HE Foods and Food Service

2010 SECONDARY EDUCATION CURRICULUM Career Pathways Technology and Livelihood Education
TEACHING GUIDE
Home Economics Foods and Food Service I
General Standard: The learner demonstrates understanding of Personal Entrepreneurial Competencies (PECs), the environment and market, and the process/production and delivery of quality cooked and baked products.
Quarter 1 : Basic Cookery
Topic: Personal Entrepreneurial Competencies (PECs)
Time Frame: 2 days
Stage 1 Content Standard: Performance Standard: The learner demonstrates understanding of Personal The learner prepares, based on PECs, a plan of action that Entrepreneurial Competencies (PECs) such as characteristics, addresses his/her areas of development and areas of strength in attributes, lifestyles, skills, traits, etc. in basic cookery. basic cookery. Analysis and interpretation of PECs by achievement, planning and power clusters. Essential Understanding(s): Successful entrepreneurs like those engaged in the business cooking, continuously develop and improve their PECs. Learners will know: Personal competencies - Characteristics - Attributes - Lifestyles - Skills - Traits Cluster of PECs - Achievement - Planning - Power Essential Question(s): How does one ensure success in a chosen entrepreneurial career like cooking? Learners will be able to: Analyze the competencies of PECs Interpret the clusters of PECs such as achievement, planning and power Prepare a plan of action Improve areas of strength
Product or Performance Task: Plan of action, based on PECs, addressing ones areas of development and areas of strength.
Stage 2 Evidence at the level of understanding Learners should be able to demonstrate understanding by covering the six (6) facets of understanding: Explanation: Describe their PECs focusing on strengths and development areas. Criteria: a. Clear b. Comprehensive c. Concise Interpretation: Compare their PECs with those of a successful practitioner. Criteria: a. Objective b. Focused c. Conclusive Application: Apply their PECs in pursuing a chosen entrepreneurial activity. Criteria: a. Appropriate b. Effective c. Practical Perspective: Express their thoughts on the importance of PECs from the viewpoint of a seasoned entrepreneur. Criteria: a. Valid b. Relevant c. Plausible d. Sensitive
Evidence at the level of performance Assessment of the plan of action based on the following criteria: 1. Comprehensiveness 2. Appropriateness of strategies in terms of addressing personal areas of development and improving ones areas of strength 3. Doability
Empathy: Express the feelings of an entrepreneur who finds difficulty in coping with the PECs of a chosen career. Criteria: a. Open-minded b. Objective c. Sensitive Self-knowledge: Assess, based on the results of PECs, their level of confidence as a prospective entrepreneur in cooking. Criteria: a. Reflective b. Insightful c. Objective
Stage 3 4
Teaching - Learning Sequence: 1. EXPLORE Ask learners to name people in the community who are successful in basic cookery business Why are they successful? Do you wish to be like them? Explain to learners the importance of assessing their PECs Guide learners in assessing their PECs on the following: Character Attribute Lifestyle Skills Traits
(Note: Refer to Appendix A for a copy of the PECs. This could be reproduced according to the number of learners in class)
Assist learners in analyzing and interpreting the results of the assessment of their PECs. Refer to Appendix B on how to interpret the results of PECs. Ask EQ to draw out the initial understanding of learners about how entrepreneurs succeed in their chosen career. Teacher may distribute meta cards for students to write their answers. These may be posted on the wall and revisited during the FIRMING UP. FIRM UP In order to firm up their understanding, learners may be asked to work individually or in groups in collecting information about how entrepreneurs engaged in basic cookery succeed. Some suggested activities: interview with successful entrepreneurs in basic cookery, inviting successful entrepreneurs as resource persons in class, video documentaries of successful entrepreneurs, web searching, etc. Have learners analyze (in the form of a chart, Venn Diagram or Comparison Alley, etc.) the similarities and differences among successful entrepreneurs engaged in basic cookery, using the following aspects: characteristics, traits, attributes, lifestyles, skills. Have learners reflect/ rethink their understanding of how entrepreneurs such as those engaged in basic cookery succeed in their chosen field. Refer students to their answers posted on the wall. Process learners learning and check it against EU. Check learners understanding against the content standard.
2.
3. DEEPEN Have learners align their PECs with those of a successful entrepreneur of their choice. Have learners reflect on their development areas as well as their areas of strength. Ask what they plan to do with them. Ask learners to express the EU. Assess learners at the level of understanding. (Refer to the assessment in Stage 2 using the 6 EUs) 4. TRANSFER Have learners prepare a plan of action that addresses their areas of development and strength based on their PECs. Assess learners plan of action based on the criteria provided in Stage 2 (Assessment at the Level of Performance). Resources/Materials/Equipment Needed Textbooks/KAB Modules Scripts Graphic organizers Charts/Pictures/Video/Multimedia Questionnaires/Checklists/Handouts/Survey Forms, etc. Profile of entrepreneurs
Topic: Environment and Market
Time Frame: 6 days
Stage 1 Content Standard: Performance Standard: The learner demonstrates understanding of the environment The learner formulates a business idea based on the analysis of and market for cooking as an entrepreneurial career. the immediate environment and market for basic cookery. Key Ideas - Consumer needs and wants - Existing industry related to cooking meal products - Products/services that satisfy the needs and wants of target customers Key Processes - SWOT analysis - Formulation of business ideas - Opportunity seeking and seizing Essential Understanding(s): Essential Question(s): The needs and wants of the target market and industry help How does one determine the needs and wants of the target determine the product to be produced and/or service to be market and industry in the immediate community? offered. Ones choice of entrepreneurial activity is influenced by the needs and wants of consumers. Seeking and responding effectively to a business opportunity are the bases for starting and maintaining a successful business venture. Learners will know: Consumer needs and wants Existing industry related to embroidery Products/services that satisfy the needs and wants of target consumers SWOT analysis Formulation of business idea Opportunity seeking and seizing How does one select an entrepreneurial activity to be pursued? How can one respond effectively to a business opportunity? Learners will be able to: Prepare SWOT analysis Formulate an action plan on business opportunity Formulate a business idea from data analysis
Product or Performance Task: Formulation of a business idea based on the analysis of the immediate environment and market.
Stage 2 Evidence at the level of understanding Learners should be able to demonstrate understanding by covering the six (6) facets of understanding: Explanation: Explain the importance of the immediate environment and market in identifying business opportunities in basic cookery. Criteria: a. Clear b. Comprehensive c. Concise d. Coherent Interpretation: Interpret the data gathered from the immediate environment and market in identifying business opportunities in basic cookery. Criteria: a. Reliable b. Accurate c. Objective d. Relevant e. Valid Application: Generate business ideas from data analysis of existing industry related to basic cookery. Criteria: a. Appropriate b. Innovative c. Practical
Evidence at the level of performance Assessment of formulated business idea on the following criteria: Profitable Feasible Practical Responsive to consumer needs and wants Innovative
Perspective: Express from the point of view of a business owner the importance of scanning the environment and market in generating business ideas for existing industries. Criteria: a. Valid b. Relevant c. Insightful Empathy: Express their feelings when entrepreneurs offer the same type of business in a community. Criteria: a. Objective b. Persuasive c. Sensitive d. Open-minded Self-knowledge: Self-assess their level of confidence in formulating business ideas related to basic cookery. Criteria: a. Reflective b. Insightful c. Objective
Stage 3 9
