School San Andres National High School Grade Level 12
Teacher MARINELLE D. RICALDE Learning Area TVL
Date January 29, 2024 Quarter 2nd
I. OBJECTIVES ANNOTATION
A. Content Standards The learners demonstrate an understanding the basic principles and
rules to be observed to ensure food safety and sanitation
B. Performance Standards The learners observe basic principles and rules to be observed to
ensure food safety and sanitation.
LO 2. Sanitary Practices in Food Safety (TLE_AFFP7/8 OS-0g-2)
At the end of the lesson, the learners are expected to:
a. Explain the significance of personal hygiene in food handling
C. Learning Competencies /
and preparation;
Objectives
b. identify and differentiate the importance of sanitary practices
in ensuring food safety; and
c. learn how to assess and calculate the remaining shelf life of
food products.
II. CONTENT Implement Food Safety Practices
III. LEARNING
RESOURCES
A. References Lester, (2022). Boater’s Wheel Educational System and Technology
Inc. Competency-Based Learning Material: Cookery NC II
Manual. Lucena Publications.
B. Other Learning PowerPoint Presentation, Laptop, Television and Printed activities
Resources
IV. PROCEDURES
A. ACTIVITY A. Daily Routine: Objective 1:
Opening Prayer Applied knowledge of content
Greetings/Daily Attendance within and across
Classroom Management curriculum teaching areas.
B. Presentation of Learning Objectives Grade 11 Welcome and Greet
Guests (TLE_HEFBS9- 12GO-
C. Motivation: Safeguard: “Pabaon sa Buhay” (Protection for Life) IIa-b-1)
Grade 11 Understanding Culture,
Society and Politics: Appreciate
Culture and Society
(UCSP11/12SPU-Ia-1)
Grade 12 Applied Economics:
The teacher will play a video presentation from a Safeguard Factors affecting the economic
Philippines commercial, addressing the cultural and social impact situation (ABM_AE12 le-h-4)
faced by Indigenous People, exploring themes of depression and
anxiety, while also highlighting moments of victory.
After the video presentation the students will answer the question.
Objective 3:
Question: Applied a range of teaching
strategies to develop critical
1. What do you think is the meaning and the relation of the and creative thinking, as well
video presentation in our topic? as other higher-order thinking
2. Why is it crucial for people to adhere to food safety and skills.
sanitation?
Expected Response: Objective 7: Established a
The indigenous people play a crucial role not only in our society but learner-centered culture by
also on a global scale as we promote cultural diversity and a thriving using teaching strategies that
economy. Safeguard, a popular antibacterial soap brand in the respond to their linguistic,
Philippines that actively promotes hygiene education and illness cultural, socio-economic and
religious backgrounds.
prevention throughout the country, in partnership with the Philippine
Department of Health and Education, has made a significant impact Objective 8: Adapted and
by reminding us of the importance of handwashing. This not only used culturally appropriate
encourages us to prioritize our safety in terms of cleanliness but also teaching strategies to address
the needs of learners from
underscores the value of people around us. indigenous groups.
Activity 1: Objective 1:
The teacher will divide the students into two groups and assign them Applied knowledge of content
the task of classifying pictures as either demonstrating good or bad within and across
practices. Each group will paste the pictures in the designated area curriculum teaching areas.
that corresponds to their classification.
Grade 11 Bread and Pastry:
Good Practice Sanitation and OHS
(TLE_HEBP9-12PB-La-f-1)
Grade 11 HOPE: Observe
Personal Safety Protocol
(PEH11FH-IIk-o-13)
Grade 12 Entrepreneurship:
Recognize and Understand the
Market (CS_EP11/12ENTREP-
0a-3)
B. ANALYSIS Bad Practice
Each group will display their answers at the front of the classroom and
complete the activity in 5 minutes.
Discussion Phase
To commence the lesson, the teacher will lead a discussion on the
key principle for safe food preparation and the importance of food
safety sanitation.
Activity 2: Objective 3:
The teacher will prepare two boxes, the first labeled “DO’s” and the Applied a range of
second labeled “DON’Ts.” Afterward, the teacher will call a student to teaching strategies to
classify the picture in the blackboard and placing them in the develop critical and
appropriate box. The “DO’s” box should contain practices that apply creative thinking, as well as
“Food Safety Principles according to World Health Organization, while other higher-order thinking
the “DON’Ts” box should not. skills.
