Tle he foods

1
2010 SECONDARY EDUCATION CURRICULUM
Career Pathways – Technology and Livelihood Education
Home Economics – Foods and Food Service II
TEACHING GUIDE
General Standard: The learner demonstrates understanding of Personal
Entrepreneurial Competencies (PECs), the environment and
market, and the process/production and delivery of quality
processed foods (meat, fish, fruits and vegetables) and drinks
(juice, wine and coffee).

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Quarter 1 : Meat and Poultry Processing Topic: Personal Entrepreneurial
Competencies (PECs)
Time Frame: 2 days
Stage 1
Content Standard:
The learner demonstrates understanding of Personal
Entrepreneurial Competencies (PECs) such as characteristics,
attributes, lifestyles, skills, traits, etc. in meat and poultry
processing.
Analysis and interpretation of PECs by achievement, planning
and power clusters.
Performance Standard:
The learner prepares an activity plan that aligns his/her PECs of
successful practitioner/entrepreneur as a proprietor of meat and
poultry processing.
Essential Understanding(s):
Aligning one’s PECs with those of successful practitioner/
entrepreneur helps ensure success in a chosen career.
Essential Question(s):
How does one ensure success in a chosen career?
Learners will know:
• Personal competencies
- Characteristics/Attributes/Traits
- Lifestyles
- Skills
• Cluster of PECs
- Achievement
- Planning
- Power
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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Stage 2
Product or Performance Task:
Plan of action, based on PECs,
addressing one’s areas of development
and areas of strength.
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 one’s
areas of strength
3. Doability

4
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 food
processing.
Criteria:
a. Reflective
b. Insightful
c. Objective
Stage 3

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Teaching - Learning Sequence:
Individuals possess different Personal Entrepreneurial Competencies (PECs). These PECs include characteristics,
attributes, lifestyles, skills or traits that make a person different from others. When one possesses these competencies, he/she
may become ready to face the challenges of starting a business. Hence, the learners shall:
1. EXPLORE
• Ask learners to name people in the community who are successful in the meat and poultry processing 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.
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 meat processing succeeded. Some suggested activities: interview with successful
entrepreneurs in meat processing, 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 meat processing using the following aspects: characteristics, traits, attributes,
lifestyles, skills
• Have learners reflect/ rethink their understanding of how entrepreneurs such as those engaged in meat and poultry
processing succeed in their chosen field. Refer students to their answers posted on the wall.
• Process learners’ learning and check it against EU.

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• Check learners’ understanding against the content standard.
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 FUs)
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
Quarter 1 : Meat and Poultry Processing Topic: Environment and Market Time Frame: 6 days

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Stage 1
Content Standard:
The learner demonstrates understanding of the environment
and market for meat and poultry processing as an
entrepreneurial career.
• Key Ideas
- Consumer needs and wants
- Existing industry related to processed meat and
poultry products
- Products/services that satisfy the needs and
wants of target customers
• Key Processes
- SWOT analysis
- Formulation of business ideas
- Opportunity seeking and seizing
The learner formulates a business idea based on the analysis of
the immediate environment and market for processed meat and
poultry products.
The needs and wants of the target market and industry help
determine the product to be produced and/or service to be
offered.
One’s 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.
How does one determine the needs and wants of the target
market and industry in the immediate municipality?
How does one select an entrepreneurial activity to be pursued?
How can one respond effectively to a business opportunity?
Learners will know:
• Consumer needs and wants
• Existing industry related to meat and poultry processing
• Products/services that satisfy the needs and wants of
target consumers
• SWOT analysis
• Formulation of business idea
• Opportunity seeking and seizing
• Prepare SWOT analysis
• Formulate an action plan on business opportunity
• Formulate a business idea from data analysis

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Stage 2
Formulation of a business idea based on
the analysis of the immediate environment
and market.
Explanation: Explain the importance of
the immediate environment and market in
identifying business opportunities in meat
and poultry processing.
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 meat and poultry
processing.
Criteria
a. Reliable
b. Accurate
c. Objective
d. Relevant
e. Valid
Application: Generate business ideas
from analyzed data of meat and poultry
processing business.
Criteria:
a. Appropriate
b. Innovative
c. Practical
Assessment of formulated business idea
• 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 meat and
poultry processing.
Criteria:
a. Valid
b. Relevant
c. Insightful
Empathy: Express their feelings when
entrepreneurs offer the same type of
business in a municipality.
Criteria:
a. Objective
b. Persuasive
c. Sensitive
d. Open-minded
Self-knowledge: Self-assess their level
of confidence in formulating business
ideas related to meat and poultry
processing.
Criteria:
a. Reflective
b. Insightful
c. Objective
Stage 3