Teaching - Learning Sequence: Entrepreneurs who want to take advantage of business opportunities need to explore the economic, cultural, and social conditions prevailing in the community. Needs and wants of people in a certain community that are not met may be considered as business opportunities. Identifying the needs of the community, its resources, available local specialized skills, and appropriate technology can help a new entrepreneur in seizing a business opportunity. Hence, the learners shall: 1. EXPLORE Guide the learner in assessing their prior knowledge on environment and market for basic cookery as an entrepreneurial lens in generating business idea/s through a diagnostic test, K-W-L and other appropriate teaching and learning tools. Have the learner assess his/her immediate environment and market for basic cookery to determine the existing industries, needs and wants of target market with the use of the following: Survey questionnaire; Interview guide; Checklist, etc. SWOT analysis Ask EQs to draw out learners understanding of environment and market in generating business ideas related to basic cookery. 2. FIRM UP Lead learners in analyzing the assessment conducted on the environment and market for the existing basic cookery business in the immediate locality. Assist learners in conducting a community mapping to identify business establishments or industries related to basic cookery in the immediate locality. Guide learners in making a graphical presentation of the information on basic cookery as a result of the data-gathering activity such as: interview, survey, community mapping, etc., Help learners in presenting the result of the data-gathering activity reflective of the needs and wants of the target market for basic cookery. Ask learners to do supplementary reading and other compensatory activity to support the information presented. 3. DEEPEN Assist learners in conducting an interview with a seasoned entrepreneur to gather salient information as regards the manner he/she was able to seize a business opportunity relative to basic cookery. Compare whether the information derived from the interview will complement/harmonize with their skills in formulating 10
business ideas. Assess learners level of understanding. (Refer to the Assessment in Stage 2).
4. TRANSFER Ask learner to formulate a business idea as a result of the SWOT analysis of the environment and market. Assess the learners business idea based on the criteria provided in Stage 2 (Assessment at the Level of Performance). Resources/Materials/Equipment Needed: Textbooks KAB Modules Magazines/Journals/Articles on supply and demand and existing industry
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Topic: Methods of Cooking
Time Frame: 35 days
Stage 1 Content Standard: Performance Standard: The learner demonstrates understanding of the basic concepts The learner produces marketable original/new meal products and principles underlying the process and delivery in cooking following the basic concepts and principles underlying the process flow in the various methods of cooking such as process and delivery in cooking. frying, steaming, boiling, baking, stewing, sauting, frosting, etc. project plan four (4) Ms (manpower, materials, machine, methods) of production in cooking evaluation of products cost of production pricing of products packaging and marketing of products Essential Understanding(s): Applying the basic concepts and principles underlying the process and delivery in cooking is essential in producing marketable meal products. Learners will know: Principles in basic cooking Cooking terms and procedure Tools, utensils and equipment and their uses Methods of cooking namely: boiling, frying, broiling, steaming, baking, grilling, roasting Safety and sanitation Work simplification Project planning Cooking of meal products Frying fried chicken Essential Question(s): Why do we need to understand the basic concepts and principles underlying the process and delivery in cooking? Learners will be able to: Apply the principles in basic cooking Apply the cooking terms and procedure Use the cooking utensils, tools and equipment Apply the steps on the different methods of cooking Observe safety measures and sanitation Follow work simplification Prepare project plan including the 4Ms of production Cook meal products such as: fried chicken, broiled fish, meat loaf, embutido, grilled liempo/barbecue, roasted 12
Broiling broiled fish Baking meat loaf Steaming embutido Grilling grilled liempo/barbecue Roasting roasted chicken Boiling tinola, sinigang, pochero Evaluation of cooked meal products Cost of production Pricing Packaging and marketing of products
chicken, tinola, sinigang, pochero, etc.
Evaluate cooked meal products Compute for the cost of production and selling price Adapt appropriate packaging and marketing strategies
Product or Performance Task: Marketable original/new meal products, following the basic concepts and principles underlying the process and delivery in cooking Demonstration of the process in the preparation of marketable meal products
Stage 2 Evidence at the level of understanding Learners should be able to demonstrate understanding by covering the six (6) facets of understanding: Explanation: Explain the basic concepts and principles underlying the process and delivery in cooking. Criteria: a. Clear b. Comprehensive c. Scientific basis Interpretation: Show the significance of the process and delivery of cooking in producing new products. Criteria: a. Original
Evidence at the level of performance Assessment of meal products based on marketability (quality, appearance, price) and originality (value-added uniqueness) Assessment of performance Compliance to standards (tools, equipment, materials) Application of procedure Observance of work habits Speed/Time
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b. Creative Application: Exhibit marketable meal products following the process and delivery in cooking. Criteria: a. Original b. Creative c. Nutritive Value d. Cost-beneficial Perspective: Compare and contrast various methods and techniques in cooking. Criteria: a. Clear b. Concise c. Appropriate Empathy: Share their thoughts on how it feels to have gainful returns in cooking meal products. Criteria: a. Profitable b. Quality Self-knowledge: Self-assess their knowledge in producing marketable meal products. Criteria: a. Clear b. Self-confidence
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Stage 3 Teaching - Learning Sequence: 1. EXPLORE Guide learners in assessing their prior knowledge and understanding in cooking meal products through paper and pencil, performance test and other diagnostic assessment tools. Orient learners in understanding the curriculum framework CP-TLE- Foods and Food Service I, learning standards (content and performance standards), assessment tools and criteria. Guide learners survey a nearby eatery, food stalls, and the like. Let learners prepare survey questionnaire/checklist which will focus on: - types of meal products - presentation of meal products - ingredients used ingredients available in the community/locality - demands for a particular product age, occupation, likes and dislikes, etc. Provide learners pictures/video clips on basic cookery. Guide learners understanding of the pictures and video presentation by asking leading questions focusing on the process of cooking meal products. Guide learners in gaining initial understanding of the concepts and principles in cooking different meal products. Draw learners initial understanding on the need to understand the basic concepts and principles underlying the process of delivery in cooking meal products. 2. FIRM UP Guide learners research on the 4 Ms (materials, machine, method, and manpower) of production needed in producing quality meal products. Have learners gather essential information related to the basic cookery of meal products. Learners can use any of the following: - interview with successful cook - web-based resources - reading materials (books, bulletins and others) Guide learners in preparing a project plan in cooking different meal products. Have learners familiarize themselves with the different processes/methods of cooking involved in producing meal products. Encourage learners to reflect, revise, and rethink their understanding in consideration of the processes, information/learning in cooking different meal products. 15
Have learners assess themselves on their understanding of the concepts in cooking different meal products. Check this against the content standard.
3. DEEPEN Guide learners translate the project plan into a quality meal products based on the given standard procedure. Have learners compute for the cost of production and selling price of meal products. Engage learners into a guided discussion on the factors that may affect various practices in cooking different meal products. Encourage learners to reflect and revise their project plan. Have learners express their understanding on the different methods of cooking meal products. Check this against the Essential Understanding (EU) and content standard. Have learners assess their Level of Understanding. (Refer to Stage 2) 4. Transfer: Have learners produce original/new marketable meal products applying the basic concepts and principles in basic cooking. Encourage learners to exhibit the finished meal products (bazaar, food fair, etc.) Have learners assess their Level of Performance. (Refer to Stage 2) Resources/Materials/Equipment Needed: Textbooks Magazines/Journals KAB Modules Cooking utensils, tools and equipment Ingredients