Additionally, the student is required to provide explanations for their
choices, detailing how each picture illustrates either a Do’s or Don’ts.
C. ABSTRACTION
Following the activity, engage the students in a discussion by posing
the following questions:
Reflection Questions: DO’s DONT’S
1. What do you think will happen when someone eats
contaminated food?
2. How can we keep our food clean to eat?
3. How important is it keeping our food clean and safe?
D. APPLICATION Activity 3: Shelf-Life Determination Objective 9: Used
strategies for providing
1. Maintain the same groupings established earlier. timely, accurate and
2. Distribute each group with food product labels with expiration constructive feedback to
dates. improve learner
3. Challenge students to collaborate effectively as they performance.
calculate the remaining shelf life of each product, and decide
whether it’s safe for use in their planned meal. Objective 2: Used a range
4. Each group should prepare and present their output after a of teaching strategies that
time limit of 10 minutes. enhance learner
5. Conclude the lesson by asking students to reflect on what achievement in literacy
they have learned. and numeracy skills.
6. Evaluate the groups' work by referring to the attached rubric
to assess their performance and creativity.
Rubrics:
CRITERIA EXCELLENT VERY GOOD GOOD
5 pts. 4 pts. 3 pts.
A. Participation All members One or two Three or more
participated. members did not members did not
participate. participate.
B. Explanation All members are One or two Three or more
very good at members are good members are not
explaining the at explaining the good at explaining
concept. concept. the concept.
C. Correctness No errors are One or two Three or more
made in the mistakes are made mistakes are made
calculation. in the calculation. in the calculation.
D. Timeliness First group who Group that finished Last group who
finished the the task after the finished the work.
work. time allotted.
TOTAL = 20 Points
Multi-dimensional Assessment
Directions: For each statement, choose the correct word or
phrase that best describes it from the options below. Incircle the
letter corresponds to your answer.
1. A food handler is unsure whether a dish has been cooked to the
recommended minimum internal temperature. What should the
handler do?
a. Discard the dish immediately.
b. Reheat the dish to a higher temperature.
c. Serve the dish and monitor for customer complaints.
d. Use a food thermometer to check the internal temperature.
2. A chef is preparing a salad and cutting both raw vegetables and
raw chicken on the same cutting board without washing it in between.
What is the primary concern in this situation?
a. The risk of cross-contamination.
b. Enhancing the flavors of the salad.
c. Saving time during food preparation.
d. The efficient use of the cutting board.
3. A kitchen staff member accidentally drops a metal spoon on the
floor. What should they do to ensure proper food safety?
a. Wipe the spoon with a clean cloth.
b. Quickly rinse the spoon under cold water.
c. Place the spoon back in its original location.
d. Wash the spoon with hot, soapy water, and sanitize it.
4. A chef is working with raw chicken and then moves on to chopping
vegetables without washing their hands in between. What is the most
appropriate action?
a. Wash hands with cold water.
b. Use hand sanitizer to clean hands.
c. Continue working; the vegetables will be cooked anyway.
d. Wash hands with soap and water before handling vegetables.
5. A kitchen staff member has a mild cold but insists on handling food.
What is the appropriate action?
a. Send the staff member home until fully recovered.
b. Assign the staff member to non-food handling tasks.
c. Encourage the staff member to wash hands frequently.
d. Allow the staff member to continue working but wear a mask.
Assignment (if time permits):
The teacher will assign a homework task, instructing students to study
in advance the food borne diseases to share in the upcoming class.
VI. REMARKS
This topic is intended for one day only
VII. REFLECTIONS
A. No. of learners who
earned 80% in the Section
evaluation. No. of Students
B. No. of learners who
require additional activities Section
for remediation. No. of Students
C. Did the remedial lessons
work? No. of learners who Section
have caught up with the
lesson. No. of Students
D. No. of learners who
continue to require Section
remediation. No. of Students
E. Which of my teaching
strategies worked well? Why
did this work?
F. What difficulties did I
encounter that my Principal or
Supervisor can help me solve?
G. What innovation or
localized materials did I
use/discover that I wish to
share with other teachers?
Index of Mastery ( 5 Items)
No. of Items
5
4
3
2
1
Total
Mean
MPS
Interpretation:
Mastered__________ Least Mastered_____________ No Mastery___________
Prepared By: Noted by:
MARINELLE D. RICALDE LECHELLE D. CRISOLO PhD
SHST-II MT-I