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Entrepreneurs who want to take advantage of business opportunities need to explore the economic, cultural, and social
conditions prevailing in the municipality/city. Needs and wants of people in a certain municipality/city that are not met may be
considered as business opportunities. Identifying the needs of the municipality/city 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 processed meat and poultry 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 processed meat and poultry 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 meat and
poultry processing.
2. FIRM UP
• Lead learners in analyzing the assessment conducted on the environment and market for processed meat and poultry in the
immediate municipality/city.
• Assist learners in conducting a town mapping to identify business establishments or industries related to meat and poultry
processing in the immediate municipality/city.
• Guide learners in making a graphic presentation of the information on meat and poultry processing as a result of the data-
gathering activity such as: interview, survey, town/city mapping, etc.,
• Help learners in presenting the result of the data gathering activity reflective of the needs and wants of the target market for
processed meat and poultry.
• Ask the learner to do supplementary reading and other compensatory activity to support the information presented.
3. DEEPEN

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• 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 related to meat and poultry processing.
• 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 the learner to formulate a business idea as a result of the SWOT analysis of the environment and market for processed
meat and poultry.
• Assess the learner’s 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
Quarter 1 : Meat and Poultry Processing Topic: Production of Processed Time Frame: 35 days

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Meat and Poultry
Stage 1
Content Standard:
The learner demonstrates understanding of basic concepts
and principles underlying the process and delivery in
processing meat and poultry.
The learner produces marketable original/new processed meat
products following the basic concepts and principles underlying
the process and delivery in processing meat and poultry.
Applying the basic concepts and principles underlying the
process and delivery in processing meat and poultry is
essential to producing marketable processed meat and poultry
products.
Why do we need to understand the basic concepts and
principles underlying the process and delivery in processing
meat and poultry?
Learners will know:
A. Meat
Kinds of meat in meat processing
• Beef
• Pork
• Poultry
Market forms of meat
Different cuts of meat
Characteristics of meat used in processing
Nutritive value
Ingredients in meat processing
Tools, utensils and materials
Methods of meat processing
• Drying
• Smoking
• Salting
• Freezing and chilling
• Canning
• Curing
Safety and sanitation
Use quality beef, pork and poultry
Identify different market forms of meat in processing
Use different cuts of meat
Recognize characteristics of fresh meat
Conserve nutritive value of meat
Use the quality ingredients
Use the appropriate tools, utensils and materials
Apply the methods of meat processing
Observe safety measures and sanitation

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Project planning
Meat processing
• Pork tapa
• Pork ham
• Pork longanisa skinless
• Pork tocino
• Beef tapa
• Beef longanisa skinless
• Beef tocino
• Corned beef
Evaluation of processed meat products
Cost of production
Pricing of processed meat
Packaging and marketing of processed meat
products
B. Poultry
Kinds of poultry
• Chicken
Broiler
Capon
Rooster
Rack Cornish Goose Hen
Stewing chicken
• Turkery
• Duck
• Goose
Characteristics of quality poultry
Nutritive value
Market forms of poultry
Tools, utensils and equipment
Methods of poultry processing
• Drying
• Smoking
Prepare project plan including the 4M’s of production
Produce processed meat products
• Pork tapa
• Pork ham
• Pork longanisa skinless
• Pork tocino
• Beef tapa
• Beef longanisa skinless
• Beef tocino
• Corned beef
Assess processed meat products using rubrics
Compute for the cost of production and selling price
Adopt appropriate packaging and marketing strategies
Differentiate the kinds of poultry
Recognize the characteristics of quality poultry
Conserve nutritive value
Recognize market forms of poultry
Use tools, utensils and equipment
Apply the methods of poultry processing
• Drying
• Smoking

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• Salting
Safety and sanitation
Project planning
4 Ms of production
Poultry processing
• Chicken tocino
• Chicken ham
• Chicken tapa
• Chicken longanisa skinless
Evaluation of processed poultry products
Cost of production
Pricing of products
Packaging and marketing
• Salting
Observe safety and sanitation
Prepare a project plan for poultry processing
Apply the 4 Ms of production
Produce processed poultry
Assess of processed poultry products using rubrics and
other tools for evaluation
Compute for the cost of production and pricing of
products
Adopt appropriate marketing strategies
Stage 2
Marketable original/new meat and poultry
products, following the basic concepts
and principles underlying the process and
delivery in processing meat and poultry
Demonstration of the process in the
preparation of marketable processed
meat and poultry products
Explanation: Explain the basic concepts
delivery in processing meat and poultry.
Criteria:
a. clear
b. comprehensive
c. concise
Interpretation: Show the significance of
the process and delivery in processing
meat and poultry in producing new
products.
Criteria:
a. meaningful
Assessment of processed meat and
poultry products based on the following:
• marketability (quality, appearance,
price)
• originality (value-added
uniqueness)
• Compliance to standards (tools,
equipment, materials)
• Application of procedure
• Observance of work habits
• Speed and Time

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b. iIllustrative
c. significant
Application: Demonstrate the procedure
in processing meat and poultry.
Criteria:
a. appropriate
b. practical
c. effective
Perspective: Compare and contrast the
process and delivery in processing meat
and poultry and that of fish processing.
Criteria:
a. clear
b. concise
c. appropriate
Empathy: Share their thoughts on how it
feels to have low gains and returns in
meat and poultry products.
Criteria:
a. sensitive
b. responsive
c. tactful
Self-Knowledge: Self-assess their
knowledge in producing marketable
processed meat and poultry products.
a. level of confidence
b. insightful
c. reflective
Stage 3