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Quarter 2 : Native Delicacies Cookery
Topic: Personal Entrepreneurial Competencies (PECs)
Time Frame: 2 days
Stage 1 Content Standard: Performance Standard: The learner demonstrates understanding of Personal The learner prepares, based on PECs, a plan of action that Entrepreneurial Competencies (PECs) such as characteristics, addresses his/her areas of development and areas of strength in attributes, lifestyles, skills, traits, etc. in native delicacies native delicacies cookery. cookery. Analysis and interpretation of PECs by achievement, planning and power clusters. Essential Understanding(s): Successful entrepreneurs like those engaged in the business cooking, continuously develop and improve their PECs. Learners will know: Personal competencies - Characteristics - Attributes - Lifestyles - Skills - Traits Cluster of PECs - Achievement - Planning - Power Essential Question(s): How does one ensure success in a chosen entrepreneurial career like cooking? Learners will be able to: Analyze the competencies of PECs Interpret the clusters of PECs such as achievement, planning and power Prepare a plan of action Improve areas of strength
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Product or Performance Task: Plan of action, based on PECs, addressing ones areas of development and areas of strength.
Stage 2 Evidence at the level of understanding Learners should be able to demonstrate understanding by covering the six (6) facets of understanding: Explanation: Describe their PECs focusing on strengths and development areas. Criteria: a. Clear b. Comprehensive c. Concise Interpretation: Compare their PECs with those of a successful practitioner. Criteria: a. Objective b. Focused c. Conclusive Application: Apply their PECs in pursuing a chosen entrepreneurial activity. Criteria: a. Appropriate b. Effective c. Practical Perspective: Express their thoughts on the importance of PECs from the viewpoint of a seasoned entrepreneur. Criteria: a. Valid b. Relevant c. Plausible d. Sensitive
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Empathy: Express the feelings of an entrepreneur who finds difficulty in coping with the PECs of a chosen career. Criteria: a. Open-minded b. Objective c. Sensitive Self-knowledge: Assess, based on the results of PECs, their level of confidence as a prospective entrepreneur in cooking. Criteria: a. Reflective b. Insightful c. Objective
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Stage 3 Teaching - Learning Sequence: 1. EXPLORE Ask learners to name people in the community who are successful in native delicacies cookery business. Why are they successful? Do you wish to be like them? Explain to learners the importance of assessing their PECs Guide learners in assessing their PECs on the following: Character Attribute Lifestyle Skills Traits
Assist learners in analyzing and interpreting the results of the assessment of their PECs. Refer to Appendix B on how to interpret the results of PECs. Ask EQ to draw out the initial understanding of learners about how entrepreneurs succeed in their chosen career. Teacher may distribute meta cards for students to write their answers. These may be posted on the wall and revisited during the FIRMING UP. FIRM UP In order to firm up their understanding, learners may be asked to work individually or in groups in collecting information about how entrepreneurs engaged in native delicacies cookery succeed, Some suggested activities: interview with successful entrepreneurs in native delicacies cookery, inviting successful entrepreneurs as resource persons in class, video documentaries of successful entrepreneurs, web searching, etc. Have learners analyze (in the form of a chart, Venn Diagram or Comparison Alley, etc.) the similarities and differences among successful entrepreneurs engaged in native delicacies cookery, using the following aspects: characteristics, traits, attributes, lifestyles, skills Have learners reflect/ rethink their understanding of how entrepreneurs such as those engaged in native delicacies cookery succeed in their chosen field. Refer students to their answers posted on the wall. Process learners learning and check it against EU. Check learners understanding against the content standard. 20
3.
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Time Frame: 6 days
Stage 1 Content Standard: Performance Standard: The learner demonstrates understanding of the environment The learner formulates a business idea based on the analysis of and market for cooking as an entrepreneurial career. the immediate environment and market native delicacies cookery. Key Ideas - Consumer needs and wants - Existing industry related to cooking meal products - Products/services that satisfy the needs and wants of target customers Key Processes - SWOT analysis - Formulation of business ideas - Opportunity seeking and seizing Essential Understanding(s): Essential Question(s): The needs and wants of the target market and industry help How does one determine the needs and wants of the target determine the product to be produced and/or service to be market and industry in the immediate community? offered. Ones choice of entrepreneurial activity is influenced by the needs and wants of consumers. Seeking and responding effectively to a business opportunity are the bases for starting and maintaining a successful business venture. Learners will know: Consumer needs and wants Existing industry related to embroidery Products/services that satisfy the needs and wants of target consumers SWOT analysis Formulation of business idea Opportunity seeking and seizing How does one select an entrepreneurial activity to be pursued? How can one respond effectively to a business opportunity? Learners will be able to: Prepare SWOT analysis Formulate an action plan on business opportunity Formulate a business idea from data analysis
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Stage 2 Product or Performance Task: Evidence at the level of understanding Formulation of a business idea based on Learners should be able to demonstrate the analysis of the immediate environment understanding by covering the six (6) and market facets of understanding: Explanation: Explain the importance of the immediate environment and market in identifying business opportunities in native delicacies cookery. Criteria: a. Clear b. Comprehensive c. Concise d. Coherent Interpretation: Interpret the data gathered from the immediate environment and market in identifying business opportunities in native delicacies cookery. Criteria: a. Reliable b. Accurate c. Objective d. Relevant e. Valid Application: Generate business ideas from data analysis of existing industry related to native delicacies cookery. Criteria: a. Appropriate b. Innovative c. Practical
Evidence at the level of performance Assessment of formulated business idea on the following criteria: Profitable Feasible Practical Responsive to consumer needs and wants Innovative
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Perspective: Express from the point of view of a business owner the importance of scanning the environment and market in generating business ideas for existing industries. Criteria: a. Valid b. Relevant c. Insightful Empathy: Express their feelings when entrepreneurs offer the same type of business in a community. Criteria: a. Objective b. Persuasive c. Sensitive d. Open-minded Self-knowledge: Self-assess their level of confidence in formulating business ideas related to native delicacies cookery. Criteria: a. Reflective b. Insightful c. Objective
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Stage 3 Teaching - Learning Sequence: Entrepreneurs who want to take advantage of business opportunities need to explore the economic, cultural, and social conditions prevailing in the community. Needs and wants of people in a certain community that are not met may be considered as business opportunities. Identifying the needs of the community, its resources, available local specialized skills, and appropriate technology can help a new entrepreneur in seizing a business opportunity. Hence, the learners shall: 1. EXPLORE Guide the learner in assessing their prior knowledge on environment and market for native delicacies cookery as an entrepreneurial lens in generating business idea/s through a diagnostic test, K-W-L and other appropriate teaching and learning tools. Have the learner assess his/her immediate environment and market for native delicacies cookery to determine the existing industries, needs and wants of target market with the use of the following: Survey questionnaire; Interview guide; Checklist, etc. SWOT analysis Ask EQs to draw out learners understanding of environment and market in generating business ideas related to native delicacies cookery. 2. FIRM UP Lead learners in analyzing the assessment conducted on the environment and market from the existing native delicacies cookery business in the immediate locality. Assist learners in conducting a community mapping to identify business establishments or industries related to native delicacies cookery in the immediate locality. Guide learners in making a graphical presentation of the information on native delicacies cookery as a result of the datagathering activity such as: interview, survey, community mapping, etc., Help learners in presenting the result of the data-gathering activity reflective of the needs and wants of the target market for native delicacies cookery. Ask learners to do supplementary reading and other compensatory activity to support the information presented. 3. DEEPEN Assist learners in conducting an interview with a seasoned entrepreneur to gather salient information as regards the manner 25
