LEARNING MODULE

THE NOTRE DAME OF MASIAG, INC.

SY 2020-2021

Technology and
Livelihood Education
Grade 10
Quarter 1
Name _______________________________________________________

Section _______________________________________________________

Subject Teacher ________________________________________________________

Class Adviser ________________________________________________________

FOR PRIVATE USE

in the Notre Dame of Masiag, Inc.
Strictly not for Public Circulation
 Foreword to Parents and Students

Welcome to Notre Dame of Masiag, Inc. Modular Learning Modality for school year 2020-2021. This Module
was prepared for use in the Archdiocesan Notre Dame Schools of Cotabato (ANDSC) system. Whenever necessary and
appropriate, the Subject Teacher made some revisions in order to best suit the needs of your particular school.
This set of Modules will be used with an accompanying official textbook available for sale or rental from the
school. For the schools that do not use a textbook, the subject teacher will provide another set of texts or excerpts that
will serve as Substitute of the textbook, which is called Appendix Text. On a regular basis, the student will be directed
to do some activities in his/her Activity/Assessment Notebook. Make sure you have these 3 sets of Materials for your
classes: 1) Modules; 2) Textbook or Appendix Texts; and 3) Activity/Assessment Notebook.
For our Blended Learning, the school will use online technologies to support our Modular Learning Delivery:
the use of online classrooms, links, video presentations, social media, emails, live calls, webinars, etc. Furthermore, the
students are highly encouraged to find supplementary ways of learning like reading materials, multimedia, online
resources, and the aid of the people in the homes. It goes without saying that the parents are the best partners of the
school in the education of their children. Now, more than ever, your children need your support in the delivery of
learning.
We are hopeful that despite its few disadvantages, this new approach to education will yield the most for our
students. We also hope that this pandemic will soon end and we can see you face to face. At the beginning of this
school year, may I introduce to you the Vision-Mission and Core Values to be adapted by all the ANDSC schools
starting this school year 2020-2021. Our Module Designers have tried their best to incorporate these treasures in the
Modules.
Thank you for choosing Notre Dame.
Rev. Fr. Arnold L. Fuentes, DCC
Director/Superintendent

VISION STATEMENT
Notre Dame of Masiag, Inc., a member of the Archdiocesan Notre Dame Schools of Cotabato, providing quality
education rooted in the gospel values and Marian ideals, envisions to be a center of excellence in the holistic development of
human persons, equipped with knowledge and life-enriching skills who are successful and responsible citizens contributing to the
transformation of society.
MISSION STATEMENT
We commit ourselves to provide innovative programs for dynamic learning experiences in a safe and conducive
environment; foster a culture of peace, understanding and solidarity; develop leadership and exercise social responsibility;
participate in nation building and promote love for country; and collaborate with the local church in its mission of evangelization.

CORE VALUES – N.O.T.R.E. D.A.M.E.

N Noble A Notre Damean demonstrates high moral principles that embody nobility of character
especially honesty and integrity.
O Obedient A Notre Damean exemplifies fidelity to God and loyalty to country; follows school policies,
rules and regulations; and practices desirable family values.
T Transformed A Notre Damean displays positive disposition in life and an acceptable level of self-
confidence and maturity, and shows capacity for teamwork, collaboration and solidarity.
R Respectful A Notre Damean shows high esteem and regard to oneself, others, the community, country,
nature, environment, and other faiths and cultures.
E Enlightened A Notre Damean demonstrates academic excellence, critical and reflective thinking, and
guided by one’s conscience, makes good decisions and actions based on wise judgment.
D Disciplined A Notre Damean wills and obliges to do what is right and expected, and exercises self-
control in one’s dealings with the world and others.
A Accountable A Notre Damean displays commitment and responsibility in performing one’s tasks, and
shows leadership capacities and sense of volunteerism and initiative.
M Marian A Notre Damean emulates Mary’s virtues especially faith in God, generosity, humility,
prayerfulness, purity, simplicity, and service.
E Empathetic A Notre Damean shows sensitivity and understanding of the feelings, ideas, beliefs, cultures,
traditions, and experiences of others; and shows compassion, friendship, kindness and love.
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Reference Links

www.youtube.com/watch?v=sdWzV2JxmNY
https://www.youtube.com/watch?v=WqkhMh0Mxd4
https://www.youtube.com/watch?v=FhiyPD0kjmI
Definition of Terms
Roots - These are underground parts of plants which include sweet potato, cassava, carrots radish and etc.
Tuber - These are short/thickened fleshly parts of an underground stem, such as Irish potatoes and Jerusalem
artichokes.
Seeds - These are parts from which a new plant will grow, which include legumes or beans like monggo bean,
broad beans, garbanzos or chickpeas, papaya or cow peas, soybeans, white beans, lima beans, and
kidney beans.
Bulbs - These are underground buds and are made of very short stems covered with layers like garlic, onion,
chives, leeks, and shallots.
Leaves - These include the onion family like spring onion, leeks, scallion, and a wide variety of leaves like sili
leaves, ampalaya, alugbati, spinach, kangkong or swamp cabbage, kintsay or Filipino celery, celery,
lettuce or letsugas, mustasa, or mustard, petsay or Chinese cabbage.
Steam and Shoots - These are the stalks supporting the leaves, flowers, or fruits. It includes the stems of the
leaves of kangkong, celery, kintsay, alugbati, lettuce, mustard, and petsay. It also includes bamboo
shoots or labong, and coconut pith o ubad.
Fruits - These include those cooked as vians like ampalaya, patola, upo, pusong saging, eggplant, kalabasa,
kamatis, langkang hilaw, bell pepper, and siling pansigang.
Flowers – Examples of these are bulaklak ng kalabasa, bulaklak ng saging, cauliflower,and katuray or seaban
flower.
Aerating-the process of incorporating air in a mixture as in scrambled eggs. In some cases, the egg white is
beaten using a wire whip to produce air cells before adding the egg yolk. What is produced is a bigger
volume, light, and tender scrambled egg.
Thickening - used as thickening agent in custards, leche flan, and pudding. The food mixture thickens when egg
is coagulated in leche flan making.
Garnishing - used as filling in morcon, embutido, and as décor or top of pancit palabok.
Coating - used in crunchy fish fillet or chicken breast fillet.
Binding - used in the meat mixture in a lumpiang shanghai, omellettes, burgers, croquettes, and chicken/fish
balls. Beaten egg is added to meat mixture to keep it intact when fried, steamed, or baked.
Coloring - used in lumpia wrappers. Chicken of duck eggs may be used.
Leavening- used in sponge cake, chiffon cakes, and meringues. As leavening agent, it produces foams (by
beating egg whites) stable enough to be incorporated in a food mixture, for example in a batter for
chiffon cake.
Emulsifying – the lecithin in egg yolk has the ability to protect oil droplets from coalescing in the making of
mayonnaise. An emulsifying agent is an ingredient which allows the dispersion of tiny globules of one
liquid in another which are immiscible to each other. An example is mayonnaise, which is an oil-in
water mixture called emulsion.
Glazing – as in egg yolk-water mixture, used as egg washing for breads to be baked, giving the baked product a
golden yellow and glossy surface.
Enriching – it makes an existing dish richer with protein and other nutrients that an egg contains. Meatballs,
morcon, pork/beef asado, and adobo served with hard-boiled eggs are a variation of the traditional
asado/adobo recipes as they are enriched with the additional of eggs. Egg yolk added in pancakes
makes the dish enriching.
Clarifying – used in wine making. Egg white is used to clarify the wine after it aged and is to be ready for
bottling. Clarifying clears the wine of solutes and substances. This makes the wine look clear after it is
classified.
Broiler – Also called fryer. This is chicken about 9 to 12 weeks of age, usually has tender meat, flexible bone
cartilage, and has soft, smooth pliable skin.
Roaster – a chicken about 3 to 5 month of age, has tender meat, soft smooth pliable skin, and flexible bone
cartilage.
Capon – a male chicken that has been resized surgically, under 8 months old, has tender meat, and soft pliable
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smooth skin.
Stag – male chicken; under 10 months old, tough, dark flesh, hard breastbone, cartilage and coarse skin.
Stewing chicken –female chicken; more than 10 months old, less tender, and hard breastbone tip.
Rooster – also known as cock; mature male chicken, tough and dark meat, hard breastbone tip, and coarse skin.
Jumbo broiler – extra-large broiler about 4 kilos in weight, similar to a turkey in size. Ideal for special occasions.