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Meat processing is a very useful method of extending the availability of quality food produced beyond daily consumption.
There are simple and easy ways of processing food that can be done in ordinary households for family consumption or even for
income generating activity.
1. EXPLORE
• Guide learners in assessing their prior knowledge and understanding in the production of processed meat products
through paper and pencil, performance test and other assessment tools.
• Orient learners in understanding the curriculum framework – CP-TLE- Foods and Food Service II, 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:
- kinds and types of processed meat products
- presentation of sample packages of processed meat and poultry products
- ingredients used – indigenous ingredients available in the community
- demands for a particular product – age, occupation, likes and dislikes
• Provide learners with information on the production of processed meat and poultry products using pictures/video clips.
• Provide learners pictures/video clips on the production of processed meat and poultry products.
• Guide learners understanding of the pictures and video presentation by asking leading questions focusing on the
production of processed of meat and poultry products.
• Guide learners in gaining initial understanding of the concepts and principles of processed meat products.
• 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 processed meat and poultry.
2. FIRM UP
• Guide learners survey on the 4 Ms (materials, machine, method, and manpower) of production needed in producing
quality processed meat and poultry products.
• Have learners gather essential information related to the production of processed meat. Learners can use any of the
following:
- interview with successful proprietor of meat and poultry processing
- web-based resources
- reading materials (books, bulletins and others)
• Assist learners in making abstractions from the analysis of essential information related to the production of processed
meat and poultry products.
• Guide learners in preparing a project plan on the production of processed meat and poultry products.

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• Have learners familiarize themselves with the different processes involved in producing processed meat and poultry
products.
• Encourage learners to reflect, revise, and re think their understanding in consideration of the processes,
information/learning in the production of processed meat and poultry products.
• Have learners assess their understanding of the concepts and principles underlying of the production of processed
meat and poultry products. Check this against the content standard.
3. DEEPEN
• Let 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 processed meat and poultry products.
• Encourage learners to reflect and revise their project plan.
• Have learners express their understanding and check against the Essential Understanding (EU) and content standard
in producing processed meat and poultry products.
• Have learners assess their understanding. (Refer to stage 2, Assessment at the Level of Understanding)
4. TRANSFER
• Have learners produce original/new marketable processed meat and poultry products.
• Encourage learners exhibit their products (processed meat and poultry products)
• Have learners assess their level of performance using criteria. (Refer to stage 2, Assessment at the Level of
Performance)
• Textbooks
• Magazines/Journals
• KAB Modules
• Cooking utensils, tools and equipment
• Ingredients
• Survey questionnaires

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Quarter 2 : Fish and Shellfish Processing Topic: Personal Entrepreneurial
Competencies (PECs)
Time Frame: 2 days
Stage 1
Content Standard:
attributes, lifestyles, skills, traits, etc. in fish and shellfish
processing.
and power clusters.
successful practitioner/entrepreneur as a proprietor of fish and
shellfish processing.
Aligning one’s PECs with those of successful practitioner/
entrepreneur helps ensure success in a chosen career.
Learners will know:
- Lifestyles
- Skills
• Cluster of PECs
- Achievement
- Planning
- Power
planning and power

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Stage 2
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
activity.
Criteria:
a. Appropriate
b. Effective
c. Practical
Criteria:
a. Valid
b. Relevant
c. Plausible
d. Sensitive
areas of strength
3. Doability

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Criteria:
a. Open-minded
b. Objective
c. Sensitive
processing.
Criteria:
a. Reflective
b. Insightful
c. Objective

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Stage 3
attributes, lifestyles, skills or traits that make a person different from others. When one possesses these competencies,
he/she may become ready to face the challenges of starting a business. Hence, the learners shall:
1. EXPLORE
• Ask learners to name people in the community who are successful in their business in fish and shellfish processing
business
Character
Attribute
Lifestyle
Skills
Traits
FIRMING UP.
3. 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 fish and shellfish processing succeeded. Some suggested activities: interview with
successful entrepreneurs in meat processing, inviting successful entrepreneurs as resource persons in class, video
documentaries of successful entrepreneurs, web searching, etc.
among successful entrepreneurs engaged in fish and shellfish processing using the following aspects: characteristics,
traits, attributes, lifestyles, skills
• Have learners reflect/ rethink their understanding of how entrepreneurs such as those engaged in fish and shellfish

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3. DEEPEN
4. TRANSFER
• Scripts

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Quarter 2 : Fish and Shellfish Processing Topic: Environment and Market Time Frame: 6 days
Stage 1
Content Standard:
and market for fish and shellfish processing as an
• Key Ideas
- Existing industry related to processed and
shellfish products
• Key Processes
- SWOT analysis
the immediate environment and market for fish and shellfish
processing.
offered.
business venture.
market and industry in the immediate municipality/city?
Learners will know:
• Existing industry related to fish and shellfish processing
target consumers
• SWOT analysis