he/she was able to seize a business opportunity relative to native delicacies cookery. Compare whether the information derived from the interview will complement/harmonize with their skills in formulating business ideas. Assess the learners level of understanding. (Refer to the Assessment in Stage 2).
4. TRANSFER Ask learners to formulate a business idea as a result of the SWOT analysis of the environment and market for native delicacies cookery. Assess learners business idea based on the criteria provided in Stage 2 (Assessment at the Level of Performance). Resources/Materials/Equipment Needed: Textbooks KAB Modules Magazines/Journals/Articles on supply and demand and existing industry
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Topic: Production of Native Time Frame: 35 days Delicacies Stage 1 Content Standard: Performance Standard: The learner demonstrates understanding of the basic concepts The learner produces marketable original/new products, and principles underlying the process and delivery in cooking following the basic concepts and principles underlying the native delicacies. process and delivery in cooking native delicacies. process flow in cooking native delicacies such as palitaw, puto, butchi, maja, tupig, biko, bibingka, sapinsapin,etc project plan four (4) Ms (manpower, materials, machine, methods) of production evaluation of products cost of production pricing of products packaging and marketing of products Essential Question(s): Why do we need to understand the basic concepts and principles underlying the process and delivery in cooking native delicacies? Learners will be able to: Apply the principles in basic cooking native delicacies Classify native delicacies Use different ingredients in cooking native delicacies Apply the steps on the different methods of cooking native delicacies Prepare a project plan Discuss the 4Ms of production Cook native delicacies 27
Essential Understanding(s): Applying the basic concepts and principles underlying the process and delivery in cooking is essential in producing marketable native delicacies. Learners will know: Principles in basic cooking native delicacies Classification of native delicacies Ingredients used in cooking native delicacies Methods of cooking native delicacies Project planning 4 Ms of production Cooking of native delicacies
Palitaw Puto Butchi Maja Tupig Biko Bibingka Sapin-sapin Others Evaluation of cooked native delicacies Cost of production/services Pricing of products/services Packaging and marketing Strategies Advertisement
Palitaw Puto Butchi Maja Tupig Biko Bibingka Sapin-sapin Others Evaluate cooked native delicacies Compute cost of production Compute for the selling price Adapt appropriate packaging and marketing strategies
Product or Performance Task: Marketable original/new products, following the basic concepts and principles underlying the process and delivery in cooking native delicacies Demonstration of the process in the preparation of marketable native delicacies
Stage 2 Evidence at the level of understanding Learners should be able to demonstrate understanding by covering the six (6) facets of understanding: Explanation: Explain the basic concepts and principles underlying the process and delivery in cooking native delicacies. Criteria: Clear Comprehensive Scientific basis Interpretation: Show the significance of the process and delivery of cooking in producing new products.
Evidence at the level of performance Assessment of native delicacies based on marketability (quality, appearance, price) and originality (value-added, uniqueness) Assessment of performance Compliance with standards (tools, equipment, materials) Application of procedure Observance of work habits Speed/Time
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Criteria Original Creative Application: Exhibit marketable native delicacies products following the process and delivery in cooking. Criteria Original Creative Nutritive Value Cost-beneficial Perspective: Compare and contrast the different techniques in cooking native delicacies. Criteria: Clear Concise Appropriate Empathy: Share their thoughts on how it feels to have gainful returns in cooking native delicacies. Criteria: Profitable Quality Self-Knowledge: Self-assess their knowledge in producing marketable native delicacies. Criteria: Clear 29
Self-Confidence Stage 3
Teaching - Learning Sequence: 1. EXPLORE Guide learners in assessing their prior knowledge in cooking native delicacies through paper and pencil, performance test and other diagnostic assessment tools. Orient learners on the learning standards (content and performance standards), assessment tools and criteria. Have learners survey a nearby eatery, food stalls, and the like. Let learners prepare survey questionnaire/checklist which will focus on: - types of native delicacies - presentation of native delicacies - ingredients used - demands for a particular product Provide learners pictures/video clips presentation on native delicacies cookery. Process the picture/video clip presentation by asking probing questions. Draw learners initial understanding on the need to understand the basic concepts and principles in cooking native delicacies. 2. FIRM UP Have learners research on the 4 Ms (materials, machine, method, and manpower) of production needed in producing quality native delicacies. Encourage learners gather essential information related to native delicacies cookery. Learners can use any of the following: - interview with successful cook - web-based resources - reading materials (books, bulletins and others) Assist learners in preparing a project plan on native delicacies cookery. Have learners familiarize themselves with the different processes involved in cooking native delicacies. Encourage learners to reflect, revise, and rethink their understanding in consideration of the processes, information/learning in cooking native delicacies. Have learners assess themselves their understanding of the concepts in cooking native delicacies. Check this against 30
the content standard.
3. DEEPEN Guide learners to translate the project plan into quality products based on the given standard procedure. Assist learners in computing for the cost of production and selling price of native delicacies. Engage learners into a guided discussion on the factors that may affect the different practices in native delicacies. Encourage learners to reflect on and revise their project plan. Have learners express their understanding on native delicacies cookery and check them against the Essential Understanding (EU) and content standard. Assess learners level of understanding. (Refer to Stage 2, Assessment at the Level of Undestanding) 4. Transfer: Have learners produce original/new marketable products applying the basic concepts and principles in cooking native delicacies. Encourage learners to exhibit their finished products (bazaar, food fair, etc.) Assess learners level of performance. (Refer to Stage 2, Assessment at the Level of Performance) Resources/Materials/Equipment Needed: Textbooks Magazines/Journals KAB Modules Cooking utensils, tools and equipment Ingredients
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Quarter 3 : Baking Pies, Pastries and Breads
Topic: Personal Entrepreneurial Time Frame: 2 days Competencies (PECs) Stage 1 Content Standard: Performance Standard: The learner demonstrates understanding of Personal The learner prepares, based on PECs, a plan of action that Entrepreneurial Competencies (PECs) such as characteristics, addresses his/her areas of development and areas of strength in attributes, lifestyles, skills, traits, etc. in baking pies, pastries baking pies, cookies and pastries. and breads. Analysis and interpretation of PECs by achievement, planning and power clusters. Essential Understanding(s): Successful entrepreneurs like those engaged in the business cooking, continuously develop and improve their PECs. Learners will know: Personal competencies - Characteristics - Attributes - Lifestyles - Skills - Traits Cluster of PECs - Achievement - Planning - Power Essential Question(s): How does one ensure success in a chosen entrepreneurial career like cooking? Learners will be able to: Analyze the competencies of PECs Interpret the clusters of PECs such as achievement, planning and power Prepare a plan of action Improve areas of strength