EXPECTED SKILLS:
1. The learner independently selects and prepares suitable vegetables, fruits, eggs and starch to specific
recipes for dishes by applying the correct methods, techniques and principles.
2. The learner selects and uses the appropriate class of poultry preparation methods, techniques and
principles for specific menus or recipes.
3. The learner independently prepares a variety of portion –controlled meat cuts by using the appropriate
methods of cooking and preservation by machines and equipment based on the given principles and
techniques.
4. The learner prepares and cooks seafood by using a variety of cooking methods considering the variety,
cut size, portion, texture, bone portion, and market forms of seafood based on the principles and
techniques.
5. The learner packs foodstuffs by selecting and using appropriate packaging materials to specific foodstuffs
that are in compliance with hygiene, occupational health and safety environment-friendliness, stack
ability and transferable materials.
6. The learner prepares, portions, plates and presents a variety of food items like entrees, main courses,
sandwiches, soups, appetizers, salads, beverages, and buffets that are industry accepted by using
standardized recipes, appropriate ingredients, tools, equipment, principles and techniques.

MODULE MAP
Here is a sample map of the lessons that will cover for this unit;

PREPARING VEGETABLES, FRUITS, EGGS AND STARCH

DISHERS

PARTS OF PLANTS USED AS VEGETABLES

MARKET FORMS OF FRUITS AND VEGETABLES

CONSIDERATION IN THE SELECTION OF FRUITS AND VEGETABLES

CONSIDERATION IN THE SELECTION OF FRUITS AND VEGETABLES

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LESSON 1. Preparing Vegetables, Fruits eggs and Starch Dishes

Objectives/ Competencies:
As you go along in this lesson you will be achieving the following;
1. Clean, sanitize and prepare tools, utensils and equipments needed in preparing vegetables, fruits and starch
dishes
2. Identify its nutritive value
3. Identify and prepare ingredients according to standard recipes

Content Standard:
The learners demonstrate an understanding of:
Preparing vegetables, fruits, eggs and starch dishes.
Time allotment: 2 weeks (1 hour per day)

INTRODUCTION AND FOCUS QUESTION:

Look at the picture.

Have you ever realized the things that you can see in the four corners of your kitchen? Do you also
realized the uses of the different tools? In this lesson you will be learning the different tools, utensils and
equipment needed in preparing vegetables, fruits, eggs and starch dishes.
As you accomplish this module, remember to search for the answer to the question below.

How important to understand the uses of different kitchen tools and utensils in cooking?

PRE-ASSESSMENT
Let’s find out how much you already know about the lessons in this module. Using your assessment
notebook write the letter of your answer. After taking this short test you will see your score. Take note of the
items that you were not able to correctly answered and look for the right answer as you go through this module.
1. It is used to roll out and flatten the dough.
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a. Kitchen Mallet b. Spatula c. Rolling pin d. Pastry Blender
2. It is used to scrape the ingredients down from the sides of mixing bowls.
a. Rubber Scraper b. Spring form Pan c. Spatula d. Turner
3. It is used to add air to ingredients to make them light and fluffy or stir thin sauces and batter.
a. Pastry blender b. Spatula c. Mixer d. Wire Whisk
4. It is used to protect your counter tops while you cut and chop food.
a. Cooling rock b. Whisk c. Cutting board d. Turner
5. It is used to place hot foods.
a. Pastry blender b. Sifter c. Spatula d. Cooling rock
6. It is used to allow liquids to drain away from foods, like corn or green beans.
a. Sifter b. Mixing spoon c. Rotary Beater d. Slotted spoon
7. It is used to measure small amounts of both liquid and dry ingredients.
a. Spoons b. Measuring spoons c. Peeler d. Slotted Spoons
8. This utensils measure large amounts of food such as oil, water, milk, etc.
a. Liquid measuring cup b. Measuring spoon c. Dry measuring cup
9. It is a large bowl with holes. It drains liquid away from foods like cooked pasta and etc.
a. Steamer b. Strainer c. Ricer d. Slotted spoon
10. It is used to bake muffins or cupcakes.
a. Cake pan b. Muffin pan c. Jelly roll Pan d. Pie pan

Let’s begin the module by considering ourselves as an explorer of our own kitchen.
Activity 1.1. Let’s Explore.

Instruction: You will work as an explorer and you will explore your own kitchen. You are
looking for the different tools and utensils found on your kitchen. List down all the tools and
utensils as much as you can. Write your answer on your activity/assessment notebook.

While doing the exploration, take note of the important things that you observe in your kitchen including
the different tools that you normally used yet you have no idea of the purpose or the uses of the said tools.

Process Questions:
1. How are you going to clean the utensils?
2. How are you going to sanitize the utensils?
3. How are you going to prepare the utensils when you cook food?
Write your answer on you activity/assessment notebook.

Activity 1.2. Let’s Classify.

Vegetables are plants or parts of plants used as food. As parts of plants, they include roots, tubers, bulbs,
stems, shoots leaves fruits and flowers.
On this activity, you will classify the different parts of plants used as vegetable food.

Instruction: For those who have Internet connectivity you may access to the given link below for you
to watch the video clip. However, for those who don’t have internet connectivity you may refer the
information by consulting Appendix A.1, page 17 of your module.(Parts of Plants used as Vegetables)

Video clip on:www.youtube.com/watch?v=sdWzV2JxmNY

Video title: Edible parts of Plants.
As you watch the video please take note of the important details particularly on the types of plants you
are not familiar with or you did not see in your backyard.

Process Question:
1. What are the examples of root crops?
2. What are the examples of edible leaf crops?
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3. What are the examples of bulbs?
4. What are the examples of tubers?
Write your answer on your activity/assessment notebook.

Now, that you already knew the different types of plants that are used for food, let’s learn the
market form of fruits and vegetables and the consideration in the selection of fruits and vegetables.

Activity.1.3. Let’s Market.