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Stage 2
the analysis of the immediate
environment and market.
identifying business opportunities in fish
and shellfish processing.
Criteria:
a. Clear
b. Comprehensive
c. Concise
d. Coherent
gathered from the immediate
environment and market in identifying
business opportunities in fish and
Criteria:
a. Reliable
b. Accurate
c. Objective
d. Relevant
e. Valid
• Profitable
• Feasible
• Practical
and wants
• Innovative

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from data analysis of processed fish and
shellfish processing business.
Criteria:
a. Appropriate
b. Innovative
c. Practical
in generating business ideas on fish and
shellfish processing
Criteria:
a. Valid
b. Relevant
c. Insightful
business in a municipality/city.
Criteria:
a. Objective
b. Persuasive
c. Sensitive
d. Open-minded
ideas related to fish and shellfish
processing.
Criteria:
a. Reflective
b. Insightful
c. Objective

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Stage 3
considered as business opportunities. Identifying the needs of the municipality/city, 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 processed fish and shellfish as an
learning tools.
• Have the learner assess his/her immediate environment and market for processed fish and shellfish to determine the
Interview guide;
Checklist, etc.
SWOT analysis
• Ask EQs to draw out learners understanding of environment and market in generating business ideas related to fish and
2. FIRM UP
• Lead learners in analyzing the assessment conducted on the environment and market for processed fish and shellfish in
the immediate municipality/city
• Assist learners in conducting a town/city mapping to identify business establishments or industries related to fish and
shellfish processing in the immediate municipality/city.
• Guide learners in making a graphic presentation of the information on fish and shellfish processing as a result of the data-
gathering activity such as: interview, survey, town/city mapping, etc.,
• Help learners in presenting the result of the data gathering activity reflective of the needs and wants of the target market
for processed fish and shellfish.

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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 related to fish and shellfish processing.
business ideas.
4. TRANSFER
• Ask the learner to formulate a business idea as a result of the SWOT analysis of the environment and market for
processed meat.
• Textbooks
• KAB Modules

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Quarter 2 : Fish and Shellfish Processing Topic: Production of Processed
Fish and Shellfish
Time Frame: 35 days
Stage 1
Content Standard:
processing fish and shellfish.
The learner: Produces marketable original/new products
following the basic concepts and principles underlying the
process and delivery in processing fish and shellfish.
process and delivery in fish and shellfish processing is
essential to producing marketable processed fish and shellfish
products.
principles underlying the process and delivery in processing fish
and shellfish?
Learners will know: Fish and Shellfish Processing
• Kinds of Fish in the Philippines suited for processing
• Characteristics of fresh fish
• Market forms of fish
• Kinds of shellfish
• Characteristics of fresh shellfish
• Tools, utensils and materials
• Different methods of Processing fish and shellfish
- Drying (sun dry, artificial, air blast)
- Smoking
- Freezing
- Canning
- Salting
- Brining
- Dry salting
- Pickling
• Fermentation
• Identify the kinds of fish suited for fish processing
• Describe/Recognize the characteristics of fresh fish and
shellfish
• Recognize the market forms of fish
• Recognize the kinds of shellfish
• Recognize the characteristics of fresh shellfish
• Use the tools, utensils and materials in fish and shellfish
processing
• Apply the methods processing fish and shellfish

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• Project Planning
• 4Ms of Production
• Fish Processing
• Tinapa making
• Fish Paste (Bagoong)
• Sardines
• Boneless bangus
Evaluation of processed fish and shellfish products
Cost of Production of Processed Fish
Pricing of Products
Packaging and marketing
- strategies
- advertisement
• Prepare a Project Plan for Fish and /Shellfish Processing
• Apply the 4Ms of Production
• Produce Processed Fish
• Assess the produced processed fish and shellfish
products using rubrics and other tools of evaluation
• Compute for the cost of production
• Adopt packaging and marketing
- strategies
- advertisement
Stage 2
Marketable original/new products,
following the basic concepts and
principles underlying the process and
delivery in processing fish and shellfish
preparation of marketable processed fish
and shellfish products
delivery in processing fish and shellfish
products.
Criteria:
a. clear
b. comprehensive
c. concise
Assessment of processed fish and
shellfish products based on the following:
price)
uniqueness)
• Speed and Time

30
fish and shellfish in producing new
products.
Criteria:
a. meaningful
b. iIllustrative
c. significant
in processing fish and shellfish.
Criteria:
a. appropriate
b. practical
c. effective
process and delivery in processing fish
and shellfish and that of fish processing.
Criteria:
a. clear
b. concise
c. appropriate
feels to have low gains and returns in fish
and shellfish products.
Criteria:
a. sensitive
b. responsive
c. tactful