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Product or Performance Task: Plan of action, based on PECs, addressing ones areas of development and areas of strength
Stage 2 Evidence at the level of understanding Learners should be able to demonstrate understanding by covering the six (6) facets of understanding: Explanation: Describe their PECs focusing on strengths and development areas. Criteria: a. Clear b. Comprehensive c. Concise Interpretation: Compare their PECs with those of a successful practitioner. Criteria: a. Objective b. Focused c. Conclusive Application: Apply their PECs in pursuing a chosen entrepreneurial activity. Criteria: a. Appropriate b. Effective c. Practical Perspective: Express their thoughts on the importance of PECs from the viewpoint of a seasoned entrepreneur. Criteria:
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a. Valid b. Relevant c. Plausible d. Sensitive Empathy: Express the feelings of an entrepreneur who finds difficulty in coping with the PECs of a chosen career. Criteria: a. Open-minded b. Objective c. Sensitive Self-knowledge: Assess, based on the results of PECs, their level of confidence as a prospective entrepreneur in cooking. Criteria: a. Reflective b. Insightful c. Objective Stage 3 Teaching - Learning Sequence: 1. EXPLORE Ask learners to name people in the community who are successful in baking pies, pastries and breads business. Why are they successful? Do you wish to be like them? Explain to learners the importance of assessing their PECs. Guide learners in assessing their PECs on the following: Character Attribute Lifestyle Skills Traits
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Assist learners in analyzing and interpreting the results of the assessment of their PECs. Refer to Appendix B on how to interpret the results of PECs. Ask EQ to draw out the initial understanding of learners about how entrepreneurs succeed in their chosen career. Teacher may distribute meta cards for students to write their answers. These may be posted on the wall and revisited during the FIRMING UP. FIRM UP In order to firm up their understanding, learners may be asked to work individually or in groups in collecting information about how entrepreneurs engaged in baking pies, pastries and breads succeed. Some suggested activities: interview with successful entrepreneurs in baking pies, pastries and breads, inviting successful entrepreneurs as resource persons in class, video documentaries of successful entrepreneurs, web searching, etc. Have learners analyze (in the form of a chart, Venn Diagram or Comparison Alley, etc.) the similarities and differences among successful entrepreneurs engaged in baking pies, pastries and breads, using the following aspects: characteristics, traits, attributes, lifestyles, skills Have learners reflect/ rethink their understanding of how entrepreneurs such as those engaged in baking pies, pastries and breads succeed in their chosen field. Refer students to their answers posted on the wall. Process learners learning and check it against EU. Check learners understanding against the content standard.
4.
3. DEEPEN Have learners align their PECs with those of a successful entrepreneur of their choice. Have learners reflect on their development areas as well as their areas of strength. Ask what they plan to do with them. Ask learners to express the EU. Assess learners at the level of understanding. (Refer to the assessment in Stage 2 using the 6 EUs) 4. TRANSFER Have learners prepare a plan of action that addresses their areas of development and strength based on their PECs. Assess learners plan of action based on the criteria provided in Stage 2 (Assessment at the Level of Performance). Resources/Materials/Equipment Needed Textbooks/KAB Modules Scripts Graphic organizers Charts/Pictures/Video/Multimedia 35
Questionnaires/Checklists/Handouts/Survey Forms, etc. Profile of entrepreneurs Topic: Environment and Market Time Frame: 6 days
Stage 1 Content Standard: Performance Standard: The learner demonstrates understanding of the environment The learner formulates a business idea based on the analysis of and market for cooking as an entrepreneurial career. the immediate environment and market for target customers in Key Ideas baked pies, pastries and breads. - Consumer needs and wants - Existing industry related to cooking meal products - Products/services that satisfy the needs and wants of target customers Key Processes - SWOT analysis - Formulation of business ideas - Opportunity seeking and seizing Essential Understanding(s): Essential Question(s): The needs and wants of the target market and industry help How does one determine the needs and wants of the target determine the product to be produced and/or service to be market and industry in the immediate community? offered. Ones choice of entrepreneurial activity is influenced by the needs and wants of consumers. Seeking and responding effectively to a business opportunity are the bases for starting and maintaining a successful business venture. Learners will know: Consumer needs and wants Existing industry related to embroidery Products/services that satisfy the needs and wants of target consumers How does one select an entrepreneurial activity to be pursued? How can one respond effectively to a business opportunity? Learners will be able to: Prepare SWOT analysis Formulate an action plan on business opportunity Formulate a business idea from data analysis 36
SWOT analysis Formulation of business idea Opportunity seeking and seizing Stage 2 Evidence at the level of understanding Learners should be able to demonstrate understanding by covering the six (6) facets of understanding: Explanation: Explain the importance of the immediate environment and market in identifying business opportunities in baking pies, pastries and breads. Criteria: a. Clear b. Comprehensive c. Concise d. Coherent Interpretation: Interpret the data gathered from the immediate environment and market in identifying business opportunities in baked pies, pastries and breads. Criteria: a. Reliable b. Accurate c. Objective d. Relevant e. Valid Application: Generate business ideas from data analysis of industries related to baking pies, pastries and breads. Criteria: 37 Evidence at the level of performance Assessment of formulated business idea on the following criteria: Profitable Feasible Practical Responsive to consumer needs and wants Innovative
Product or Performance Task: Formulation of a business idea based on the analysis of the immediate environment and market
a. Appropriate b. Innovative c. Practical Perspective: Express from the point of view of a business owner the importance of scanning the environment and market in generating business ideas for target clientele. Criteria: a. Valid b. Relevant c. Insightful Empathy: Express their feelings when entrepreneurs offer the same type of business in a community. Criteria: a. Objective b. Persuasive c. Sensitive d. Open-minded Self-knowledge: Self-assess their level of confidence in formulating business ideas related to baking pies, pastries and breads. Criteria: a. Reflective b. Insightful c. Objective
38
Stage 3 Teaching - Learning Sequence: Entrepreneurs who want to take advantage of business opportunities need to explore the economic, cultural, and social conditions prevailing in the community. Needs and wants of people in a certain community that are not met may be considered as business opportunities. Identifying the needs of the community, its resources, available local specialized skills, and appropriate technology can help a new entrepreneur in seizing a business opportunity. Hence, the learners shall: 1. EXPLORE Guide learners in assessing their prior knowledge on environment and market for baked pies, pastries and breads as an entrepreneurial lens in generating business idea/s through a diagnostic test, K-W-L and other appropriate teaching and learning tools. Have learners assess their immediate environment and market for business opportunities to determine the existing industries, needs and wants of target market with the use of the following: Survey questionnaire; Interview guide; Checklist, etc. SWOT analysis Ask EQs to draw out learners understanding of environment and market in generating business ideas related to baked pies, pastries and breads. 2. FIRM UP Lead learners in analyzing the assessment conducted on the environment and market for baked pies, pastries and breads in the immediate locality. Assist learners in conducting a community mapping to identify business establishments or industries related to baking pies, pastries and breads in the immediate locality. Guide learners in making a graphical presentation of the information on the needs and wants of target market as a result of the data-gathering activity such as: interview, survey, community mapping, etc., Help learners in presenting the result of the data-gathering activity reflective of the needs and wants of the target market. Ask learners to do supplementary reading and other compensatory activity to support the information presented. 3. DEEPEN Assist the learner in conducting an interview with a seasoned entrepreneur to gather salient information as regards the 39
