developing Mastery Tdentiy the different techniques used in plating with the pictures below. G Finding practical applications of concepts and skils in dally ving Prepare and present egg dishes by applying the techniques explained earlier, Show your work through some pictures. Making generalizations and abstractions about the lesson People eat with their eyes before their mouth so to overlooked crealive presentation is not to be neglected by a chef. Focus on presentation. Allow chef and diner to be both satisfied and fulfilled of what they are both expecting TEvaluating Tearing * Does food plating and presentation actually matter? Express your idea in actual food presentation of egg dishes. ‘TAdailional activities for application or remediation Praclice plating your egg dishes meal for breakfast Prepared and Submitted by: WILMA L. BASCO ANNETH S. MONREAL VELVET C. RINON ODESSA P. MANIACUP Page 33 /Cookery 10DEPARTMENT OF EDUCATION REGION Il Division of City of San Fernando PAMPANGA HIGH SCHOOL PHS Blvd. Bray. Lourdes, City of San Femando, Pampanga Tel, No, (045) 961-4261 website: www pampanganigh school HOME ECONOMICS DEPARTMENT SELF INSTRUCTIONAL PACKETS (SIPacks) COOKERY 10 Quarter 1 - Week 4 Day 18 Content Standard: The leamers demonstrate an understanding preparing and cooking egg dishes Performance Standard: | The leamers independently prepare and cook egg dishes Learning Competency: | Competency 4.1 — Present Egg dishes [Objectives: At the end of the lesson the student should be able to: T._rate the finished product using rubrics; 2._ explain the dimensions for the performance level, 3,_Tollow with strict compliance in using the scoring rubric. Content:(Subject Matter) | Evaluate the finished product Learning Resources: a. References: Learning Module in Grade 10 Cookery, page 98 b. Instructional Materials — [internet connection, laptop/desktop/smariphone Procedure: NOTE: + Use ONE WHOLE SHEET OF PAD PAPER in answering all given activities. + Write your personal information in every piece of paper you are going to use. All activities must be compiled and stapled upon submission. ‘Reviewing previous lesson or presenting the new lesson ‘A rrubric is typically an evaluation tool or set of guidelines used to promote the consistent application of learning expectation B Establishing @ purpose for the lesson Tn this lesson, you will leam how to rate your finished products using a scoring rubric, explain the dimensions for the performance level and follow strictly the evaluation process. Presenting examplesiinstances of the lesson Rubrics are used as scoring instrument to determine grades, The degree to which learning standards have been demonstrated or attained D Discussing new concepts TES PERFORMANCE TEVET vey Neos Excatont T saitatioy | Saectry ] improvement | no atompt | aja, (apts) Sis) pts) rat) ‘Onis | Bis Taseat | Uses oo and] Uses tous] Uses tots and] Uses aie and] We ae avant | ecupment ara | “ecupment” | eaupment eauipmen | corectyana | equipment | covertly tut | inconesty ana ess contdentyatal! | conettyana | tesscontuenty | contdenty most ot times | Scomtabnty” | ““Sometmes ‘rene mostortne thes Page 34 /Cookery 102. Manifests very | Manifests Manifests Manifesis less] No attempt Application clear clear understanding of | understanding of of Understanding of | understanding | the step-by-step | the step- by-step procedures | the step-by-step | of the step- procedure — | procedure seeking procedure by-step but sometimes | clarification most of procedure seeks the time clarification Wars Wars Wars Works No attempt Independently | independently | independently | independently but with ease and | with ease and | withease and | with assistance confidence at all | confidence confidence | from others most of times most of the sometimes the time time 3. Safely ‘Observes safely | Observes | Observes safely | Not observing | No attempt work habits | precautions at all | safety precautions | safety precautions times precautions | sometimes most of the time most of the time Final ‘Outputs very | Output is very | __ Outputs Outputs noteo | No attempt Output presentable and | presentable | presentable and | presentable and taste exceeds | andtaste taste is lite | taste Is not within the standard, meets the below the the standard, standard, standard, 5 Time Work completed ‘Work Work completed | Work completed | No attempt management | aheadof time | completed | ___(mins/hours/ | __(mins/hours/da within allotted | ~days) beyond ys) beyond time TOTACPOWNTS E.Continuation of the discussion of new concepts Rubric is an assessment tool and its main purpose is iis abiliy to assess students’ performance oi F Developing Mastery Using the table given, reflect on your performance and rate your work using the scoring rubric given G Finding practical applications of concepts and skils in daily ving in everything we do we always have criteria to evaluate our standard of excellent in our job/task. Rubrics identity the critetia used for rating and value scale they define each criteria similar to what we have done above and that is from best to worse, H Making generalizations and abstractions about the lesson Rubrics are used to score students work TEvaluating fearing ‘Answer the following questions: What are rubrics? Why are they important? How rubrics are used for evaluation? What is