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processed fish and shellfish products.
b. insightful
c. reflective
Stage 3
Our Filipino folks have learned to adjust to seasonal food conditions and are able to develop ways of coping with the
problem of scarcity of fish and shellfish. The most common method is salting and drying. It is therefore essential that learners
study these strategies especially for generating income while looking forward to the possibility of improving those methods.
1. EXPLORE
• Guide learners in assessing their prior knowledge in the production of processed fish and shellfish products 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.
• Guide learners survey nearby eateries, food stalls and the like. Let learners prepare survey questionnaire checklist which
will focus on:
Types of processed fish and shellfish products
Presentation of processed fish and shellfish products
Ingredients used indigenous ingredients available in the municipality/city
Demands for a particular products – age, occupation like and dislikes
• Assist learners in analyzing and interpreting surveyed data on the production of fish and shellfish products.
• Provide learners with information on the production of processed fish and shellfish products using pictures/video clips.
• Guide learners understanding of the pictures and video presentation by asking leading question focusing on the production
of processed fish and shellfish products.
• Guide learners in gaining initial understanding of the concepts and principles of processed fish and shellfish products.
• Draw from learners Essential Question (EQ) from their initial understanding on the need to understand the basic concepts
and principles underlying the process of delivery in the production of processed fish and shellfish.

32
4. FIRM UP
• Guide learners survey on the 4Ms (material, machine, method and manpower) of production needed in producing quality
processed fish and shellfish products.
• Have learners gather essential information related to the production of processed fish and shellfish. Learners can use any
of the following:
- interview with successful proprietor of fish and shellfish processing industry
- reading materials (books, bulletin and others)
• Have learners present the gathered information and use them as basis for preparing project plan.
• Guide learners in preparing a project plan on the production of processed fish and shellfish products.
• Have the learners familiarize themselves with the different processes involved in producing processed fish and shellfish
products.
• Encourage learners to reflect, revise and rethink their understanding in consideration of the processes in other learning
task in the production of processed fish and shellfish products.
• Have learners assess their understanding on the concepts and principles underlying of the production of processed fish
and shellfish products. Check this against the content standard.
3. DEEPEN
• Let learners translate the project plan into a quality processed fish and shellfish products based on the given standard
procedure.
• Have learners compute for the cost of production and selling price of processed fish and shellfish products.
• Encourage learners reflect and revise their project plan.
• Have learners express their understanding and check against the Essential Understanding (EU) and content standard in
producing processed fish products.
• Have learners assess their understanding (Refer to Stage 2, Assessment at the Level of Understanding)
4. TRANSFER
• Have learners produce original/new marketable processed fish and shellfish products.
• Encourage learners exhibit processed fish and shellfish products through bazaars and food fairs.
• Have learners assess their level of performance using criteria. (Refer to Stage 2, Assessment at the Level of
Performance).

33
• Textbooks
• KAB Modules
• Cooking utensils, tools and equipment
• Ingredients
• Survey forms and questionnaires

34
Quarter 3 : Fruits and Vegetables
Processing
Topic: Personal Entrepreneurial
Competencies (PECs)
Time Frame: 2 days
Stage 1
Content Standard:
attributes, lifestyles, skills, traits, etc. in fruits and vegetables
processing.
and power clusters.
successful practitioner/entrepreneur as a proprietor of fruits and
vegetables processing.
Aligning one’s PECs of successful practitioner/entrepreneur
helps ensure success in a chosen career.
Learners will know:
- Lifestyles
- Skills
• Cluster of PECs
- Achievement
- Planning
- Power
planning and power

35
Stage 2
areas.
Criteria:
a. Clear
b. Comprehensive
c. Concise
Criteria:
a. Objective
b. Focused
c. Conclusive
activity.
Criteria:
a. Appropriate
b. Effective
c. Practical
Criteria:
a. Valid
b. Relevant
c. Plausible
d. Sensitive
areas of strength
3. Doability

36
Criteria:
a. Open-minded
b. Objective
c. Sensitive
processing.
Criteria:
a. Reflective
b. Insightful
c. Objective

37
Stage 3
1. EXPLORE
• Ask learners to name people in the community who are successful in their business in fruits and vegetables processing
business
Character
Attribute
Lifestyle
Skills
Traits
FIRMING UP.
2. FIRM UP
about how entrepreneurs engaged in fruits and vegetables processing succeeded. Some suggested activities: interview
with successful entrepreneurs in fruits and vegetables processing, inviting successful entrepreneurs as resource persons
in class, video documentaries of successful entrepreneurs, web searching, etc.
among successful entrepreneurs engaged in fruits and vegetables processing using the following aspects: characteristics,
traits, attributes, lifestyles, skills
• Have learners reflect/ rethink their understanding of how entrepreneurs such as those engaged in fruits and vegetables

38
3. DEEPEN
4. TRANSFER
• Scripts

39
Processing
Topic: Environment and Market Time Frame: 6 days
Stage 1
Content Standard:
and market for fruits and vegetables processing as an
• Key Ideas
- Existing industry related to processed and
shellfish products
• Key Processes
- SWOT analysis
the immediate environment and market for fruits and vegetables
processing.
offered.
business venture.
Learners will know:
• Existing industry related to fruits and vegetables
processing
target consumers
• SWOT analysis