manner he/she was able to seize a business opportunity. Compare whether the information arrived at during the interview will complement/harmonize with their skills in formulating business ideas. Assess the learners level of understanding. (Refer to the Assessment in Stage 2).
4. TRANSFER Ask learners to formulate a business idea as a result of the SWOT analysis of the environment and market for baked pies, pastries and breads. Assess learners business idea based on the criteria provided in Stage 2 (Assessment at the Level of Performance). Resources/Materials/Equipment Needed: Textbooks KAB Modules Magazines/Journals/Articles on supply and demand and existing industry
40
Topic: Production of Pies, Time Frame: 35 days Pastries and Breads Stage 1 Content Standard: Performance Standard: The learner demonstrates understanding of basic concepts and The learner produces marketable original/new baked products, principles underlying the process and delivery in baking: following the basic concepts and principles underlying the process and delivery in baking. process flow in baking breads, pastries and pies such as pandesal, raisin bread, mango/buko pies, tarts, etc. project plan four (4) Ms (manpower, materials, machine, methods) of production evaluation of baked products cost of production pricing of products packaging and marketing of products Essential Understanding(s): Applying the basic concepts and principles underlying the process and delivery in baking is essential in producing marketable baked products. Learners will know: Pies and Pastries Principles in baking pies and pastries Ingredients used in baking pies and pastries Different kinds of crusts and its characteristics Methods of making single crust and double crust pies. Different types of fillings and toppings Project plan 4 Ms of production Essential Question(s): Why do we need to understand the basic concepts and principles underlying the process and delivery in baking? Learners will be able to: Apply the principles in baking pies and pastries Use different ingredients in baking pies and pastries Classify the types of crusts Apply the method of making single and double crust pies Differentiate types of fillings and toppings Prepare project plan Discuss the 4Ms of production 41
Baking of pies and pastries Pineapple pie Buko pie Peanut tarts Fruit tarts Others Evaluation of baked pies and pastries Cost of production/services Pricing of products/services Packaging and marketing of baked products Strategies Advertisement Breads Principles in baking breads Ingredients used in baking breads Methods of baking quick breads Basic bread making operation Causes of failures in baking bread Project planning 4 Ms of production Baking of breads Evaluation of baked breads Cost of production/services Pricing of products Packaging and marketing of baked breads Strategies Advertisement
Bake pies and pastries Pineapple pie Buko pie Peanut tarts Fruit tarts Others Evaluate baked products Compute cost of production Compute for the selling price Adapt appropriate packaging and marketing strategies
Apply the principles in baking breads Use quality ingredients Apply the methods in baking quick breads Apply basic bread making operation Recognize the failure in baking bread Prepare project plan Discuss the 4 Ms of production Bake breads Evaluate baked products Compute the cost of production and selling price Adopt appropriate packaging and marketing strategies
42
Product or Performance Task: Marketable original/new baked products, following the basic concepts and principles underlying the process and delivery in baking Demonstration of the process in the preparation of marketable baked products
Stage 2 Evidence at the level of understanding Learners should be able to demonstrate understanding by covering the six (6) facets of understanding: Explanation: Explain the basic concepts and principles underlying the process and delivery in baking breads, pastries and pies. Criteria: Clear Comprehensive Scientific basis Interpretation: Show the significance of the process and delivery of baking in producing new products. Criteria Original Creative Application: Exhibit marketable meal products following the process and delivery in baking. Criteria Original Creative Nutritive Value Cost-beneficial
Evidence at the level of performance Assessment of breads, pastries and pies based on marketability (quality, appearance, price) and originality (valueadded, uniqueness) Assessment of performance Compliance with standards (tools, equipment, materials) Application of procedure Observance of work habits Speed/Time
43
Perspective: Compare and contrast the different techniques in baking pies, pastries and breads. Criteria: Clear Concise Appropriate Empathy: Share their thoughts on how it feels to have gainful returns in baking pies, pastries and breads. Criteria: Profitable Quality Self-Knowledge: Self-assess their knowledge in producing marketable pies, pastries and breads. Criteria: Clear Self-Confidence
44
Stage 3 Teaching - Learning Sequence: 1. EXPLORE Guide learners in assessing their prior knowledge and understanding in the production of baked pies, pastries and breads through paper and pencil, performance test and other assessment tools. Orient learners in understanding the learning standards (content and performance standards), assessment tools and criteria. Have learners survey a nearby eatery, food stalls, and the like. Let learners prepare survey questionnaire checklist which will focus on: - types of baked pies, pastries and breads - presentation of baked products - ingredients used indigenous ingredients found in the community/locality. - demands for a particular product age, occupation, likes and dislikes Provide learners with pictures/ video clip presentation on the production of baked pies, pastries and breads. Process learners understanding on the pictures and video clip presentation by asking leading questions focusing on the production process of baked pies, pastries and breads. Guide learners in gaining initial understanding of the concepts and principles of baked pies, pastries and bread production. Draw learners Essential Questions (EQ) from their initial understanding on the need to understand the basic concepts and principles underlying the process of delivery in the production of baked pies, pastries and breads. 2. FIRM UP Have learners research on the 4 Ms (materials, machine, method, and manpower) of production needed in producing quality baked products. Encourage learners gather essential information related to pies, pastries and bread production. Learners can use any of the following: - interview with successful baker - web-based resources - reading materials (books, bulletins and others) Guide learners in preparing a project plan on the production of baked pies, pastries and breads. Have learners familiarize themselves with the different processes involved in producing pies, pastries and breads. Encourage learners to reflect, revise, and rethink their understanding in consideration of the processes, information/learning in the production of pies, pastries and breads. 45
Have learners assess themselves on their understanding of the concepts of production of pies, pastries and breads, Check this against the content standard.
3. DEEPEN Have learners translate the project plan into a quality baked products based on the given standard procedure. Assists learners in computing for the cost of production and selling price of pies, pastries and breads. Engage learners into a guided discussion on the factors that may affect the different practices in baking pies, pastries and breads. Encourage learners to reflect on and revise their project plan. Have learners express their understanding and check against the Essential Understanding (EU) and content standard in baking pies, pastries and breads. Have learners assess their understanding. (Refer to Stage 2, Assessment at the Level of Understanding) 4. TRANSFER Have learners produce original/new marketable pies, pastries and breads applying the concepts and principles in baking. Encourage learners to exhibit their finished products (bazaar, food fair, etc.). Assess learners level of performance. (Refer to Stage 2, Assessment at the Level of Performance) Resources/Materials/Equipment Needed: Textbooks Magazines/Journals KAB Modules Cooking utensils/ tools and equipment Ingredients
46
Quarter 4: Baking Cookies and Cakes