In this activity, you will learn the different foods coming from the parts of the plants and their market
forms. Thinking that you will go to the market and buy different vegetable products fresh, canned, frozen and
dried. There will be a check list for you to determine the examples of each type. Write your Answer on your
activity/assessment notebook.
What to buy: Example of Fresh Example of Canned Example of Example of
Product Product frozen product dried product

Ex. Corn Sweet Corn Whole Kernel Corn - Safari snacks

1. Pineapple

2. Monggo

3. Cabbage

4. Kangkong

5. Camote

Note: As you answer the questions it is not necessary that you fill in the entire table. What you have
answered correctly will be your corresponding score.
End of Explore
The culinary way of distinguishing fruits and vegetables is their primary used or role in our diet.
Vegetables are used as viands, while fruits are used as desserts.

Your goal in this section is to understand the concept of identifying the nutritive value of fruits and
vegetables. As you go through the selection, please bear in mind the points to remember when preparing
vegetables, eggs, starch and starch products.

On the previous section you already learned about the ways of cleaning, sanitizing and preparing
tools and utensils in vegetable cooking as well as the different parts of plants that can be eaten.

Activity 1.4. Be an Artist

This time, you are expected to be more knowledgeable in terms of a clean and well sanitized kitchen tools
and equipments. You are also equipped with knowledge in terms classifying the different parts of plant that can be
used as food.
Instruction: In a ¼ illustration board you will draw examples of the following;
1. 5 kitchen utensils
2. Parts of plants used as vegetables such as:
- 5 roots - 5 Seeds - 5 Leaves - 5 Flowers -5 Fruits -5 Stems
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In order for you to achieve the right nutrients coming from fruits and vegetables, you must
consider the different ways in selecting the good quality of fruits and vegetables in the market.

Activity. 1.5.Are you a Nutritionist?

Fruits and vegetables are rich in vitamins and minerals needed for the body, for growth and development.

Instruction: Fill in the following tables on the given examples of fruits and vegetables with their
corresponding nutrients and their ways of selecting good quality when buying in the market or picking
in the backyard garden. Write your answer on your activity/assessment notebook

Types of fruits Nutrient content Characteristics of being in good

quality
1.

Vegetables
1.

End of Firm Up.

In learning the different nutritive value of different fruits and vegetables, you must also consider the
purpose of knowing its functions and their help to our body. As you go along with your exploration do not forget
to answer the quotation given below;

“You are what you eat!”

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Good job. You are almost done with your exploration. You were able to conquer the different obstacles
before getting through on this section. Please bear in mind that being an explorer you must have courage to win
against challenges that hinder your ways towards success.

In this section you will be filled with knowledge on the different ways in preparing vegetables according
to the standard recipes.

Activity 1.6. Cooking time.

Instructions: There are several cooking recipes found in Appendix A.2, page 17-21 of your module.
You are tasked to cook a viand for your dinner. You must only use main ingredients from the
vegetable crops that you have learned from the beginning of this lesson. You will record your output
not less than five minutes but not to exceed 10 minutes. For those students who have no recording
device you may submit a process of cooking vegetable in a sheet of paper including the following;
Ingredients
Process/Procedure
Note: Your output will be submitted by your parents via flash drive or hard copy.

Process questions:
1. How did you find the activity?
2. Why did you choose to cook it?
3. What are the nutritive value found in your cooked vegetable food?
Write your answer on your activity notebook
Values Integration:
From your activity you were able to achieve the following values including obedient, discipline and
Accountable. Obedient because you were able to follow the required step by step process of cooking food.
Discipline because you were able to maintain cleanliness in your cooking area. Accountable since you were able
to manage your recipe.

End of Deepen
Hurray. Good job student, you were able to make your own recipe. It is obvious that your exploration was
truly amazing. Indeed, continue your doing and learning.

TRANSFER

This is it. The summit of your exploration. You may take a break after doing the last activity and be
prepared for the next journey of your learning.

Activity. 1.7. How much have you learned?

Taken from your previous lessons, you are now going to collect some twigs and branches of learning
beginning from the tools and utensils up to the processes of doing vegetable recipes.

1.7.1. What’s my purpose? Give the uses of the following kitchen tools, utensils and equipments.
Tools and Utensils Uses
1. Ladle
2. Paring Knife
3. Colander
4. Bowls
5. Measuring Spoons
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6. Plates
7. Frying pan
8. Cooking Pot
9. Chopping board
10. Grater
Write your answer on your activity notebook

Activity 1.7.2. It’s my Recipe.

Your task in the activity is to formulate your own cooking recipe. Before you do that, take note of the
following:
1. Name of the recipe
2. Ingredients
3. Procedure
4. Nutritive value
Write your answer on your activity notebook
End of Transfer.
In order for you to come up with a good meal pattern, you must follow with the recipe.
At last, you are done. Congratulations! Prepare yourself on your next journey.

POST ASSESSMENT
Instruction: Answer the following assessments on your module Appendix B.1. page 23 of your module.
Test 1. Matching type
Test II. Explain
Test III. Essay:
1. How important are the tools, utensils and equipment’s in cooking?
2. Why do we need to follow certain cooking recipe?
Write your answer on your Assessment notebook.
LESSON 2. Preparing Cooking Poultry
Objectives/ Competencies:
As you go along in this lesson, you will be achieving the following:
1. Prepare the tools, equipment and ingredients based on standards.
2. Identify the market forms of poultry
3. Determine poultry cuts in accordance with the prescribe dish
Content Standard
The learners demonstrate an understanding of:
Basic concept and underlying theories in preparing and cooking poultry
Time allotment: 2 weeks (1 hour per day)

INTRODUCTION AND FOCUS QUESTION:

Let’s Play WORDSCAPES
A Wordscapes is the word hunt game that over 10 million people just can't stop playing! It's a perfect fit
for fans of crossword or word anagram games, combining best of word find games and crossword puzzles.
Instruction: In this game you will find words from the main word given below. Try different words as many as
you can.

P
L R
O U
T Y
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Copy the format below and write your answer on your activity notebook.

_____________ ______________ ______________

_____________ ______________ ______________
_____________ ______________ ______________

Process questions:
1. How did you find the activity?
2. What do you think of the topics related to the longest word that you have known?

One of the most popular food items all over the world is poultry, specifically chicken prepared in various
ways according to the national preferences or taste, as dictated by the culture and history of a country. In this
lesson will be learning the different ways in preparing and cooking poultry.

PRE-ASSESSMENT
Let’s find out how much you already know about the lessons in this module. Using your assessment
notebook write the letter of your answer. After taking this short test you will see your score. Take note of the
items that you were not able to correctly answered and look for the right answer as you go through this module.
Write your answer on your activity/assessment notebook
Test 1. Multiple Choice. Write the letter of the correct answer.
_______1. Poultry includes all of the following EXCEPT
a. Chicken b. Turkey c. Ham d. Geese
_______2. All protein is a good source of
a. Phosphorus b. Niacin c. Riboflavin d. Iron e. All of the Above
_______3. This is market form of poultry with all its parts intact but not live.
a. Live poultry b. Whole poultry c. Frozen d. Precooked
_______4. Dark meat is slightly lower in fat than light meat.
a. True b. False
_______5. Grade B and C birds are usually used in processed products.
a. True b. False
_______6. Which chicken pieces are very meaty?
a. Breast b. Legs c. Thigh d. All of the above
_______7. Which is NOT a cooking method of poultry?
a. Roast b. Broil c. Stew d. Boil e. fry
_______8. You can roast
a. Ducks b. Chickens c. Turkeys d. Geese e. All of the above
_______9. This refer to the male chicken under 10 months old.
a. Rooster b. Stag c. Capon d. Broiler
_______10. A market form of poultry which refers to a slaughtered bird that have been bled and defeathered.
a. Live poultry b. Dressed Poultry c. Ready to cook d. Precooked

Hello, welcome to your next journey. During the previous lessons you were able to discuss the different
kitchen tools that you can use to cook vegetables and fruits. This time, let us continue your adventure towards the
betterment of your goals as a student.