40
Stage 2
identifying business opportunities in fruits
and vegetables processing.
Criteria:
a. Clear
b. Comprehensive
c. Concise
d. Coherent
business opportunities in fruits and
vegetables.
Criteria:
a. Reliable
b. Accurate
c. Objective
d. Relevant
e. Valid
from data analysis of processed fruits
• Profitable
• Feasible
• Practical
and wants
• Innovative

41
and vegetables processing business.
Criteria:
a. Appropriate
b. Innovative
c. Practical
in generating business ideas on fruits
and vegetables processing
Criteria:
a. Valid
b. Relevant
c. Insightful
Criteria:
a. Objective
b. Persuasive
c. Sensitive
d. Open-minded
ideas related to fruits and vegetables
processing.
Criteria:
a. Reflective
b. Insightful
c. Objective

42
Stage 3
1. EXPLORE
• Guide the learner in assessing their prior knowledge on environment and market for processed fruits and vegetables as an
learning tools.
• Have the learner assess his/her immediate environment and market for processed fruits and vegetables to determine the
Interview guide;
Checklist, etc.
SWOT analysis
• Ask EQs to draw out learners understanding of environment and market in generating business ideas related to fruits and
vegetables processing.
2. FIRM UP
• Lead learners in analyzing the assessment conducted on the environment and market for processed fruits and vegetables
in the immediate municipality/city
• Assist learners in conducting a town/city mapping to identify business establishments or industries related to fruits and
vegetables processing in the immediate municipality/city.
• Guide learners in making a graphic presentation of the information on fruits and vegetables processing as a result of the
data-gathering activity such as: interview, survey, town/city mapping, etc.,
for processed fruits and vegetables

43
3. DEEPEN
manner he/she was able to seize a business opportunity related to fruits and vegetables processing.
business ideas.
4. TRANSFER
processed meat.
• Textbooks
• KAB Modules

44
Processing
Topic: Production of Processed
Fruits and Vegetables
Time Frame: 35 days
Stage 1
Content Standard:
processing fruits and vegetables.
process and delivery in fruits and vegetables processing.
process and delivery in fruits and vegetables processing is
essential to producing marketable processed fruits and
vegetables products.
fruits and vegetables?
Learners will know:
• Importance of Processing fruits and vegetable
• Chemical composition of fruits and vegetables
• Causes of fruits and vegetables spoilage
• Tools and equipment needed in processing
• Methods of processing fruits and vegetables
• Preservation with sugar
- Jelly
- Jam
- Marmalade
- Candied/Glazed
• Pickling
• Preparation of raw materials for processing fruits and
vegetables
• Sorting and selecting vegetables
- cleaning
- blanching
- peeling/paring
• Process fruits and vegetables
• Analyze chemical composition of fruits and vegetable
Use proper tools and equipment needed in processing
fruits and vegetable
• Apply the methods of processing fruits and vegetables
• Produce processed fruits and vegetable products,
• Prepare raw materials
• Sort and select fruits and vegetables for processing.

45
- lye treatment
- preparing solution
- Syrup
- Brine
- Pickling
• Safety and Sanitation
• 4Ms of Production
• Fruits and Vegetables Processing
- Pineapple jam
- Candied Tamarind
- Guava jelly
- Papaya Pineapple Marmalade
- Sayote mixed Pickles
- Mixed vegetables Pickles
- etc.
• Evaluation of processed fruits and vegetable products
• Cost of Production
• Pricing of Products
• Packaging and marketing of processed fruits and
vegetables
- strategies
- advertisement
• Observe safety and sanitation
• Prepare Project Plan
• Produce Processed fruits and vegetables Products
• Assess processed fruits and vegetables products
• Compute the cost of production
• Estimate the price of processed fruits and vegetables
• Adopt appropriate packaging and marketing of processed
fruits and vegetables.

46
Stage 2
delivery in processing fruits and
vegetables
fruits and vegetables products
delivery in processing fruits and
vegetables products.
Criteria:
a. clear
b. comprehensive
c. concise
fruits and vegetables in producing new
products.
Criteria:
a. meaningful
b. iIllustrative
c. significant
in processing fruits and vegetable
products.
Criteria:
a. appropriate
b. practical
c. effective
Assessment of processed fruits and
vegetables products based on the
following:
price)
uniqueness)
• Speed and Time

47
process and delivery in processing fruits
and vegetables and that of meat and
poultry processing.
Criteria:
a. clear
b. concise
c. appropriate
processed fruits and vegetable products.
Criteria:
a. sensitive
b. responsive
c. tactful
processed fruits and vegetable products.
b. insightful
c. reflective