Topic: Personal Entrepreneurial Time Frame: 2 days Competencies (PECs) Stage 1 Content Standard: Performance Standard: The learner demonstrates understanding of Personal The learner prepares, based on PECs, a plan of action that Entrepreneurial Competencies (PECs) such as characteristics, addresses his/her areas of development and areas of strength in attributes, lifestyles, skills, traits, etc. in baking cookies and baked cookies and cakes business. cakes. Analysis and interpretation of PECs by achievement, planning and power clusters. Essential Understanding(s): Successful entrepreneurs like those engaged in the business cooking, continuously develop and improve their PECs. Learners will know: Personal competencies - Characteristics - Attributes - Lifestyles - Skills - Traits Cluster of PECs - Achievement - Planning - Power Essential Question(s): How does one ensure success in a chosen entrepreneurial career like baking? Learners will be able to: Analyze the competencies of PECs Interpret the clusters of PECs such as achievement, planning and power Prepare a plan of action Improve areas of strength
47
Product or Performance Task: Plan of action, based on PECs, addressing ones areas of development and areas of strength
Stage 2 Evidence at the level of understanding Learners should be able to demonstrate understanding by covering the six (6) facets of understanding: Explanation: Describe their PECs focusing on strengths and development areas. Criteria: a. Clear b. Comprehensive c. Concise Interpretation: Compare their PECs with those of a successful practitioner. Criteria: a. Objective b. Focused c. Conclusive Application: Apply their PECs in pursuing a chosen entrepreneurial activity. Criteria: a. Appropriate b. Effective c. Practical Perspective: Express their thoughts on the importance of PECs from the viewpoint of a seasoned entrepreneur. Criteria: a. Valid b. Relevant c. Plausible
48
d. Sensitive Empathy: Express the feelings of an entrepreneur who finds difficulty in coping with the PECs of a chosen career. Criteria: a. Open-minded b. Objective c. Sensitive Self-knowledge: Assess, based on the results of PECs, their level of confidence as a prospective entrepreneur in baking. Criteria: a. Reflective b. Insightful c. Objective
49
Stage 3 Teaching - Learning Sequence: 1. EXPLORE Ask learners to name people in the community who are successful in their baked cookies and cakes business. Why are they successful? Do you wish to be like them? Explain to learners the importance of assessing their PECs Guide learners in assessing their PECs on the following: Character Attribute Lifestyle Skills Traits
Assist learners in analyzing and interpreting the results of the assessment of their PECs. Refer to Appendix B on how to interpret the results of PECs. Ask EQ to draw out the initial understanding of learners about how entrepreneurs succeed in their chosen career. Teacher may distribute meta cards for students to write their answers. These may be posted on the wall and revisited during the FIRMING UP.
2. FIRM UP In order to firm up their understanding, learners may be asked to work individually or in groups in collecting information about how entrepreneurs engaged in baking cookies and cakes succeed. Some suggested activities: interview with successful entrepreneurs in baking cookies and cakes, inviting successful entrepreneurs as resource persons in class, video documentaries of successful entrepreneurs, web searching, etc. Have learners analyze (in the form of a chart, Venn Diagram or Comparison Alley, etc.) the similarities and differences among successful entrepreneurs engaged in baking cookies and cakes, using the following aspects: characteristics, traits, attributes, lifestyles, skills. Have learners reflect/ rethink their understanding of how entrepreneurs such as those engaged in baking cookies and cakes succeed in their chosen field. Refer students to their answers posted on the wall. Process learners learning and check it against EU. Check learners understanding against the content standard. 50
51
Quarter 4 : Baking Cookies and Cakes
Time Frame: 6 days
Stage 1 Content Standard: Performance Standard: The learner demonstrates understanding of the environment The learner formulates a business idea based on the analysis of and market for baking cookies and cakes as an entrepreneurial the immediate environment and market for baked cookies and career. cakes. Key Ideas - Consumer needs and wants - Existing industry related to cooking meal products - Products/services that satisfy the needs and wants of target customers Key Processes - SWOT analysis - Formulation of business ideas - Opportunity seeking and seizing Essential Understanding(s): Essential Question(s): The needs and wants of the target market and industry help How does one determine the needs and wants of the target determine the product to be produced and/or service to be market and industry in the immediate community? offered. Ones choice of entrepreneurial activity is influenced by the needs and wants of consumers. Seeking and responding effectively to a business opportunity are the bases for starting and maintaining a successful business venture. Learners will know: Consumer needs and wants Existing industry related to embroidery Products/services that satisfy the needs and wants of target consumers SWOT analysis Formulation of business idea How does one select an entrepreneurial activity to be pursued? How can one respond effectively to a business opportunity? Learners will be able to: Prepare SWOT analysis Formulate an action plan on business opportunity Formulate a business idea from data analysis
52
Opportunity seeking and seizing Evidence at the level of performance Assessment of formulated business idea on the following criteria: Profitable Feasible Practical Responsive to consumer needs and wants Innovative
Stage 2 Product or Performance Task: Evidence at the level of understanding Formulation of a business idea based on Learners should be able to demonstrate the analysis of the immediate environment understanding by covering the six (6) and market facets of understanding: Explanation: Explain the importance of the immediate environment and market in identifying business opportunities in baked cookies and cakes. Criteria: a. Clear b. Comprehensive c. Concise d. Coherent Interpretation: Interpret the data gathered from the immediate environment and market in identifying business opportunities in baked cookies and cakes. Criteria: a. Reliable b. Accurate c. Objective d. Relevant e. Valid Application: Generate business ideas from data analysis of industries related on baked cookies and cakes. Criteria: a. Appropriate b. Innovative c. Practical
53
Perspective: Express from the point of view of a business owner the importance of scanning the environment and market in generating business ideas for industries related to baked cookies and cakes. Criteria: a. Valid b. Relevant c. Insightful Empathy: Express their feelings when entrepreneurs offer the same type of business in a community. Criteria: a. Objective b. Persuasive c. Sensitive d. Open-minded Self-knowledge: Self-assess their level of confidence in formulating business ideas related to baking cookies and cakes. Criteria: a. Reflective b. Insightful c. Objective
54
Stage 3 Teaching - Learning Sequence: Entrepreneurs who want to take advantage of business opportunities need to explore the economic, cultural, and social conditions prevailing in the community. Needs and wants of people in a certain community that are not met may be considered as business opportunities. Identifying the needs of the community, its resources, available local specialized skills, and appropriate technology can help a new entrepreneur in seizing a business opportunity. Hence, the learners shall: 1. EXPLORE Guide learners in assessing their prior knowledge on environment and market for baked cookies and cakes as an entrepreneurial lens in generating business idea/s through a diagnostic test, K-W-L and other appropriate teaching and learning tools. Have learners assess their immediate environment and market for baked cookies and cakes to determine the existing industries, needs and wants of target market with the use of the following: Survey questionnaire; Interview guide; Checklist, etc. SWOT analysis Ask EQs to draw out learners understanding of environment and market in generating business ideas to baked cookies and cakes. 2. FIRM UP Lead learners in analyzing the assessment conducted on the environment and market for baked cookies and cakes products in the immediate locality. Assist learners in conducting a community mapping to identify business establishments or industries related to baked cookies and cakes in the immediate locality. Guide learners in making a graphical presentation of the information on the needs and wants of target market as a result of the data-gathering activity such as: interview, survey, community mapping, etc., Help learners in presenting the result of the data-gathering activity reflective of the needs and wants of the target market for baked cookies and cakes. Ask learners to do supplementary reading and other compensatory activity to support the information presented. 3. DEEPEN Assist learners in conducting an interview with a seasoned entrepreneur to gather salient information as regards the manner 55
he/she was able to seize a business opportunity relative to baking cookies and cakes. Compare whether the information derived from the interview will complement/harmonize with their skills in formulating business ideas. Assess learners level of understanding. (Refer to the Assessment in Stage 2).