Activity 1. Let’s pack up.

Have you tried slaughtering a chicken? Truly slaughtering chicken isn’t that easy to do.

Instruction: On your activity notebook, list down the common tools and equipment needed in
slaughtering a chicken.
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Process Questions:
1. How did you find the activity?
2. What did you realize upon finding the tools and equipment’s in slaughtering chicken?
Write your answer on your activity notebook.

Activity 1.2. It’s your turn.

Amazing! You have prepared all the tools and equipments needed in slaughtering chicken. This time, you
are tasked to make your own ingredients of your chicken recipe. List down the ingredients you needed.

Instruction: Write only the ingredients. Do not include the procedure and the name of the recipe.
Process Questions:

1. Why did you choose all those ingredients?

2. What are the nutritive values obtained from the ingredients?
Write your answer on your activity notebook.

End of Explore:
Remember, chicken is the most consumed of all poultry. It is the most domesticated and easier to raise. In
your journey you can use the chicken as your meal and prepare for the next upcoming adventure.

As you go through with your adventure, you passed by near the market and saw different market forms of
poultry products.
Activity 1.3. Let’s Separate.

Instruction: There are several market forms of poultry found inside the box below. You are tasked to
separate each form to its corresponding meaning. You can also refer your answer on your module
Appendix A.3, page 22 of your module.

Choices:
1. Healthy, alert, and we'll-feathered, without broken bones, bruises or blisters
2. Feathers and entrails removed
3. Chicken parts, such as wings, breast, thighs, or drumsticks that are packed separately
4. Slaughtered poultry with head, feet, blood, feathers, and internal organs removed
5. Chicken parts are placed on the freezer.
6. Body parts are complete but already dead

Live Poultry Whole Poultry Drawn Poultry Frozen Poultry Ready to Cook Precooked

Write your answer on your activity notebook.

Process Questions:
1. How did you find the activity?
2. If you are going to cook, which form of poultry are you going to buy? Why?
3. Why do we need to consider the market form of poultry?

Activity 1.4. Let’s Buy.

Wow! You were able to identify the different forms of poultry, and it’s time for you to buy one. Now,
what are the things we need to consider in buying good quality of poultry product in the market?
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Instruction: For those who have Internet connectivity you may access to the given link below for you
to watch the video clip. However, for those who don’t have internet connectivity you may refer the
information by consulting your module Appendix A.4, page 22 of your module.

Video clip on: https://www.youtube.com/watch?v=FhiyPD0kjmI

Video title: How to tell if Chicken is Good Quality?

Process Questions?
1. What did you learn on the video clip?
2. Why do we need to consider the characteristics of poultry products before buying it?
Write your answer on your activity notebook.
End of Firm Up
Good job. Understanding the characteristics of poultry products can very easy if you have the knowledge
in preparing and cooking poultry. As you go along with the lesson, take note of the important details and be
guided with this statement
“A recipe has no soul, you as the cook , must bring soul to the recipe”

Let’s continue your adventure by preparing yourself to cook. Hence, you must equipped yourself first
with the knowledge on the techniques in preparing your chicken.

Activity. 1.5. Are you a Butcher?

Instruction: You are tasked to video your ways of slaughtering chicken including the process of
removing its external and internal parts up to cutting. You will record your output not less than five
minutes but not to exceed 10 minutes.
Note: Your output will be submitted by your parents via flash drive or hard copy.

Process questions:
1. How did you find the activity?
2. What is the hardest part of the process?
3. What made you realized during the process?
Values Integration:
Job well done. Congratulations for achieving such values from the activity. You were able to show
commitment by doing it in a step by step process. Also you showed patience, slaughtering chicken is not that easy
yet you patiently done it nicely. Lastly you showed independence by doing it on your own.
End of Deepen
You’re about the finish another adventure of learning. Do not forget every detail you have learned on the
previous selection. These are useful as you step on the last challenge of your adventure as student.

TRANSFER

This is it. The summit of your exploration. You may take a break after doing the last activity and be
prepared for the next journey of your learning.
Activity. 1.6. It’s my Recipe
Your task in the activity is to formulate your own cooking recipe (chicken).Before you do that take note
of the following:
1. Name of the recipe 2. Ingredients 3. Procedure 4. Nutritive value
Write your answer on your activity notebook
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End of Transfer.
In order for you to come up with a good meal pattern, you must follow with the recipe. At last, you are
done. Congratulations! Prepare yourself on your next journey.

POST ASSESSMENT
Please refer to your module Appendix B.2, page 23 of your module. Write your answer on your activity notebook.

LESSON 4. Preparing and Cooking seafoods.

Objectives/ Competencies:
As you go along in this lesson you will be achieving the following;
1. Prepare the kitchen tools and equipments and ingredients based on required standards
2. Identify types verities market forms, nutritive value, and composition of fish and seafoods
3. Assemble ingredients
Content Standard:
The learners demonstrate an understanding of:
Preparing and cooking seafood dishes
Time allotment: 2 weeks (1 hour per day)

INTRODUCTION AND FOCUS QUESTION:

Study the picture.

1.
2.

3.
4.
5.

6.

9.

7. 8.

11.

10.
13.
12.
14.
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Do you recognize the names of different seafood’s in the pictures? Have you tried eating all these? Do
you know the nutritive value contained by the seafood’s? When was the last time you ate in a seafood restaurant?
Eating in seafood restaurant is an experience to remember. That is why in this lesson, you will learn the ways of
preparing seafood’s as well as know the nutritive value you will get to fish and seafoods.

PRE-ASSESSMENT
Let’s find out how much you already know about the lessons in this module. Using your assessment
notebook write the letter of your answer. After taking this short test you will see your score. Take note of the
items that you were not able to correctly answered and look for the right answer as you go through this module.

Test 1. Multiple Choice. Write the letter of the correct answer.

______1. Which type of fish is eaten more than any other worldwide?
a. Tuna b. Herring c. Cod
________2. Seafood consumption can cut down on which health issue?
a. Respiratory Problems b. Cardiovascular disease c. Liver degeneration
________3. This type contains hard shells outside of their soft tissue.
a. Fishes b. Shellfish c. Pelagic fish
________4. All are good qualities of fish except
a. Shiny and tight skin b. Form body c. bluish color d. Bright red gills
________5. These are sticks that are cut further into small squares
a. Stick b. cubes c. fillet d. Deboned
________6. Which type of seafood do Americans eat more than any other?
a. Tuna b. Alaska Pollock c. Shrimp
________7. What liquid is most often used to make soused herring?
a. Vinegar b. vodka c. gin
________8. There is no different between shrimp and prawns.
a. True b. false
________9. This is the fleshy part of the fish.
a. Sticks b. cubes c. fillet
_______10. The very first process of preparing a fish.
a. Eviscerating b. Rinsing c. Cleaning the fish d. Slicing the fish

Hello. This is the new level of your adventure. During the previous lessons you were able to discuss the
different ways of preparing and cooking poultry. This time, let us continue your adventure towards the
betterment of your goals as a student.