your current view of rubrics? ‘J Additional activities for application or remediation Students are given rubrics so they can understand how their work willbe evaluated and they can self-assess prior to submission. Prepared and Submitted by: WILMA L. BASCO ANNETH S. MONREAL VELVET C. RINON ODESSA P. MANIACUP Page 35 /Cookery 10DEPARTMENT OF EDUCATION REGION II Division of City of San Fernando PAMPANGA HIGH SCHOOL PHS Blvd. Brgy. Lourdes, City of San Femando, Pampanga Tel. No, (045) 961-4261 website: www pampanganigh school HOME ECONOMICS DEPARTMENT SELF INSTRUCTIONAL PACKETS (SIPacks) COOKERY 10 Quarter 1 - Week 4 (Day 19-20) Content Standard: The leamers demonstrate an understanding preparing and cooking egg dishes Performance Standard: __| The leamers Independently prepare and cook egg dishes Learning Competency: | Competency 4.1 — Present Egg dishes ‘Objectives: At the end of the lesson the student should be able to: 1. identify and prepare the ingredients in cooking the different types of fied eggs; 2,_prepare and cook the different types of ried eggs according to standard recipes; 3._follow the procedure in preparing and cooking the different types of fried eggs. Content:(Subject Matter) | Different types of fried eggs Learning Resources: a. References: Learning Module in Grade 10 Cookery, page 73-74 b. Instructional Materials [internet connection, laptop/desktop/smartphone Procedure: NOTE: + Use ONE WHOLE SHEET OF PAD PAPER in answering all given activities. + Write your personal information in every piece of paper you are going to use. All activities must be compiled and stapled upon submission. Reviewing previous lesson or presenting the new lesson Toname the different types of fried eggs we have sunny side up, basted, over easy, over medium and over hard B Establishing a purpose for the lesson Tn this lesson, you will lear how to prepare and cook the different types of fied eggs as you will do your own laboratory work, identity the ingredients in preparing and cooking and strictly follow the procedure to achieve the standard quality of fried eggs Presenting examplesiinstances of the lesson Fried eggs call for perfectly fresh eggs, the correct heat level, an appropriate amount of cooking fat, and a deft hand. Fried eggs may be served sunny side up (not turned) or over (tured once). Fried eggs may be basted with fat as they fry. Using very fresh eggs is the only way to ensure a Tich flavor and good appearance of the finished dish D.Discussing new concepts. Standard Qualities of Fried Eggs 1. White should be shiny, uniformly set, and tender, not browned, blistered or crisp at edges. 2. Yolk should be set properly according to desired doneness. Sunny side-up yolks should be yellow and well rounded. In other styles, the yolk is covered with a thin layer of coagulated white. 3. Relatively compact, standing high. Not spread out and thin. 4,_A fried egg should have a yolk covered with a thin flm of coagulated egg white and still Page 36 /Cookery 10Temain sightiy Wud, 5. The egg white should be opaque, firm and tender, not chewy, crisp or brown. 6. Aperfectiy fried egg is a glory to behold — crispy edges and a wobbly, pinkish yolk. 7. [twill provide a fried egg with a slightly crispy, frily edge; the white will be set and the yolk soft and runny E.Continuation of the discussion of new concepts: TYPES OF FRIED EGGS T. Sunny side up Cook slowly without flipping until white is completely set but yolk is stil soft and yellow. Heat must be low or bottom will toughen or burn before top is completely set. 2, Basted Do not fip. Add a few drops of water to pan and cover to steam cook the top. A thin film of coagulated white will cover the yolk which should remain liquid. 3. Over easy Fry and flip over. Cook just until the white is just set but the yolk is stil iquid. 4, Over medium Fy and flip over. Cook until the yolk is partially set. 3. Over hard Fry and flip over. Cook until the yolk is completely set. “Developing Mastery ‘Actual laboratory in your own Kitchen at home. Prepare alleast two (2) types of cooked egg. Video your actual preparation and cooking as you follow the above mentioned recipes. © Prepare the tools and equipment © Prepare the ingredients needed © Follow the procedure religiously Page 37 /Cookery 10‘o_ Wear complete Personal Protective Equipment (PPE) and observe safely precaution G Finding practical applications of concepts and skills in daily living As a beginner, you need not to achieve the standard qualities of fried eggs right away but as you practice to cook it as your breakfast meal you will attain it some time. As the saying goes, practice makes perfect. H Making generalizations and abstractions about the lesson A good fried eggs has the desirable qualifies such as glossy, moist, tender and soft, unbroken yolk, firm and opaque white. Evaluating fearing Simension PERFORMANCE LEVEL vey ood Seotont | saasatioy | Satter | nprevoment | No temp 3 pts.) (tpt) (Opt) ‘teat —} Uses oot and} Uses take | Uses tots and] —Usos tots and Wo ate tbasand | equipment wre | Coqupment | equpment eauipment | conectyand | equpment | coreety tut | incoreuty and iess conicentyatat | coretyand | les content confsonty most ct times | “contaenty” | "sometimes the tne mostot the ines =} wanes vey} antes] —anasts —}— anos oss Wo aampt Aoptcaton | cea Giear | understanding ot | undortancing o ot” | understansing ot | understanang | thestepty step | the stop by stop procedures | tho stop by stp | “ttre stop” | “procedure.” | procadureseokng procedure | ystep” | but sometines | Saicaton met procaine | Se ihe tne clean Works Works Works Waits — Wo aon indeperdenty | independenty | independenty | independent but Miticaseand | wiheaseand | wincaceand | "wit austaree contdenee ata |“conteoree, | “sonfonee | tom ofers moto times | mostertne | Sometimes the tne tine 3 Safany | Observes staiy | Obcarves —| Observes saaly | Not oosening — No aon worknants | precautone atat | sary | precautions” | satay precauons times | prccautons | Sometimes | st Se tme Most oltre time Fat] “Ouipate vey Output sve | —Ouputis —] Outs nat so Wo aon Gutrut_ | prowbntaioana | precentanc. | presertatie and | precetabo a tactvorccees, | "ondiasto’ | “tastieitie™ | taste notwthin thestanda, | mectetne | ‘botwtne | the standard Slarcar | standar Stine] Warkconpiiod- | "Wo Wark completed | Work compiatod | No afompt management | “aheadatime, | complted | —(mineshous/ | (mine ourida winmatoted | days) beyond, | ey bayone time ‘Additional activities for application or remediation Prepare and cook other lypes of fred eggs as part of your family meal whether breakTast, lunch or dinner. Take a picture of your finished product and ask for feedbacks. Prepared and Submitted by: WILMA L. BASCO ANNETH S. MONREAL VELVET C. RINON ODESSA P. MANIACUP Page 38 /Cookery 10DEPARTMENT OF EDUCATION REGION II Division of City of San Fernando PAMPANGA HIGH SCHOOL PHS Blvd. Brgy. Lourdes, City of San Femando, Pampanga Tel, No, (045) 961-4261 website: www pampangahigh school HOME ECONOMICS DEPARTMENT SELF INSTRUCTIONAL PACKETS (SIPacks) COOKERY 10 Quarter 1 - Week 5(Day 21-22) Content Standard: The leamers demonstrate an understanding preparing and cooking cereals and starch dishes Performance Standard: The leamers independently prepare and cook cereals and starch dishes Teaming Competency: Competency 1.1 — Perform mise en place ‘Objectives: At the end of the lesson the student should be able to: ._ identify the diferent tools and equipment needed in preparing cereals and starch dishes; 2._describe the different tools and equipment needed in preparing cereals and starch dishes; 3. formulate the importance of knowing the different tools and equipment needed in preparing cereals and starch dishes. | Content:(Subject Matter) Tools and Equipment Needed Learning Resources: a. References: Learning Module in Cookery 10, pages 102-103 b. Instructional Materials Pictures, laptop/desktop/smariphone Procedure: No’ + Use ONE WHOLE SHEET OF PAD PAPER in answering all given activities. + Write your personal information in every piece of paper you are going to use. All activities must be compiled and stapled upon submission. 7 Reviewing previous lesson or presenting the new lesson The success of cooking starch and cereal dishes depends on the proper tools and equipment used in the preparation of food. The preparation of starch and cereal dishes requires the various tools and equipment. Each tool must be used according to its function. B Establishing a purpose for the lesson Tn this lesson you willleam the diferent tools and equipment needed in preparing starch and cereal dishes and its importance to your daily life. Presenting examplesiinstances of the lesson Describe the picture? + Do you also do what she is doing? What do you use when you are cooking? Page 39 /Cookery 10D Discussing new concepts Mixing bowl — used when preparing cake mixture, salads, creams, and sauces. 2. Sifter — used for separating coarse particles of flour, sugar, baking powder, and powdered ingredients to retain finer textures. 3. Wire whip — used for beating egg whites, egg yolk, creams and mayonnaise. 4, Wooden spoon — used for mixing creams, butter, and for tossing salads 5. Slotted spoon — used to separate solid particles from soup; also for stirring purposes, such as making egg white fine in texture for bird's nest soup and mock nido soup 6. Blending fork — used for testing the tenderness of meat, combining big cuts and particles of meat and vegetables, and for blending other ingredients with flour. 7. Rubber scraper — used for scraping off mixtures of butter, sugar, and egg from the sides of the mixing bowl 8. Strainer — used for separating liquids from fine or solid food particles, such as coco cream from coconut and tamarind extract. 9. Tongs — used for handling hot foods. 10. Measuring Cups — used for measuring dry and liquid ingredients E Continuation of the discussion of new concepts | Ti Measuring spoon — used for measuring dry and Tquid ingredients which require a little amount 12, Sauce pan and pots — used for cooking meat and fish dishes with gravy and sauce. 13. Kettle and rice cooker — used for cooking rice and other foods. =e 14, Pressure cooker — used for tenderizing or cooking meat, chicken, and other grains or legumes, such as mongo and white beans in lesser time. 15. Double boiler — used for preparing sauces which easily get scorched when cooked directly on the stove. 16. Steamer — used for cooking food by steaming. 