School: Jethro`s High School Grade Level: 8

GRADE 6 Learning
LESSON PLAN Teacher: Athena Mae Cadiz Area: Cooking
Teaching Dates Quarter:
and Time: 4

I. OBJE
CTIVE
S
A. Content Demonstrates an understanding of and skills in the basics of food preservation
Standards
B. Performan Preserve food/s using appropriate tools and materials and applying the basics of food
ce
Standards
C. Learning At the end of the lesson student should able to:
Competen Cognitive (knowledge): explains different ways of food preservation (drying, salting,
cies/Objec
tives
freezing, and processing) TLE6HE0f-10
Write the Affective (Attitude): Distinguish appropriate food preservation agents
LC code Psychomotor (Skill): Perform a preservation/method in food processing
for each

II. CONT Food Processing (Fruits, Vegetables and Beverages)

ENT
Appreciation of preserving food using appropriate food processing method
Integration
III. LEAR
NING
RESO
URCE
S
A. Refere
nces
1. Teach TLE 6 Quarter 3, Module 9, pages 1-15
er’s
Guide
pages
2.Learner’ LE 6 Quarter 3, Module 9, pages 1-15
s
Material
pages
3.Textboo K to 12 Curriculum Guides, 2016, Edukasyong Pantahanan at Pangkabuhayan
k pages (EPP) Technology and Livelihood Education (TLE), Grade 4 to Grade 6, Home
Economics, Different Ways of Food Preservation, page 37

4.Addition N/A
al
Material
s from
the
Learning
Resourc
e (LR)
portal
B. Other ine Dining Lovers. Com; Food Preservation: Canning, Freezing, Drying;
Learning September 19, 2023
Resources https://www.google.com/search?
q=process+of+food+preservation&rlz=1C1SQJL_enPH853PH853&oq=pROCESS+OF+FOOD+PRESERV
ATION&aqs=chrome.0.0l6.16045j0j8&sourceid=chrome&ie=UTF-8

Biology Exams 4u.com; 10 Methods of Food Preservation With Example;

September 19, 2023
https://www.google.com/search?
q=process+of+food+preservation&rlz=1C1SQJL_enPH853PH853&source=lnms&tbm=isch&sa=X&ved=0a
hUKEwiQwsfn1PTjAhUOUN4KHXiLCSgQ_AUIECgB&biw=911&bih=417

IV. PROCEDURES Teachers Activity Students’ Activity

A. Reviewing the (Prayer/ greeting/ Checking of Attendance)
previous lesson or Good Morning Grade 6
presenting the new
lesson Good Morning Ma`am Cadiz
So we will start our day with a prayer. Please stand up, class.

The student stood up.

Before we proceed to our new lesson, let's first review the
lesson we tackled the other day. Who among you can still
remember our previous topic?

Okay, so what did we learn yesterday? Yes, Ma`am

Yes, Stephanie? ( Student`s raised their hands)

 We learned about characteristics of
Fruits, Vegetables, Meat and Fish
Sustainable
That`s right

(Discuss the previous lesson about characteristics of Fruits,

Vegetables, Meat and Fish Sustainable.)
(The teacher will ask some questions that will be related to
the topic.)

When you hear the words canning, drying, and preserving,

What comes to your mind?

( Student`s raised their hands)

Yes, Irene?

Preservation of food, ma`am.

That's a good point, Irene. Let`s have an activity for you to
find out what our lesson for today will be.

B. Establishing a Activity 1: TUMPAK GANERN

purpose for the
lesson INSTRUCTION:

In this game, the class will be divided into two groups with
one pair. The pair should face opposite directions and they
should provide the same answer in the picture presented in
the screen. And the team has the most points will be the
winner.

Are the mechanics clear?

Yes, ma`am

Food

Processing

Vegetable

Fruit

C. Presenting Based on the given words or the words that you formed,
examples/instance what will be our topic for today?
s of the new
lesson Food Processing
(Activity)

You guessed it right. Our topic for today will be food

processing. There is a different method to preserve your
fruits and vegetables. I have a video here for you to watch.

Watch the video:

https://www.youtube.com/watch?v=EgEc5JcsXLg
What are the methods that were mentioned in the video?

Yes, Jethro?
(Student raised their hands)

Canning, Drying, Curing, Salting,

What is food preservation? Smoking, Pickling, Pasteurization,
Freezing

It refers to a process or preparing food

Now that you already know what food preservation is and for future consumption to prevent
the different methods, Let's have another activity. food from spoilage?

.
 D. Discussing new Let`s have another activity to enhance your creativity and ( The student attentively
concepts and imagination. listening to the teacher?
practicing new
skills # I will split the class into 3 groups.

( The teacher says the member of each groups)

Before you transfer to your designated places, let me first

discuss the instructions.

>Each group will be given 15 minutes to do their activity.