Activity 1.1. Let’s pack up.

Have you tried cleaning seafoods particularly a fish? What are the kitchen tools and utensils you needed in doing
the process?
.
Instruction: On your activity notebook you are going to list down the common tools and equipment
needed in cleaning fish.

Process Questions:
3. How did you find the activity?
4. What did you realize upon finding the tools and equipment’s in cleaning a fish?
Write your answer on your activity notebook.
Activity 1.2. It’s your turn.
Amazing! You have prepared all the tools and equipment needed in cleaning a fish. This time, you are
tasked to make your own ingredients of your recipe. List down the ingredients you needed.

Instruction: Only the ingredients that you are going to write. Do not include the procedure and the
name of the recipe.
 14
Process Questions:
3. Why did you choose all those ingredients?
4. What are the nutritive values obtained from the ingredients?

Write your answer on your activity notebook.

End Explore:
Remember, we Filipinos are fortunate to have a country with so many islands surrounded with water.
Therefore, on your adventure it is easy for you to learn a lot about fish and other seafoods.

As you go through with your adventure, you passed by near the market and saw different types of seafood.
Activity 1.3. Let’s Separate.

Instruction: There are several market forms of seafoods especially Fish and shellfish found inside the
box below. You are tasked to separate each form to its corresponding types. You can also refer your
answer on your module Appendix A.5, page 23 of your module.

1. Crabs 2. Suso 3. Actopus 4. Tahong 5. Talaba 6. Lobster 7. Shrimps 8. Squids

9. Prawn 10. Crayfish 11. Krill 12. Tuna 13. Plaice 14. Trout 15. Haddock 16.
Salmon 17. Oyster 18. Mussel 19. Shark 20. Catfish

Fish Crustaceans Mollusks Invertebrates

Write your answer on your activity notebook.

Process Questions:
4. How did you find the activity?
5. What are the differences between the Crustaceans and mollusks?
6. Why do we need to consider the Types and Characteristics of Fish and Shellfish?

Activity 1.4. Let’s Buy.

Almost there. One of the most difficult thing to do is to identify the good quality of fish in the market. In
this section, you will be learning the Fish sources and fish culture as well as the good qualities of fresh fish in the
market.
Instruction: For those who have Internet connectivity you may access to the given link below for you
to watch the video clip. However, for those who don’t have internet connectivity you may refer the
information by consulting your module Appendix A.6 and A.7, page 23-24 of your module.

Video clip on: https://www.youtube.com/watch?v=WqkhMh0Mxd4

Video title: How to identify quality of fish?

Process Questions?
3. What did you learn on the video clip?
4. Why do we need to consider the quality of fish when buying in the market?
Write your answer on your activity notebook.
 15
End of Firm Up
Good job. Understanding the different sources of fish and its good qualities is very important to do. As
you go along with the lesson, take note of the important details and be guided with this statement
“A recipe is a story that ends with the good meal”

Let’s continue your adventure by preparing yourself to cook. Hence, you must equip yourself first with
the knowledge on the techniques in preparing fish and shellfish.
Activity. 1.5. Are you a fisherman?

Instruction: You are tasked to video your ways of preparing a fish including the process of removing its
external and internal parts up to cutting. You will record your output not less than five minutes but not to
exceed 10 minutes.
Note: Your output will be submitted by your parents via flash drive or hard copy.

Process questions:
4. How did you find the activity?
5. What is the hardest part of the process?
6. What made you realized during the process?

Values Integration:
Job well done. Congratulations for achieving such values from the activity. You were able to show
commitment by doing it in a step by step process. Also you showed patience, cleaning a fish or shellfish is not
that easy yet you patiently done it nicely. Lastly you showed independence by doing it on your own.

End of Deepen
You are about to finish another adventure of learning. Do not forget every detail you have learned on the
previous selection. These are useful as you step on the last challenge of your adventure as student.

TRANSFER

This is it. The summit of your exploration. You may take a break after doing the last activity and be
prepared for the next journey of your learning.
Activity. 1.6. It’s my Recipe
Your task in the activity is to formulate your own cooking recipe (fish or Shellfish). Before
you do that take note of the following:
1. Name of the recipe
2. Ingredients
3. Procedure
4. Nutritive value
Note: Choose only one whether fish or shellfish
Write your answer on your activity notebook

End of Transfer.
In order for you to come up with a good meal pattern, you must follow with the recipe.
At last. You are done. Congratulations! Prepare yourself on your next journey.

POST ASSESSMENT
Please refer to your module Appendix B.3, page 25 of your module.
Copy the format and write your answer on your activity notebook
 16

PRE- ASSESSMENT

Let’s find out how much you already knew about the lessons in this module. Using your assessment
notebook write the letter of your answer. After taking this short test you will see your score. Take note of the
items that you were not able to correctly answered and look for the right answer as you go through this module.

1. These are a variety of confectioneries such as sweets, cakes, preserves, and the like,
a. Sweets b. Main Dish c. Desserts d. Dessert buffet
2. These are desserts served at lukewarm temperature, chilled or frozen.
a. Frozen desserts b. Hot dessert c. Cold desserts d. None of the above
3. In what temperature Cold desserts are served to maintain its freshness?
a. 20°C to 18°C b. 15°C to 30°C c. 10°C to 25°C d. 20°C to 16°C
4. Foods are more acceptable if served at the correct temperature. Hot food should be served at what
temperature?
a. 54°C - 66°C b. 50°C - 65°C c. 51°C - 62°C d. 52°C - 60°C
5. Desserts that are served below room temperature, chilled or frozen.
a. Frozen dessert b. Cold dessert c. Hot dessert d. None of the above
6. Juicers, ice-crushers, and whisk beaters are examples of .
a. Electrically operated b. mechanically operated c. manually operated d. None of the
above
7. How to produce stable foam for egg whites?
a. Stagger the beating of egg whites
b. Add sugar at the beginning of the beating period
c. Add acid to the mixture before beating the egg whites
d. Gradually pour the egg whites to the mixture
8. Fruits salads, mousse, ice creams, and sherbets are popular .
a. Frozen desserts b. Cold desserts c. Hot desserts d. None of the above
9. They are served at the final phase of the meal.
a. Desserts b. Main dish c. Appetizer d. Beverage
10. Blenders, ice cream makers, mixers and ovens are example of what kind of equipment?
a. Mechanically operated b. electrically operated c. manually operated d. None of the above

POST - ASSESSMENT
Answer the following questions briefly and comprehensively. Write your answer on your activity notebook.
1. What are the two distinct characteristics of hot and cold dessert?
2. How do you properly store desserts?

Lesson 6

PRE- ASSESSMENT

Let’s find out how much you already knew about the lessons in this module. Using your assessment
notebook write the letter of your answer. After taking this short test you will see your score. Take note of the
items that you were not able to correctly answered and look for the right answer as you go through this module.