17. Colander - a perforated bow! of varying sizes made of stainless steel, aluminum or plastic, used to drain, wash, or cook ingredients from liquid 18. Canister - a plastic or metal container with a lid that is used for keeping dry products 19. Butcher knife — used for cutting, sectioning, and trimming raw meats 20. Channel knife — a small hand tool used generally in decorative works such as making gamishes, Page 40 /Cookery 10F Developing Mastery ‘Activity 1-Day 16 £2 Identification: Identity the following pictures. Activity 2 - Day 16 Identification: Identity the following pictures. _—=_ Page 41 /Cookery 10dp Up z oy Ee G Finding practical applications of concepts and skils in dally ving 3B. & 2 Activity 3 - Day 17 a — Answer the crossword puzzle. Across: 2 ming creams, puter, and ro tosso salads 5 beating 20g whites, ego yolk crear ang mayonnaise 7 scraping off matures of butter, sub. ang eas 8. separatng coarse pares of nour suger ete Down: hanling hot foods 3.tosting the tendomess of meat 4 separating liquids from fine or soli food parties 1. measuring ary and liquid ingredien’s Page 42 /Cookery 10Activity 4 - Day 17 Answer the crossword puzzle. Across: 1 for cooking food by steaming 4 for small amounts of auicsana a} ingrecients LI — B.usedte drain or wash ingredients 8-for cooking eishes with gravy and own: 2 used gonerally in decorative works 2 for tendering or cooking meat 5. Tor sauces which easily get scorch F 68. used for keeping dry products 7 Tor cutting, sectioning, timing me 10 foreaoang nee and ather foods H Making generalizations and abstractions about the lesson Using of kitchen tools and equipment is very helpful. They make our work lighter, easier and convenient. Using the right tools and equipment at the right function can save us energy and time. [Evaluating learning Day 16 Identification: Identify the following. 1. Itis used for mixing creams, butter, and for tossing salads. 2. Itis used for separating liquids from fine or solid food particles, such as coco cream from coconut and tamarind / extract — 3. Itis used for beating egg whites, egg yolk, creams and mayonnaise. 4. Itis used for testing the tenderness of meat, combining big cuts and particles of meat and vegetables, and for blending other ingredients with flour. 5. itis used when preparing cake mixture, salads, creams, and sauces. 6. Itis used for handling hot foods. 7. Itis used to separate solid particles from soup; also for stirring purposes, such as making egg white fine in texture for bird's nest soup and mack nido soup 8. Itis used for separating coarse particles of flour, sugar, baking powder, and powdered ingredients to retain finer textures 9. Itis used for measuring dry and liquid ingredients 10. Itis used for scraping off mixtures of butter, sugar, and egg from the sides of the mixing bow. Page 43 /Cookery 10Day 17 Identification: Identity the following. used for cooking food by steaming used for cooking rice and other foods used for cutting, sectioning, and trimming raw meats used for preparing sauces which easily get scorched when cooked directly ‘on the stove. a small hand tool used generally in decorative works such as making garnishes a perforated bowl of varying sizes made of stainless steel, alurninum or plastic, used to drain, wash, or cook ingredients from liquid used for measuring dry and liquid ingredients which require a litle amount used for tenderizing or cooking meat, chicken, and other grains or legumes, such as mongo and white beans in lesser time 9. used for cooking meat and fish dishes with gravy and sauce. 10. a small hand tool used generally in decorative works such as making garnishes oe ‘lols ‘oN ‘J Additional activities for application or remediation Draw or cut out pictures of the different tools and equipment needed in preparing starch and cereals and paste them on your notebook Prepared and Submitted by: WILMA L. BASCO ANNETH S. MONREAL VELVET C. RINON ODESSA P. MANIACUP Page 44 /Cookery 10DEPARTMENT OF EDUCATION REGION II Division of City of San Fernando PAMPANGA HIGH SCHOOL PHS Blvd. Brgy. Lourdes, City of San Femando, Pampanga Tel: No, (045) 961-4261 website: www pampangahigh school HOME ECONOMICS DEPARTMENT SELF INSTRUCTIONAL PACKETS (SIPacks) COOKERY 10 Quarter 1 - Week 5 (Day 23-25) Content Standard: The leamers demonstrate an understanding preparing and cooking cereals and starch dishes Performance Standard: | The leamers independently prepare and cook cereals and starch dishes Teaming Competency: | Competency 1.1 Perform mise en place ‘Objectives: At the end of he lesson the student should be able to: ._ identify the sources and classification of starch, 2,_tells the functional properties of starch; '3._describe the nutritional significance of noodles and pasta, Content:(Subject Matter) | Sources of Starch Learning Resources: a. References: Learning Module in Cookery 10, pages 104-109 b. Instructional Materials _| Pictures, laptop/desktop/smartphone, internet connection Procedure: NOTE: + Use ONE WHOLE SHEET OF PAD PAPER in answering all given activities. + Write your personal information in every piece of paper you are going to use. All activities must be compiled and stapled upon submission. Reviewing previous lesson or presenting the new lesson Picture Analysis: ‘Elp> — Page 45 /Cookery 10B Establishing a purpose for the lesson Tn This lesson, you will eam the sources, classification and functional properties of starch and the nutritional significance of noodles and pasta Presenting examplesiinstances of the lesson Guess the word out of the jumbled letters based on the definitions given. 