48
Stage 3
.
As a rule, preservation of fruits and vegetables tend to increase the cost of the product. However, preservation insures
availability of the products during off season. Learning how to preserve fruits and vegetables shall be profitable in the long run
because it is one activity which can generate income for the family.
1. EXPLORE
• Guide the learners in assessing their prior knowledge and understanding in the production of processed fruits and
vegetable products 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.
• Guide learners in preparing survey on processed fruits and vegetables in nearby eateries, food stalls groceries and the
like. Let the learners prepare survey questionnaire checklist which will focus on:
types of processed fruits and vegetables products
presentation of processed fruits and vegetables product samples
ingredients using indigenous materials available in the municipality/city.
demands for a particular products.
• Assist learners in analyzing and interpreting the surveyed data on the production of fruits and vegetable products.
• Provide learners with information on the production of processed fruits and vegetables with pictures/video clips.
• Guide learners in interpreting the pictures and video presentation by asking leading questions focusing on the production
of processed of fruits and vegetable products.
• Guide learners in gaining initial understanding of the concepts and principles underlying of the production of processed
fruits and vegetables.
• Draw from 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 processed fruits and vegetables.
2. FIRM UP
• Guide learners in preparing research work on the 4Ms (material, machine, method and manpower) of production needed
in producing quality processed fruits and vegetable products.
• Have learners gather essential information related to the production of processed fruits and vegetables. Learners can use
any of the following:
- interview with successful proprietor of processed fruits and vegetables industry.
- reading materials (books, bulletin and others)

49
• Guide learners in preparing a project plan on the production of processed fruits and vegetable products.
• Have learners familiarize themselves with the different processes involved in producing processed fruits and vegetable
products and other learning task.
• Have learners assess their understanding of the concepts of production of processed fruits and vegetable. Check this
against the content standard.
3. DEEPEN
• Let learners actualize the project plan into quality processed fruits and vegetable products based on the given standard
procedure.
• Have learners compute for the cost of production and selling price of processed fruits and vegetable products.
• Encourage learners reflect and revise their project plan
• Have learners express their understanding and check against the Essential Understanding (EU) and correct standard in
producing processed fruit and vegetable products.
• Have learners assess their understanding. (Refer to Stage 2, Assessment at the Level of Understanding)
4. TRANSFER
• Have learners produce original/new marketable processed fruits and vegetable products.
• Encourage learners exhibit processed fruits and vegetable products through bazaars, and food fairs.
• Have learners assess their level of performance using criteria (Refer to Stage 2, Assessment at the Level of
Performance)
• Textbooks
• KAB Modules
• Cooking utensils, tools and processing equipment
• Ingredients
• Scoring Rubrics
• Multimedia materials
• Survey Questionnaires

50
Quarter 4 : Drinks, Juices and Coffee
Processing
Topic: Personal Entrepreneurial
Competencies (PECs)
Time Frame: 2 days
Stage 1
Content Standard:
attributes, lifestyles, skills, traits, etc. in drinks, juices and
coffee processing.
and power clusters.
successful practitioner/entrepreneur as a proprietor of drinks,
juices and coffee processing.
Aligning one’s PECs of successful practitioner/entrepreneur
helps ensure success in a chosen career.
Learners will know:
- Lifestyles
- Skills
• Cluster of PECs
- Achievement
- Planning
- Power
planning and power

51
Stage 2
areas.
Criteria:
a. Clear
b. Comprehensive
c. Concise
Criteria:
a. Objective
b. Focused
c. Conclusive
activity.
Criteria:
a. Appropriate
b. Effective
c. Practical
Criteria:
a. Valid
b. Relevant
c. Plausible
d. Sensitive
areas of strength
3. Doability

52
Criteria:
a. Open-minded
b. Objective
c. Sensitive
processing.
Criteria:
a. Reflective
b. Insightful
c. Objective

53
Stage 3
1. EXPLORE
• Ask learners to name people in the community who are successful in their business in drinks, juices and coffee processing
business
Character
Attribute
Lifestyle
Skills
Traits
FIRMING UP.
5. FIRM UP
about how entrepreneurs engaged in drinks, juices and coffee processing succeeded. Some suggested activities:
interview with successful entrepreneurs in drinks, juices and coffee processing, inviting successful entrepreneurs as
resource persons in class, video documentaries of successful entrepreneurs, web searching, etc.
among successful entrepreneurs engaged in drinks, juices and coffee processing using the following aspects:
characteristics, traits, attributes, lifestyles, skills
• Have learners reflect/ rethink their understanding of how entrepreneurs such as those engaged in drinks, juices and coffee

54
3. DEEPEN
4. TRANSFER
• Scripts

55
Processing
Topic: Environment and Market Time Frame: 6 days
Stage 1
Content Standard:
and market for drinks, juices and coffee processing as an
• Key Ideas
- Existing industry related to processed drinks,
juices and coffee products
• Key Processes
- SWOT analysis
the immediate environment and market for drinks, juices and
coffee processing.
offered.
business venture.
Learners will know:
• Existing industry related to fruits and vegetables
processing
target consumers
• SWOT analysis