1. It refer to an assortment of rich flour mixtures that contain a high proportion of fat to flour and a low
proportion of liquid.
a. Dessert b. cakes c. Pastries d. bread
2. These are baked products made of lean or rich dough leavened by yeast.
a. Yeast breads b. Flour yeast c. white bread d. Bread
3. This method is similar to the conventional method, except that half of the sugar is added gradually to the
egg white.
a. Muffin method b. one bowl c. conventional d. modified conventional
4. It is the primary leavening agent for pie crust.
a. Air b. steam c. water d. fry
 17
5. Having insufficient shortening, too much water, over mixing and excess flour will result to .
a. Thick, tough and doughy b. too pale c. shrinks in pan d. poor flavour
6. These are rich muffins with a high proportion of fat to sugar and eggs.
a. Desserts b. yeast bread c. pastries d. cakes
7. It is keeping the dough covered in a greased container to allow it to rise by allowing the yeast to create
hundreds of cells of carbon dioxide which makes the dough light, porous, and bigger in volume.
a. Fermenting b. covering c. storing d. packaging
8. It is also called angel cake.
a. White sponge cake b. yellow sponge cake c. chocolate cake d. cake
9. This includes pound cakes, and butter cakes.
a. Unshortened b. hybrid c. shortened d. none of the above.
10. What is the secondary leavening agent?
a. Air b. steam c. water d. yeast
POST - ASSESSMENT
Answer the following questions briefly and comprehensively. Write your answer on your activity notebook.
1. Why is packaging important in a product?
2. Why is packaging considered an investment?

APPENDICES A

A.1. Fruits and Vegetables

Vegetables are plants or parts of plants used as food. As parts of plants, they include roots,
tubers, bulbs, stems, shoots, leaves, fruits, and flowers.

They can be served raw or cooked. They are prepared and served as entrees, as salads, and as main dishes.
Fruits, on the other hand, are fleshy, juicy products of seed-containing plants. They are
predominantly sweet. When ripe, they can be eaten fresh.

The culinary way of distinguishing fruits and vegetables is their primary use or role in our diet.
Vegetables are used as viands, while fruits are used as desserts.

Parts of Plants Used as Vegetables

1. Roots- These are underground parts of plants which include sweet potato, cassava, carrot,
radish, turnip, sugar beets, yam bean or singkamas, and violet yam or ube.

2. Tubers-These are short, thickened fleshy parts of an underground stem, such as Irish potatoes and Jerusalem
artichokes.

3. Seeds- These are parts from which a new plant will grow, which include legumes or beans
like monggo bean, broad beans. garbanzos or chickpeas, papaya or cow peas, soybeans, white beans, lima beans,
and kidney beans.

4. Bulbs-These are underground buds and are made of very short stems covered with layers like garlic, onions,
chives, leeks, and shallots.

5. Leaves- These include the onion family like spring onion, leeks, scallion, and a wide variety. of leaves like sili
leaves, ampalaya, alugbati, spinach, kangkong or swamp cabbage, kintsay or
Filipino celery, celery, lettuce or letsugas, mustasa or mustara, petsay or Chinese cabbage.
 18

A.2.Suggested Recipes for Vegetables, Fruits, Eggs, and starch Dishes

Stuffed Sweet Green Peppers

Ingredients:
3 whole green bell peppers
1 Cup ground pork ("kasim)
1 1tbsp. chopped canned water chestnuts
1 tbsp. chopped canned bamboo shoots pinch of salt, sugar, and MSG
1 beaten egg or 2 beaten egg yolks
3
cups hot chicken stock
4
1 tsp. soy sauce
2 tsps. corn flour
1 tbsp. water
2 tbsps. peanut oil
Procedure:
1. Cut off the top part of bell peppers to remove stems and seeds.
2. Mix in a bowl the following: ground pork, water chestnuts, bamboo shoots, salt, sugar, MSG, and beaten egg.
3. Fill up the three bell peppers with the mixture, pressing the mixture well into each of the bell pepper.
4. Heat oil until very hot; fry the stuffed peppers.
5. Then, add the chicken stock, pinch of Salt, sugar, MSG, and soy sauce. Cook for 3 minutes. Thicken stock with
flour dispersed in water.
6. Arrange in a serving dish. Spoon the sauce over the stuffed bell pepper.

Mushrooms in White Sauce

Ingredients:
6 white unpeeled mushrooms, washed and dried
1 tbsp. peanut oil
3
4
cups of hot chicken stock
4 tbsps. cream
pinch of salt, sugar, and MSG
1 tbsp. cornstarch
1 tbsp. cold water
1 sprig parsley

Procedure
1.Pan fry mushrooms in hot oil for a minute.
2. Add chicken stock and cook over high heat for 4 minutes.
3. Add the cream,seasonings, parsley, and cornstarch dispersed in water. Cook for another minute.

Chopsuey
ingredients:

2 tbsp. oil
1 cup coarsely chopped onion
2 cups bean sprouts
1
2
cup camote sliced thinly
1 cups coarsely chopped celery
2 cup bamboo shoots
1 cup mushroom, sliced
3 tbsps. cornstarch
1 cup gluten, cut into pieces
1
2
cup water
salt to taste
 19
soy sauce to taste
1
4
tsp. paprika
2 tbsps. chopped parsley
2 cups hot water
1
4
cup toasted cashew or peanuts cups
6 chinese fried noodles

Procedure:
1. Sauté onion, celery, mushroom, and gluten in oil; add next 6 ingredients and simmer for about 15 minutes. Add
cornstarch with cup water, add soy sauce, and stir into hot mixture to thicken.
2.Simmer for 10 minutes. Serve over Chinese fried noodles. Garnish with cashew and parsley.

Chicken, Ham, and Prawn Omelette

Ingredients:
1
1 tbsps. peanut oil
2
1 chopped small onion
1 tbsp. bean sprout
1 tbsp. cooked chicken
1 tbsp. boiled ham
1 tbsp. shelled cooked prawn
1 tbsp. canned bamboo shoots
½ unopened cultivated white mushroom
1 tbsp. cooked peas
pinch of salt
pinch of sugar and MSG
½ tsp. ginger sherry
½ tsp. sesame oil
few drops of soy sauce
1 tbsp. chicken stock
1 egg

Sauce:
½ cup chicken stock
½ tsp. corn flour
1 tbsp. tomato sauce
1 tbsp. water, pinch of salt, and MSG
All thinly sliced

Procedure:
1. Sauté onion in hot oil. Add bean sprouts and stir for 15 seconds. Add all remaining ingredients except
the egg.(Toss ingredients as you cook for 1-2 minutes, tossing allows the ingredients to cook in
steam.)
2. Shape into a mound on a serving dish. Heat ½ tablespoon oil in pan.
3. Pour the beaten egg on the pan. Spread it out thinly all over the pan like a thin pancake
Place egg on top of the mound.

Chinese Egg Rolls with Cabbage

Ingredients:
½ small head of cabbage, cut in wedge
2 ribs of celery, cut in ½ " chunks
2 large cooked chicken breast halves
2 cups cooked shrimp or pork or a combination of both
8 scallions
1 can water chestnuts
2 cloves garlic 20
¼ cup soy sauce
1 tbsp. sugar
½ tsp. salt
¼ tsp. pepper
1 tsp. sesame oil
1 dozen prepared egg roll skins
oil for deep frying

Procedure:

1. Place celery and cabbage in saucepan with 1 cup of water. Boil for 30 seconds, then drain.
2. Heat oil in skillet or wok and stir fry meat and garlic.
3. Add vegetables; toss and stir-try for several
minutes.
4. Add seasonings. Chill for several hours. Drain excess liquid.
5. Place 2 tablespoons filling in the center of each skin and fold up envelope style, tucking edges in and
sealing last flap with a paste made of 1 tablespoon flour and 2 tablespoons water.
6. Heat oil to 375 0 F and deep-fry 2 or 3 pieces at a time. When bottom is brown and crisp, turn and
continue cooking.
7. Drain on paper towels. Reheat in 400 0 F oven for 10 minutes or until crisp. These can be frozen after
being cooked and cooled.