>After 15 minutes, you need to choose one or two

representatives to perform or discuss your work.

>You can do it in your own way or get an idea on the

internet.

Group 1- Draw a picture that shows the different food

preservation.
Group 2- Make 3 stanzas, 4 lines of a poem/song telling
the benefit of food preservation.
Group 3- Show a plan on preserving/processing of
food.

Do you understand the instruction,class?

Yes, ma`am
After 15 minutes the student started to present their work.

E. Discussing new Activity 5

concepts and Students, are you done with your activity? Are you ready to Yes ma`am
practicing new present?
skills #2
(Analysis) (The groups will start to present their activities.)

Group 1 will be the first to present their work.

( Group 1 presented their work )

Let`s proceed to Group 2.

( Group 2 presented their work )

Let`s have the last group present their work.

( Group 3 presented their work )

It was an excellent job, everyone. It looks like all of you

have contributed to and participated in the given activity.

F. Developing (The teacher will have a short recap of the discussion and
mastery will be asking some questions.)
(Leads to Formative
Assessment 3) 1.What are the different food processing method?
(Abstraction)
Drying, Canning, Pickling and etc.

2.In everyday life, what kind of preservation do you usually

 use? ( answer may vary)

3.What type of food processing that uses salt and vinegar to

preserve fruits? Why? Pickling

G. Finding practical Let`s proceed to the last activity that we will be doing,
applications of which is going to be the actual activity of some of the
concepts and chosen methods.
skills in daily living
(Application) Remember the groupings that I sent you last night?
That is your group for this activity. Do you remember
that I let you bring the utensils that you would need?
Yes, ma`am
Okay, so let`s proceed to the instructions for the
activity.

>Prepare your materials first.

>I have here one whole sheet of bond paper. In this

bond paper, we describe the step-by-step process of
the activity that was assigned to your group. So before
you start the activity, read the step-by-step process.

I`ll be the one providing the fruits or vegetables that

you will need.

I have brought a black storage bag for you to put your

trash in.

You will be given 1 hour to conduct your activity.

Do you understand my instructions, class?

Yes, ma`am

You can go to your designated group and group place.

(Student started to do their
activity)

Group 1 (Pickles)
Ingredients:

Cucumbers (pickling or kirby cucumbers work best)

Water
White vinegar
Pickling salt (or non-iodized salt)
Garlic cloves (optional)
Dill seeds (optional)
Mustard seeds (optional)
Peppercorns (optional)
Red pepper flakes (optional)
Fresh dill (optional)
Process:

Prepare the Cucumbers:

Wash the cucumbers thoroughly.

Trim off the blossom ends, as they contain enzymes
that can lead to soft pickles.
Brine Solution:

Mix water, vinegar, and salt to create the brine solution.

A common ratio is 1 cup of water to 1 cup of vinegar
and 1 tablespoon of salt, but you can adjust according
to your taste.
Prepare the Jars:

Sterilize glass jars and lids by boiling them or running

them through a dishwasher.
Add Flavorings:

In each jar, add optional flavorings like garlic cloves, dill

seeds, mustard seeds, peppercorns, red pepper flakes,
and fresh dill.
Pack the Cucumbers:
Pack the cucumbers into the jars tightly, leaving some
space at the top.
Pour the Brine:

Pour the brine solution over the cucumbers, ensuring

they are fully submerged. Leave about 1/2 inch of
headspace.
Remove Air Bubbles:

Gently tap the jars on the counter to release any

trapped air bubbles.
Seal the Jars:

Wipe the jar rims with a clean, damp cloth to ensure a

proper seal. Place the sterilized lids on the jars and
screw on the metal bands until they are fingertip-tight.
Process (Optional):

For long-term storage, you can process the jars in a

water bath. Submerge the jars in boiling water for a
specified time (typically 10-15 minutes). This step is
optional if you plan to store the pickles in the
refrigerator.
Cooling and Storage:

Allow the jars to cool to room temperature before

storing them in the refrigerator or a cool, dark place.
Wait:

Allow the pickles to sit for at least a few days before

consuming to allow the flavors to develop.

Group 2 (Tomatoes)
Ingredients:

Tomatoes: Use small to medium-sized tomatoes,

preferably firm and ripe.
Brine Solution:
Water
White vinegar
Pickling salt (or non-iodized salt)
Flavorings (Optional):
Garlic cloves
Peppercorns
Mustard seeds
Red pepper flakes
Fresh herbs (such as dill or basil)
Process:

Prepare the Tomatoes:

Wash the tomatoes thoroughly and cut a small X on the

bottom of each tomato.
Blanch the Tomatoes (Optional):

Bring a pot of water to a boil.

Submerge the tomatoes in boiling water for about 30
seconds, then transfer them to an ice bath.
Peel the tomatoes using the X-shaped incision as a
starting point.
Brine Solution:

Mix water, vinegar, and salt to create the brine solution.