1. ELACESR- are usually starchy pods or grains. are the most important group of food crops in the world 2. HTRACS- isthe second most abundant organic substance on earth. Itis found in all forms of leafy green plants, located in the roots, fruits or grains. D Discussing new concepts ‘Sources of Starch The parts of plants that store most starch are seeds, roots, and tubers. Thus, the most common sources of food starch are: * cereal grains, including com, wheat, rice, grain, sorghum, and oats; + legumes; and + roots or tubers, including potato, sweet potato, arrowroot, and the tropical cassava plant (marketed as tapioca) Common Source of Manufactured Food Starch 1. com 2. potato 3. Tapioca (cassava) Starches are named after its plant sources * com starch from com + tice starch from rice + tapioca from cassava Classification of Starch 1. Native or Natural Starch refers to the starches as originally derived from its plant source. 2. Modified Starches are starches that have been altered physically or chemically, to modify one or more ofits key chemicals and/or physical property. 3. Purified starch may be separated from grains and tubers by a process called wet milling. This procedure employs various techniques of grinding, screening, and centrifuging to separate the starch from fiber, oil, and protein. E.Continuation of the discussion of new concepts Functional Properties of Starches Starch plays various roles in food, a typical mult-tasker 1. Thickeners in gravies, sauces and pudding. It absorbs water and become a gel when cooked, Colloidal stabilizers Moisture retainer Gel forming agents Binders Package Flavor carriers— its ability to trap oils and fats, which absorb flavoring substances more efficiently NOneeN Starches — are added to processed meats (luncheon meats, hot dogs, sausages, etc.) as a filler, binder, moisture, retainer, and fat substitute. The quality characteristics of the starch itself depends upon which role or function it was used. Page 46 /Cookery 10Cereal. Cereal is any grain that is used for food. Grains especially whole grain are not just empty calories, These are very valuable and can contribute a great deal to our health. You should include at least four servings from this food group each day. Cereal-processed food: ‘+ A whole grain cereal is a grain product that has retained the specific nutrients of the whole, unprocessed grain and contains natural proportions of bran, germ and endosperm. + Enriched cereals are excellent sources of thiamine, niacin, riboflavin, and iron, + A restored cereal is one made from either the entire grain or portions of one or more grains to which there have been added sufficient amounts of thiamine, niacin, and iron to attain the accepted whole grain levels of these three nutrients found in the original grain from which the cereal is prepared. Cereals provide the body with: © Carbohydrates + Protein « Fat + Vitamins = Minerals = Water * Cellulose or roughage Nutritional Significance of Noodles and Pasta or Alimentary Paste The physiological function of noodles and pasta will depend on its starch and other constituents. Since it is basically a starchy food, the nutritional significance discussed for starches also applies. In addition to starches, including resistant starches | (RS), noodles and pasta may contain other fibers and some proteins and fat as well. Nutritive value: © Water + Protein « Fat = Carbon * Calcium + Phosphorous * Iron © Thiamin Riboflavin + Niacin Dried Noodles and Pasta * Macaroni + Miki + Spaghetti Chicken Mami + Pancit Canton + Linguini + Bihon + Lasagia + Sotanghon © Miswa F Developing Mastery Retivity 1 - Day 18 Identification: Identity the following. 1. are starches that have been altered physically or chemically, to modify one or more of its key chemicals and/or physical property. 2. including com, wheat, rice, grain, sorghum, and oats; Page 47 /Cookery 103. starch from corm 4, may be separated from grains and tubers by a process called wet milling. This procedure employs various techniques of grinding, screening, and centrifuging to separate the starch from fiber, oil, and protein. 5. from cassava 6. including potato, sweet potato, arrowroot, and the tropical cassava plant (marketed as tapioca) 7. starch from rice 8. refers to the starches as originally derived from its plant source. 9. Common sources of manufactured food starch 10. Activity 2 - Day 19 Yes or No: Read the following statements. Write YES if the statement is correct and write NO if the statement is incorrect. 1. Starch plays various roles in food, a typical mult-tasker 2. Flavor carriers its ability to trap oils and fats, which absorb flavoring substances more efficiently. 3. Enriched cereal is a grain product that has retained the specific nutrients of the whole, unprocessed grain and contains natural proportions of bran, germ and endosperm 4. Cereals are added to processed meats (luncheon meats, hot dogs, sausages, etc.) asa filler, binder, moisture, retainer, and fat substitute 5. Starch is any grain that is used for food 6. A restored cereal is one made from either the entire grain or portions of one or more grains to which there have been added sufficient amounts of thiamine, niacin, and iron to attain the accepted whole grain levels of these three nutrients found in the original grain from which the cereal is prepared. 