Pork and Egg Dumplings

Ingredients:

Noodle Paste:
½ cup flour
1 tsp. melted fat/lard
1 small egg

Filling
½ Cup ground pork
1 tsp. chopped water chestnuts
pinch of salt, sugar, pepper, MSG
½ tsp.ginger sherry
1 tsp. beaten egg
1 tsp. all-purpose flour
4 small hard boiled eggs, shelled

Procedure:
Noodle Paste:
1. Sift the flour and sugar in a bowl. Make a well at the center and add the melted fat and egg. Mix well
and form a dough. Knead until smooth.
2. Cover in a bowl and set aside for 15 minutes. Divide into 4 pieces. Form each piece into a ball.

Filling:
In a bowl, mix all ingredients except hard-boiled eggs. Divide mixture into 4. Cover each hard-boiled egg
with each meat mixture. Spread out one ball of noodle paste with the heel of the hand about 4-6 inches depending
on the size of the egg.
Place the meat-coated egg at the center of the noodle paste then gather the surrounding
paste up and over. Pinch the edges together to seal. Place each dumpling on a small square of paper Arrange in a
steamer and steam for 20 minutes.

Cheese and Potatoes Rissole

 21
Ingredients:
2 lbs. potatoes
½ Salt
¼ cup of butter
6 egg yolks
½ tsp. white pepper
1 lb. Swiss cheese, grated sifted all-purpose flour
2 eggs
soft bread crumbs

Procedure:
1. Clean, pare and cut potatoes into pieces. Boil in water sprinkled with a teaspoon of salt.
Cook until tender.
2. Drain and mash in a carajay or open saucepan.
3. Add butter and cook over low heat, stirring constantly until dry. Set aside and cool
4. Beat in egg yolks, pepper, and salt to taste. Add cheese and mix well. Chill until mixture
can hold its shape.
5. Shape with hands into 4-inches sausage-shaped rolls. Coat each roll with flour. Dip in beaten eggs
mixed with ¼ cup water.Then roll in bread crumbs. Deep fry until golden brown. Drain on paper
towels. Arrange in a serving dish and garnish with parsley.

Scrambled Eggs with Dried Shrimps

Ingredients:
2 tbsps. dried shrimps, rinsed and dried
2 eggs
pinch of salt, pepper, and MSG
2 tsps. peanut oil
generous pinch or sugar
½ tsp. ginger sherry
few drops sesame oil
1 tsp. finely chopped spring onion green

Procedure:
1. Beat eggs sprinkled with salt, pepper, and MSG.
2. Heat one teaspoon of oil in a frying pan. Add shrimps, pinch of salt, pepper, MSG, sugar
sherry, and sesame oil
3. Stir fry for one minute. Then add beaten egg. Place on serving dish. Sprinkle with chopped spring
green onion.

Chinese Omelette
Ingredients:
1 onion
3 0Z. chopped ham (optional)
1 9 ½ can bean sprouts
1-2 tbsps. cooking oil
6 eggs
a few drops soy sauce
salt and pepper
chopped parsley

Procedure:
1. Peel and finely chop the onion and add to chopped ham (optional) along with well-drained bean
sprouts.
2. Heat oil in frying pan. Fry onion, ham, and bean sprout for 2 minutes.
 22
3. Beat lightly eggs, soy sauce, and seasoning together, and then pour into pan.
4. Stir mixture in the base of pan with a fork so that the uncooked egg flows underneath and cook until
omelette is set.

Scrambled Egg
Ingredients:
2 eggs
2 tbsps. Milk or cream
¼ tsp. salt
½ tbsp. butter
Dash pepper

Procedure:
1. Mix in a bowl eggs, milk, salt and pepper.
2. Beat gently until well blended. Heat butter in a skillet. Pour egg mixture. As mixture begins to set, lift mixture
gently with a turner and spatula, allowing uncooked mixture to flow into the bottom of skillet.
3. Cooked until eggs are well formed, moist and tender.

A.3 Market Forms of Poultry

1. Live Poultry - when buying live poultry, select those that are alert, healthy, well-feathered, and
well-formed.
2. Whole Poultry - this is poultry with all its parts intact but not alive.
3. Dressed Poultry - this is the slaughtered bird that have been bled and defeathered.
4. Drawn Poultry - this is dressed poultry in which the internal organs have been removed and cleaned.

5. Poultry Parts - these are parts of the chicken that are packed, sold, and frozen or fresh. It includes neck, breast,
legs, thighs, and wings.
6. Frozen - whole or chicken parts that are packed and frozen; usually found in the frozen section of the
supermarket.
7. Ready-to-Cook - this can be sold whole, split in halves, quartered without backbone, boned chicken breast,
boned half-breasts, chicken ham, and tocino.
8. Precooked- these include breaded chicken nuggets, breaded chicken fillet, chicken roll chicken kiev, and
chicken relleno.

A.4. Principles of poultry selection

1. Poultry differ in their quality/characteristics in accordance with their age, sex, live weight, and breed.
2. Young poultry (broiler, roaster) contains less tat with less calories than older poultry; are tastier and more flavorful.
3. Fat of poultry is found under the skin. Remove the skin and calories are lessened in the diet.
4. Choose chickens that are active, healthy, well-feathered, and well-shaped.
5. Select the type of chicken suited to the recipe or type of cooking.
6. Young chickens in general are appropriate for dry heat method because they are tender and easily cooked.
7. Older chickens (roaster, stewing hen) in general are appropriate for moist-heat method because they have tough
meat that
need to be tenderized for a longer period of time.
8. Poultry parts are available fresh, frozen, chilled, pre-cooked, and ready-to- cook to meet customer preference.
9. Layers or poultry with eggs as well as uterus attached to their bodies are sold in wet markets and are flavorful using
the
moist heat method.
10.Fresh poultry have the same quality/characteristics as quick-frozen. Fresh chickens maybe stored in freezers for
future use.
To save on preparation, poultry parts maybe used.
 23
11.When buying dressed or drawn poultry, select those free from any feathers, no discoloration, bruises or cut in the
skin, well-
formed, freshly slaughtered, flesh is firm, and plump with less yellow fat in the posterior part of the chicken.
12.Fresh poultry is almost odorless and tasteless. Poultry stored for a long time tend to be rancid. Oxidative rancidity in
chicken
is caused by its yellow fat, which is mainly polyunsaturated fat. Rancidity increases with increased storage
temperature.
Chicken fat is more unstable than turkey fat, and therefore, has faster rancidity.
13. To store poultry, wrap tightly in moisture proof film, foil, or paper, Freeze at 0 0 F or -16 0C. In using frozen poultry,
follow
the rule "First in, first out'
14. When frozen poultry is to be thawed, do this slowly by transferring the poultry from the freezer to the refrigerator
from 12 to 24 hours. This will give the tissues a chance to rehydrate and be cooked immediately. Frozen poultry maybe
cooked by moist
or dry heat method, without thawing although cooking time maybe longer.

A.5 Seafood: Definition, Types, and Characteristics

Seafood- refers to aquatic animals used as food. They include the marine animals from the sea and those found in
other bodies of water.