Use a ratio of about 1 cup of water to 1 cup of vinegar
and 1 tablespoon of salt. Adjust to your taste.
Prepare Jars:

Sterilize glass jars and lids by boiling them or running

them through a dishwasher.
Add Flavorings:

Place optional flavorings such as garlic cloves,

peppercorns, mustard seeds, red pepper flakes, and
fresh herbs at the bottom of each jar.
Pack the Tomatoes:

Pack the tomatoes into the jars, leaving some space at

the top.
Pour the Brine:

Pour the brine solution over the tomatoes, ensuring

they are fully submerged. Leave about 1/2 inch of
headspace.
Remove Air Bubbles:

Gently tap the jars on the counter to release any

trapped air bubbles.
Seal the Jars:

Wipe the jar rims with a clean, damp cloth. Place the
 sterilized lids on the jars and screw on the metal bands
until they are fingertip-tight.
Process (Optional):

If you plan for long-term storage at room temperature,

you can process the jars in a water bath for about 15
minutes.
Cooling and Storage:

Allow the jars to cool to room temperature before

storing them in a cool, dark place or the refrigerator.
Wait:

Allow the pickled tomatoes to sit for at least a week

before consuming for the flavors to meld.

Group 3 (Plums)
Ingredients:

Plums: Choose firm, slightly underripe plums for

pickling.
Brine Solution:
Water
White vinegar
Sugar
Pickling salt (or non-iodized salt)
Flavorings (Optional):
Whole spices like cinnamon sticks, cloves, or star anise
Fresh ginger slices
Black peppercorns
Bay leaves
Process:

Prepare the Plums:

Wash the plums thoroughly and cut them in half,

removing the pits.
Brine Solution:

Mix water, vinegar, sugar, and salt to create the brine

solution. Use a ratio of about 1 cup of water to 1 cup of
vinegar, adjusting the sugar and salt to your taste. A
common starting point is 1/2 cup of sugar and 1
tablespoon of salt.
Prepare Jars:

Sterilize glass jars and lids by boiling them or running

them through a dishwasher.
Add Flavorings:

Place optional flavorings such as whole spices, ginger

slices, black peppercorns, and bay leaves at the
bottom of each jar.
Pack the Plums:

Pack the plum halves into the jars, leaving some space
at the top.
Pour the Brine:

Pour the brine solution over the plums, ensuring they

are fully submerged. Leave about 1/2 inch of
headspace.
Remove Air Bubbles:

Gently tap the jars on the counter to release any

trapped air bubbles.
Seal the Jars:

Wipe the jar rims with a clean, damp cloth. Place the
sterilized lids on the jars and screw on the metal bands
until they are fingertip-tight.
Process (Optional):

If you plan for long-term storage at room temperature,

you can process the jars in a water bath for about 10-
15 minutes.
Cooling and Storage:

Allow the jars to cool to room temperature before

storing them in a cool, dark place or the refrigerator.
Wait:

Allow the pickled plums to sit for at least a week before

consuming to allow the flavors to develop.
H. Making (The teacher will ask open-ended questions to the
generalizations learners)
and abstractions
about the lesson Since, we are done with our discussion. Do you have
any questions or clarifications?
 None ma`am

If non, I'll be the one to ask.

What are some different ways we can make our food

last longer?
(Students raising their hands)

Yes, Stephanie?

Very good, Stephanie

Any other answers class?

(Some learners raise their hands)

(The teacher will acknowledged the other students

answer).

I. Evaluating Choose the letter of the best answer. Write your

learning chosen letter on your notebook.

1.It is a condiment used to make the food last longer.

A. Preservative Agents
B. Spoilage
C. Salt
2.The food is boiled to kill the microorganisms and then
sealed to prevent microorganisms from getting inside.
A. Canning
B. Smoking
C. Pickling
3. When the food is put in vinegar or other acid, it
makes it difficult for microorganisms to live.
A. Salting
B. Vinegar
C. Pickling
4. It is when the salt draws out moisture and prevents
microorganisms from growing.
A. Salting
B. Drying
C. Freezing
5. Slow downs the action of microorganisms.
A. Freezing
B. Refrigeration
C. Boiling
5. It refers to a process or preparing food for future
consumption to prevent food from spoiling.
A. Food Preservation
B. Preservation
C. Preservative Agents
6. Heating food to a certain temperature for some time
followed by rapid cooling.
A. Pasteurization
B. Smoking
C. Sugaring
7 – 10.
Write down at least four food processing methods.

J. Additional
Food canning Fr Blending refrigeration concentartion salting drying
eezing and
mixing

activities for
application or Guava jelly

remediation

strawberry

mango

papaya

Study the chart below. Put a check on the column that

corresponds with the given processes.

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

Prepared by:

Athena Mae Cadiz

BTLED H.E - 2A

Name & Signature

Program, Year Level and Section