7. Starches are used as thickeners in gravies, sauces and pudding. It absorbs water and become a gel when cooked 8 9 } Functional properties of starches 10. Activity 3 - Day 19 «Give the nutritional value of starch and their functions in our body. G Finding practical applications of concepts and skils in daily ving [Activity 4-Day 20 Answer the puzzle. 3. com. wheat, ce, gai, sorghum, and 6 incudelentis, peas, chckpeas beans, e 1 © LO 2 tered pyseaty ocnemay tort sven srowet Page 48 /Cookery 10Activity 5 - Day 20 «Differentiate the functional properties of starches? Activity 6 - Day 20 + How nutritious is pasta? Why did you say so? H Making generalizations and abstractions about the lesson The most common sources of food starch are cereals, legumes and roots and tubers. Starches functions as thickeners, colloidal stabilizers, moisture retainer, gel forming agents, binders, package and flavor carriers. Noodles and pasta are rich in water, calcium, protein, fat, carbon, phosphorus, iron, thiamin, riboflavin and niacin, Examples of dried noodles and pasta are macaroni, spaghetti, pancit canton, bihon, sotanghon, miswa, miki, mami, linguini and lasagna TEvaluating fearing Identification: Identity the following. 1. Itrefers to the starches as originally derived from its plant source 2. They are added to processed meats 3. Itis any grain that is used for food. 4. Ithas the abilty to trap oil and fat, which absorb flavoring substances more efficiently 5. It may be separated from grains and tubers by a process called wet milling 6. They are starches that have been altered physically or chemically, to modify one or more of its key chemicals andlor physical property. 7.lt includes potato, sweet potato, arrowroot, and the tropical cassava plant (marketed as tapioca) 8.ltis a grain product that has retained the specific nutrients of the whole, unprocessed grain and contains natural proportions of bran, germ and endosperm 9. They are excellent sources of thiamine, niacin, riboflavin, and iron. 10. Itincludes corn, wheat, rice, grain, sorghum, and oats J. Additional activities for application or remediation What are the dishes that are cooked on your house that uses starch? Which functional properties they belong? Prepared and Submitted by: WILMA L. BASCO ANNETH S. MONREAL VELVET C. RINON ODESSA P. MANIACUP Page 49 /Cookery 10DEPARTMENT OF EDUCATION REGION II Division of City of San Fernando PAMPANGA HIGH SCHOOL PHS Blvd. Brgy. Lourdes, Cty of San Femando, Pampanga Tel. No, (045) 961-8261 website: www pampanganigh school HOME ECONOMICS DEPARTMENT SELF INSTRUCTIONAL PACKETS (SIPacks) COOKERY 10 Quarter 1 - Week 6(Day 26-27) Content Standard: The leamers demonstrate an understanding preparing and cooking cereal and starch dishes. Performance Standard: | The leamers independently prepare and cook cereals and starch dishes Learning Competency: | L02 Prepare starch and cereal dishes ‘Objectives: At the end of the lesson the student should be able to: 1. identify the functions of starch and application in Filipino dishes, 2._discuss the principles in cooking cereals ; 3._explain the proper of cooking pasta. Content:(Subject Matter) | Functions of starch and Application in Filipino Dishes Tearing Resources: fa. References: Learning Module in Cookery 10, pages 113-115 b. Instructional Materials __| Pictures, laptop/desktop/smartphone, internet connection | Procedure: NOTE: + Use ONE WHOLE SHEET OF PAD PAPER in answering all given activities. + Write your personal information in every piece of paper you are going to use. All activities must be compiled and stapled upon submission. ‘Reviewing previous lesson or presenting the new lesson Name the different dried noodle and pasta Page 50 /Cookery 10(emis 3. 4. | B.Establishing a purpose for the Tesson Tn this lesson you will lear the diferent functions of starch and application in Filipino dishes, principles in cooking cereals and cooking pasta. Presenting examples/instances of the lesson Pasta is an Malian type of food typically made from unleavened dough of wheat flour minx with water or eggs, and form into sheet or other shapes, then cooked by boiling and baking. D Discussing new concepts co ae pino Dishes Functions of Type of Food - Starch Preparation Recipes Thickening Sauces, Gravies, Pie | Sauces: Sweet sour, lechon, lumpia, filings and soups kare-kare, palabok Pie filing: mango, buko, apple, pineapple Soups: Arrozcaldo, cream soups. | celing Pudaings, Kakanin Bread pudding, majaBlanca, sapin= sapin, kutchinta, cassava bibingka Binding and filing | Meat loaves and meat | Luncheon meat, hot dogs, Vienna emulsions sausage, chicken nuggets, chicken balls, Ukoy, tempura Siabiizing Beverage, syrup, salad | Chocolate drinks, frlls drinks, yogurt dressing drinks, cooked dressings Moisture retaining | Cake filings, candies | Cake rolls, cream filings [Coating or ducting | Breads, confectionery, Pan de sal, Biscuits, candies, espasol pastries Dient Baking powder, Cupeake Coloring Toasts, bread crumbs | Polvoron, Lechon sauce, Kare-Kare sauce. breadings Page 51 /Cookery 10E.Continuation of the discussion of new concepts Principles in Cooking Cereals In cooking all cereal products, the following points should be observed: 1. Use a double boiler. Observe carefully the correct proportions of cereal, water and salt. Cook at boiling temperature (212° F.). 