Types of seafood include the following:

A. Vertebrates of fishes - these are generally classified as:

1. Round fish that lives near the seabed. Examples are cod, haddock, and whiting;
2. Flat fish, which include sole and plaice; and
3. Pelagic fish or ocean fish, which are caught on an open sea and include “fat fish” role
mackerel. Fat fish have oil all over their bodies as compared to lean fish in which oil is
concentrated in the liver.
.
B. Shellfish-this type contains hard shells outside of their soft tissues. They are classified as:
1.Crustaceans - includes crabs, lobster, and varieties of shrimps. They have hard protective
coverings called chitinous armor. This covering is segmented giving them the
power to move and walk.
2. Mollusks - this type have bodies that are soft ànd unsegment. Their bodies are protected by
incalcified shells. Some mollusks have two shells, others have one. Those with
two shells are called bivalves like tahong (mussel), talaba (oysters), clams, and
abalone. One-shell mollusks are called univalve. Examples are all kinds of edible
snails (suso).
3.Invertebrates - these are aquatic animals without backbone. Examples are octopus,squids, and
related species.

A.6.Fish Sources and Fish Culture

Fish are obtained from two sources of bodies of water. These fish include:
1. Marine fish - These are fish obtained from salt water, mainly the sea.
2. Inland fish - These fish are caught in lakes, rivers, ponds, and other inland bodies of wate.r
3. Aquaculture - This is the cultivating of some marine fish in man-made fish pens such as that of the fish
pens in Laguna Lake. Bangus, or milkfish, is cultured in fish pens.
4. Mariculture -This is culturing fish in bodies of salt water such as those in coves and shores. Examples
of these are tahong (mussel) and talaba (oyster). This type of culturing has not yet been popularly
adapted.
 24
A.7. Good Qualities of Fresh Fish

1. A mild seaweed-like odor

2. Shiny and tight skin
3. Bright red gills 4. 5.
4. Clear and full eyes Firm body
5. Firm body

APPENDICES B.

B.1 MATCHING TYPE

Match column A with column B. Write the letter of the correct answer.
A B
______1. Alimentary pastes a. effects of moist heat on starch where it hydrates,
swells, and thickens as paste
______2. Acid b. pre-cooked dried noodles of different flour
______3. Sotanghon c. delays gelatinization
______4. Instant noodles d. made from mung bean
______5. Local noodles e. carbohydrate stored as granules in leucoplast of plant
cells
______6. Gelatinization f. starch products from rice, soybean, cassava
______7. Starch g. family of macaroni products
______8. Vegetables h. primary role of fruits in the diet
______9. Fruits i. primary role of vegetables in the diet
______10. Viand j. parts of plants used as food
______11. Dessert k. fleshy, juicy products of plants
______12. In-season l. time of abundant harvest of fruits/vegetables plants
that are seed-containing
______13. Eggs m. testing egg freshness against light
______14. Protein n. major nutrient derived from egg
______15. Candling o. poultry products of chicken, ducks, and quail
______16. Clarifying p. use of egg in custards or leche flan pudding
______17. Thickening q. use of egg white in wine
______18. Cornstarch r. twice the thickening power of wheat flour
______19. Gelation s. separation of liquid from the solidified mass of starch
______20. “weeping” or syneresis setting of sol (gelatinized starching paste) into a
solidified mass

B.2 POST-ASSESSMENT

Let’s find out how much you already know about the lessons in this module. Using your assessment
notebook write the letter of your answer.
11. It is used to roll out and flatten the dough.
a. Kitchen Mallet b. Spatula c. Rolling pin d. Pastry Blender
12. It is used to scrape the ingredients down from the sides of mixing bowls.
a. Rubber Scraper b. Spring form Pan c. Spatula d. Turner
13. It is used to add air to ingredients to make them light and fluffy or stir thin sauces and batter.
a. Pastry blender b. Spatula c. Mixer d. Wire Whisk
14. It is used to protect your counter tops while you cut and chop food.
a. Cooling rock b. Whisk c. Cutting board d. Turner
15. It is used to place hot foods.
a. Pastry blender b. Sifter c. Spatula d. Cooling rock
16. It is used to allow liquids to drain away from foods, like corn or green beans.
a. Sifter b. Mixing spoon c. Rotary Beater d. Slotted spoon
17. It used to measure small amounts of both liquid and dry ingredients.
 25
a. Spoons b. Measuring spoons c. Peeler d. Slotted Spoons
18. This utensils measure large amount large amounts of food such as oil, water, milk, etc.
a. Liquid measuring cup b. Measuring spoon c. Dry measuring cup
19. It is a large bowl with holes. It drains liquid away from foods like cooked pasta and etc.
a. Steamer b. Strainer c. Ricer d. Slotted spoon
20. It is used to bake muffins or cupcakes.
a. Cake pan b. Muffin pan c. Jelly roll Pan d. Pie pan

B.3 POST-ASSESSMENT

Let’s find out how much you already know about the lessons in this module. Using your assessment
notebook write the letter of your answer.
Test 1. Multiple Choice. Write the letter of the correct answer.
______1. Poultry includes all of the following EXCEPT
a. Chicken b. Turkey c. Ham d. Geese
______2. All protein is a good source of
a. Phosphorus b. Niacin c. Riboflavin d. Iron e. All of the
Above
______3. This is market form of poultry with all its parts intact but not live.
a. Live poultry b. Whole poultry c. Frozen d. Precooked
______4. Dark meat is slightly lower in fat than light meat.
a.True b. False
______5. Grade B and C birds are usually used in processed products.
a.True b. False
______6. Which chicken pieces are very meaty?
a. Breast b. Legs c. Thigh d. All of the above
______7. Which is NOT a cooking method of poultry?
a. Roast b. Broil c. Stew d. Boil e. fry
______8. You can roast
a.Ducks b. Chickens c. Turkeys d. Geese e. All of the above
______9. This refer to the male chicken under 10 months old.
a.Rooster b. Stag c. Capon d. Broiler
______10. A market form of poultry refers to a slaughtered bird that have been bled and defeathered.
a. Live poultry b. Dressed Poultry c. Ready to cook d. Precooked

B.4 POST-ASSESSMENT

Let’s find out how much you already know about the lessons in this module. Using your assessment
notebook write the letter of your answer.
Test 1. Multiple Choice. Write the letter of the correct answer.
______1. Which type of fish is eaten more than any other worldwide?
a. Tuna b. Herring c. Cod
______2. Seafood consumption can cut down on which health issue?
a. Respiratory Problems b. Cardiovascular disease
c. Liver degeneration
______3. This type contains had shells outside of their soft tissue.
a. Fishes b. Shellfish c. Pelagic fish
______4. All are good qualities of fish except
a. Shiny and tight skin b. Form body c. bluish color d. Bright red gills
______5. These are sticks that are cut further into small squares
a. Stick b. cubes c. fillet d. Deboned
______6. Which type of seafood do Americans eat more than any other?
a. Tuna b. Alaska Pollock c. Shrimp
______7. What liquid is most often used to make soused herring?
a. Vinegar b. vodka c. gin
______8. There is no different between shrimp and prawns.
 26
a. True b. false
______9. This is the fleshy part of the fish.
a. Sticks b. cubes c. fillet
______10. The very first process of preparing a fish.
a. Eviscerating b. Rinsing c. Cleaning the fish d. Slicing the fish