4. TRANSFER Ask learners to formulate a business idea as a result of the SWOT analysis of the environment and market for baked cookies and cakes. Assess the learners business idea based on the interview provided in Stage 2 (Assessment at the Level of Performance). Resources/Materials/Equipment Needed: Textbooks KAB Modules Magazines/Journals/Articles on supply and demand and existing industry
56
Quarter 4 : Baking Cookies and Cakes
Topic: Production of Cookies and Cakes
Time Frame: 35 days
Content Standard:
Stage 1 Performance Standard: The learner produces marketable original/new baked products, following the basic concepts and principles underlying the process and delivery in baking.
The learner demonstrates understanding of the basic concepts and principles underlying the process and delivery in baking: process flow in baking cookies and cakes such as brownies, butter, pinwheel, macaroons, oatmeal cookies and sponge, butter, chiffon, upsidedown cakes, etc. project plan four (4) Ms (manpower, materials, machine, methods) of production evaluation of baked products cost of production pricing of products packaging and marketing of products Essential Understanding(s): Applying the basic concepts and principles underlying the process and delivery in baking is essential in producing marketable baked products. Learners will know: Cookies Ingredients used in cookies Methods of mixing cookies Characteristics of quality cookies Project plan 4 Ms of production Baking of cookies
Essential Question(s): Why do we need to understand the basic concepts and principles underlying the process and delivery in baking? Learners will be able to: Use of quality ingredients Apply the method of mixing cookies Recognize characteristics of quality cookies Prepare project plan Discuss the 4Ms of production Bake cookies 57
Brownies Dream Heart Wafers Oatmeal Cookies Chocolate Pinwheel Sand Tarts Peanut Butter Thumbprints Evaluation of baked cookies Cost of production/services Pricing of products/services Packaging and marketing of baked products Strategies Advertisement Types of cakes Ingredients used in baking cakes Qualities of well baked cakes Factors to consider in baking quality cakes Icing and frosting Kinds of icing and frosting Project planning 4 Ms of production of cakes Baking of cakes Cake decorating Chiffon cake with boiled icing Butter cake/pineapple upside down cake Sponge cake with chocolate frosting Evaluation of cakes Cost of production/service Pricing of products/services Packaging and marketing of cakes
Brownies Dream Heart Wafers Oatmeal Cookies Chocolate Pinwheel Sand Tarts Peanut Butter Thumbprints Evaluate baked products Compute cost of production Compute for the selling price Adapt appropriate packaging and marketing strategies
Cakes Differentiate types of cakes Use quality ingredients Recognize qualities of a well baked cakes Differentiate quality cakes Differentiate icing from frosting Classify kinds of icing and frosting Make project plan Discuss the 4 Ms of production Bake cakes Decorate cakes Chiffon cake with boiled icing Butter cake/pineapple upside down cake Sponge cake with chocolate frosting Evaluate cake Compute cost of production and selling price Adopt appropriate packaging and marketing strategies
58
Product or Performance Task: Marketable original/new baked products, following the basic concepts and principles underlying the process and delivery in baking. Demonstration of the process in the preparation of marketable baked products
Stage 2 Evidence at the level of understanding Learners should be able to demonstrate understanding by covering the six (6) facets of understanding: Explanation: Explain the basic concepts and principles underlying the process and delivery in baking cookies and cakes. Criteria: Clear Comprehensive Scientific basis Interpretation: Show the significance of the process and delivery of baking in producing new products. Criteria Original Creative Application: Exhibit marketable meal products following the process and delivery in baking. Criteria Original Creative Nutritive Value Cost-beneficial
Evidence at the level of performance Assessment of cookies and cakes based on marketability (quality, appearance, price) and originality (value-added, uniqueness) Assessment of performance Compliance with standards (tools, equipment, materials) Application of procedure Observance of work habits Speed/Time
59
Perspective: Compare and contrast the different techniques in baking cookies and cakes. Criteria: Concise Appropriate Empathy: Share their thoughts on how it feels to have gainful returns in baking cookies and cakes. Criteria: Profitable Quality Self-Knowledge: Self-assess their knowledge in producing marketable cookies and cakes. Criteria: Clear Self-Confidence
60
Stage 3 Teaching - Learning Sequence: 1. EXPLORE Guide learners in assessing their prior knowledge and understanding in the production of baked cookies and cakes through paper and pencil, performance test and other assessment tools. Orient learners in understanding the learning standards (content and performance standards), assessment tools and criteria. Have learners survey a nearby eatery, food stalls, and the like. Let learners prepare survey questionnaire checklist which will focus on: - types of baked cookies and cakes - presentation of baked products - ingredients used indigenous ingredients in the community/locality - demands for a particular product age, occupation, likes and dislikes Provide learners with pictures/ video clip presentation on the production of cookies and cakes. Process learners understanding of the pictures and video presentation by asking leading questions focusing on the production process of baked cookies and cakes. Draw learners Essential Questions (EQ) from their initial understanding on the need to understand the basic concepts and principles underlying the process of delivery in the production of baked cookies and cakes. 2. FIRM UP Have learners research on the 4 Ms (materials, machine, method, and manpower) of production needed in producing quality baked products. Encourage learners gather essential information related to cookies and cakes. Learners can use any of the following: - interview with successful baker - web-based resources - reading materials (books, bulletins and others) Assist learners in preparing a project plan on the production of baked cookies and cakes. Have learners familiarize themselves with the different processes involved in producing cookies and cakes. Encourage learners to reflect, revise, and rethink their understanding in consideration of the processes, information/learning in the production of cookies and cakes. Have learners assess themselves on their understanding of the concepts of production of cookies and cakes. Check this against the content standard. 61
3. DEEPEN Have learners translate the project plan into a quality baked products based on the given standard procedure. Assist learners in computing for the cost of production and selling price of cookies and cakes. Engage learners into a guided discussion on the factors that may affect the different practices in baking cookies and cakes. Encourage learners to reflect on and revise their project plan. Have learners express their understanding and check against the essential understanding (EU) and content standard in baking cookies and cakes. Assess learners level of understanding. (Refer to Stage 2, Assessment at the Level of Understanding) 4. Transfer: Have learners produce original/new marketable cookies and cakes applying the concepts and principles in baking. Encourage learners to exhibit their finished products (bazaar, food fair, etc.). Have learners assess their level of performance. (Refer to Stage 2, Assessment at the Level of Performance) Resources/Materials/Equipment Needed: Textbooks Magazines/Journals KAB Modules Cooking utensils, tools and equipment Ingredients
62

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2010 SECONDARY EDUCATION CURRICULUM Career Pathways Technology and Livelihood Education

Quarter 1 : Basic Cookery

Topic: Personal Entrepreneurial Competencies (PECs)

Time Frame: 2 days

Quarter 1 : Basic Cookery

Topic: Environment and Market

Time Frame: 6 days

Quarter 1 : Basic Cookery

Topic: Methods of Cooking

Time Frame: 35 days

chicken, tinola, sinigang, pochero, etc.

Quarter 2 : Native Delicacies Cookery

Topic: Personal Entrepreneurial Competencies (PECs)

Time Frame: 2 days

Quarter 2 : Native Delicacies Cookery

Topic: Environment and Market

Time Frame: 6 days

Quarter 2 : Native Delicacies Cookery

the content standard.

Quarter 3 : Baking Pies, Pastries and Breads

Quarter 3 : Baking Pies, Pastries and Breads

Quarter 3 : Baking Pies, Pastries and Breads

Quarter 4: Baking Cookies and Cakes

Quarter 4 : Baking Cookies and Cakes

Topic: Environment and Market

Time Frame: 6 days

Quarter 4 : Baking Cookies and Cakes

Topic: Production of Cookies and Cakes

Time Frame: 35 days

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