2 3 4, Watch the time by the clock, and always cook the full time prescribed, preferably longer. 5. Serve attractively. 6. Improper cooking and poor serving are largely responsible for unpopularity of cereal foods. Cooking Pasta Pasta should be cooked al dente, or “to the tooth". This means the cooking should be stopped when the pasta still feels firm to the bite, not soft and mushy. The pleasure of cooking pasta is its texture, and this is lost if it is overcooked. To test for doneness, break pasta into small piece and taste it. As soon as pasta is al dente, cooking must be stopped at once. Half a minute extra is enough to overcook it. Cooking times differ for every shape and size of pasta. Timing also depends on the kind of flour used, and the moisture content. Fresh egg pasta, ifit has not been allowed to dry, takes only 1 to 1 ¥2 minutes to cook after the water has retumed to a boil. Italian practice is to toss the pasta with the sauce the minute itis drained, the sauce immediately coats all surfaces of the pasta, and the cheese, melts in the heat of the boiling hot noodles. F Developing Mastery Retivity 1: Identity the functions of starch to the following recipes. ( thickening, jelling, binding and filing, stabilizing, moisture retaining, coating and diluent) 1. Cup cake 2. Kare-kare 3, Sapin- sapin 4, Hotdogs 5. Cream soup 6. Kutsinta 7. Ukoy 8, Espasol 9. Cake roll 10. Fruit drinks Page 52 /Cookery 10G Finding practical applications of concepis and skils in dally ving Activity 2-True or False: Draw a 239 it the statement is correct and draw a WEASD it the ‘statement is incorrect. 1. When cooking cereal products we use sauce pan. 2. The use of cereal water and salt should be in correct proportions. 3. Cook at boiling temperature (100'F) 4. Improper cooking nd poor serving are largely responsible for unpopularity of cereal foods. 5. Watch the time by the clock and always cook the full time prescribed, preferably longer. Activity 3: 1. is the pleasure of cooking pasta. 2. Pasta should be cooked al dente or . 3. is also depends on the kind of flour used, and the moisture content. 4. Italian practice is to the pasta with the sauce the minute it is drained. 5. to test for , break pasta into small piece and taste it. H Making generalizations and abstractions about the lesson Starches were used as thickening, jelling, binding and filing, stabilizing, moisture retaining, coating, diluent and coloring. Pasta should be cooked al dente or “to the tooth”. This means cooking should be stopped when the pasta stil feels firm to the bite, not soft and mushy. TEvalvating fearing Identify the types of food preparations using the function of starch. 4. Thickening 2. Gelling 3. Stabilizing 4. coating 5. binding 6. moisture retaining 7. Coloring 8. Diluent 9. Filling 10. Ducting p ® ~ ‘Additional activities for application or remediation What are the basic principles in preparing pasta? Prepared and Submitted by: WILMA L. BASCO ANNETH S. MONREAL VELVET C. RINON ODESSA P. MANIACUP Page 53 /Cookery 10DEPARTMENT OF EDUCATION REGION II Division of City of San Fernando PAMPANGA HIGH SCHOOL PHS Blvd. Brgy. Lourdes, City of San Femando, Pampanga Tel. No, (045) 961-4261 website: www pampanganigh school HOME ECONOMICS DEPARTMENT SELF INSTRUCTIONAL PACKETS (SIPacks) COOKERY 10 Quarter 1 - Week 6 (Day 28-29) Content Standard: The leamers demonstrate an understanding preparing and cooking cereal and starch dishes. Performance Standard: | The leamers independent prepare and cook cereals and starch Teaming Competency: | L02 Prepare starch and cereal dishes [Objectives: At the end of the lesson the student should be able to: 7. list down the basic principles in preparing pasta; 2.explain the cooking time of different pasta shapes. Content (Subject Matter) _| Basic Principles in Preparing Pasta Learning Resources: a. References: Litin Grade 10 Cookery pages 116-17 b. Instructional Materials | Laptop, desktop, smariphone, pictures and intemet connection Procedure: NOTE: + Use ONE WHOLE SHEET OF PAD PAPER in answering all given activities. + Write your personal information in every piece of paper you are going to use. All activities must be compiled and stapled upon submission. ‘Reviewing previous lesson or presenting the new lesson What are the functions of starch and application in Filipino dishes? B Establishing @ purpose for the lesson In this lesson you will learn the basic principles in preparing pasta and the cooking time in different pasta shape. Presenting examplesiinstances of the lesson What is your favorite food? What pasta dish is your favorite? What pasta recipe do you eat most? D Discussing new concepts Basic Principles in Preparing Pasta Pasta Shapes There are hundreds of shapes and sizes of pasta with each shape used for different preparations based on how the sauce will cling, the texture desired, or how the product will be used. For example: Pasta shapes with holes or ridges, such as wagon wheels or rotini, are perfect for chunkier sauces, Thin, delicate pastas, such as angel hair or vermicelli, are better served with Page 54 /Cookery 10Tight, thin sauces. + Thicker pasta shapes, such as fettuccine, work well with heavier sauces. + Very small pasta shapes, lie alphabet shapes and acini di pepe (forms of pasta), are good for soups. Flavored pasta is available in a variety of shapes in both the dried and fresh forms. Vegetable ingredients are added to pasta to provide both color and flavor. An example of flavored pasta is spinach noodles that are green. Follow the package directions for cooking flavored pastas E.Continuation of the discussion of new concepts Cooking Time Depends on the Shape Itis important to be familiar with different shapes of pasta so cooking times can be adjusted. The larger and fuller the pasta shape, the longer the cooking time. Most pasta recipes specify cooking times for pasta cooked al dente, tender but firm. Al dente is an Italian phrase that means “to the toath.” Some of the pasta shapes and cooking times are shown in the “Cooking Chart for Various Pasta Shapes.” Just seeing this chart helps to emphasize how important itis to follow the recipe and cook pasta the right way. Pasta Gets Bigger and Heavier when Cooked Generally, pasta doubles or triples in weight when itis cooked. Likewise, the volume increases 2 to 2 Ye times during cooking. Follow the Recipe The general rule for cooking pasta in boiling water is for 1 pound of pasta, use 1 gallon of water, 1 teaspoon of salt, and 1 teaspoon of oil. For 100 servings of spaghetti, 6 gallons of water, 2 tablespoons of salt, and 2 tablespoons of oil are needed to cook 6 pounds of dried spaghetti When pasta is to be used as an ingredient in a recipe that will be cooked more, like macaroni and cheese, it should be slightly undercooked. This means reducing the cooking time by about 2 minutes, Pasta that is not cooked enough is tough and chewy. Pasta that is overcooked is soft and pasty. When overcooked pasta is combined with a sauce, it often breaks apart. Handle pasta the right way after it is cooked. Like most foods, pasta is best when itis cooked and served right away. However, itis sometimes necessary to cook it ahead and hold it until time for service. Cooking Chart for Various Pasta Shapes Pasta Name Cooking Time for] 2-14 Name Cooking Time for al dente al dente Lasagna 15 minutes Zit 10 minutes Bow Ties Tminutes Fettuccine minutes Wagon 11 minutes Rolini 8 minutes Wheels Linguine 10 minutes Elbow 6 minutes Macaroni Rigatoni TOminates Noodles S minutes, Spaghett TO minutes “Developing Mastery Matching type: Match the pasta shape To be use in preparing ferent pasta dishes. Page 55 /Cookery 101 Sopas 2 Lasagna 3. Sotanghon 4. Fettuccint 5, Spaghet ‘G Finding practical applications of concepls and skills in dally ving Activity: Complete the table below: Cooking chart for various pasta shape PastaName | cookKingTime for] pactaname | cooking Time for I dente al dente T. 75 minutes __| Zit 7. 2. 17 minutes minutes: Wagon Rotini Wheels 8. 8. 4. TOminutes | 9. S minutes, Rigatoni 5. Noodles 10, 6 70 minutes Making generalizations and abstractions about the lesson Why does pasta come in so many different shape and sizes? Page 56 /Cookery 10TEvaluating learning Fill in the blanks: 1. Thicker pasta shapes, such as fettuccini, work well with 2. Pasta shapes with hole or ridges, such as wagon wheels or rotin, are perfect for 3. is available in variety of shapes in both the dried and fresh forms. 4, Very small pasta shapes, like alphabet shapes and acini di pepe, are good for 5. Thin delicate pastas, such as angel hair or vermicelli are better serve with light ‘Additional activities for application or remediation What are the safety and hygienic practices use while working in the kitchen? Prepared and Submitted by: WILMA L. BASCO ANNETH S. MONREAL VELVET C. RINON ODESSA P. MANIACUP Page 57 /Cookery 10DEPARTMENT OF EDUCATION REGION II Division of City of San Fernando PAMPANGA HIGH SCHOOL PHS Blvd. Brgy. Lourdes, Cty of San Femando, Pampanga Tel. No, (045) 961-4261 website: www pampanganigh school HOME ECONOMICS DEPARTMENT SELF INSTRUCTIONAL PACKETS (SIPacks) COOKERY 10 Quarter 1- Week 6(Day 30) Content Standard: The leamers demonstrate an understanding preparing and cooking cereals and starch dishes Performance Standard: | The learners independently prepare and cook cereals ad starch dishes Learning Competency: [LOS Present starch and cereal dishes, ‘Objectives: At the end of the lesson the student should be able to: T.rate the finished product using rubrics; 2. explain the dimensions for the performance level; 3. observe the safely hygienic practices while working in the Kitchen, Tearing Resources: a. References: b. Instructional Materials Procedure: NOTE: + Use ONE WHOLE SHEET OF PAD PAPER in answering all given activities. + Write your personal information in every piece of paper you are going to use. All activities must be compiled and stapled upon submission. ‘A, Reviewing previous lesson or presenting the new lesson Pasta is very healthy. In 1960's and 1980's past was accused of being responsible for the spreading of waistline of many Italians. Pasta is considered one of the most versatile ways of gaining energy from food it is basically a carbohydrates, but is easy to digest. B, Establishing a purpose for the lesson In this lesson you will prepare starch dishes with suitable plating and gamishing and observe safety and hygienic practices while working in the kitchen ©. Presenting examplesiinstances of the lesson ~ tnfroduction of he Tesson Picture Parade: Different Pasta Recipe Carbonara Page 58 /Cookery 10