56
Stage 2
identifying business opportunities in
drinks, juices and coffee processing.
Criteria:
a. Clear
b. Comprehensive
c. Concise
d. Coherent
business opportunities in processed
drinks, juices and coffee
Criteria:
a. Reliable
b. Accurate
c. Objective
d. Relevant
e. Valid
• Profitable
• Feasible
• Practical
and wants
• Innovative

57
from data analysis of processed drinks,
juices and coffee processing business.
Criteria:
a. Appropriate
b. Innovative
c. Practical
in generating business ideas on drinks,
juices and coffee processing
Criteria:
a. Valid
b. Relevant
c. Insightful
Criteria:
a. Objective
b. Persuasive
c. Sensitive
d. Open-minded
ideas related to drinks, juices and coffee
processing.
Criteria:
a. Reflective
b. Insightful
c. Objective

58
Stage 3
1. EXPLORE
• Guide the learner in assessing their prior knowledge on environment and market for processed drinks, juices and coffee 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 processed drinks, juices and coffee to determine
the existing industries, needs and wants of target market with the use of the following:
Interview guide;
Checklist, etc.
SWOT analysis
• Ask EQs to draw out learners understanding of environment and market in generating business ideas related to drinks,
juices and coffee processing.
2. FIRM UP
• Lead learners in analyzing the assessment conducted on the environment and market for processed drinks, juices and
coffee in the immediate municipality/city
• Assist learners in conducting a town/city mapping to identify business establishments or industries related to drinks, juices
and coffee processing in the immediate municipality/city.
• Guide learners in making a graphic presentation of the information on drinks, juices and coffee processing as a result of
the data-gathering activity such as: interview, survey, town/city mapping, etc.,
for processed drinks, juices and coffee

59
3. DEEPEN
manner he/she was able to seize a business opportunity related to drinks, juices and coffee processing.
business ideas.
4. TRANSFER
processed meat.
• Textbooks
• KAB Modules

60
Processing
Topic: Production of Processed
Drinks, Juices and Coffee
Time Frame: 35 days
Stage 1
Content Standard:
processing drinks, juices and coffee.
process and delivery in drinks, juices and coffee processing.
process and delivery in drinks, juices and coffee processing is
essential to producing marketable processed drinks, juices
and coffee products.
drinks, juices and coffee?
Learners will know:
• Importance of processing drinks juices and coffee.
• Principles of processing drinks, juices and coffee.
• Characteristics of quality processed drinks, juices and
coffee.
• Nutritive value
• Tools, utensils and supplies, equipment
• Safety and sanitation
• 4Ms Production
o Processing of drinks, juices and coffee.
o Mango Puree
o Calamansi juice concentrate
o Orange drink
o Guyabano juice
o Prepare drinks, juices and coffee products
o Apply the principles of processing drinks, juices and
coffee.
o Recognize the characteristics of quality processed drinks,
juices and coffee.
o Conserve nutritive value
o Use appropriate tools, utensils, supplies and processing
equipment
o Observe safety and sanitation
o Make a Project Plan for the preparation of drinks, juices
and coffee.
o Apply the 4Ms of production in producing drinks, juices
and coffee products.
o Produce processed drinks, juices and coffee products.
o Mango Puree
o Calamansi juice concentrate
o Orange drink
o Guyabano juice

61
o Ginger Tea or Salabat
o Sago and gulaman drinks
o Coffee
o Evaluation of processed drinks, juices and coffee
o Cost of Production
o Pricing of Products
o Packaging and marketing of processed drink,
juices and coffee
o strategies
o advertisement
o Ginger Tea or Salabat
o Sago and gulaman
o Coffee
o Assess processed drinks, juices and coffee products
o Compute the cost production and pricing product.
o Adopt appropriate packaging and marketing strategies.
Stage 2
delivery in processing drinks, juices and
coffee
drinks, juices and coffee products
Explanation: Explain the basic
concepts and principles underlying the
process and delivery in processing
drinks, juices and coffee products.
Criteria:
a. clear
b. comprehensive
c. concise
drinks, juices and coffee in producing
new products.
Criteria:
a. meaningful
b. iIllustrative
Assessment of processed drinks, juices
and coffee products based on the
following:
price)
uniqueness)
• Speed and Time

62
c. significant
in processing drinks, juices and coffee
products.
Criteria:
a. appropriate
b. practical
c. effective
process and delivery in processing
drinks, juices and coffee products and
that of fruits and vegetables processing.
Criteria:
a. clear
b. concise
c. appropriate
drinks, juices and coffee products.
Criteria:
a. sensitive
b. responsive
c. tactful
processed drinks, juices and coffee
products products.
b. insightful
c. reflective

63
Stage 3
. Drinks and juices have become part of daily fluid consumption of many very active people. Drinks and juices also serve
as thirst quenchers in the absence of potable water. Often, they become preferable to water usually serve cooled. Their sugar
content also meets human satisfaction for food. This trend of easy to prepare and convenient drinks, juices and coffee for
learners can be a source of family income and contribute to healthy lifestyle.
1. EXPLORE:
• Guide learners in assessing their prior knowledge and understanding in the production of processed drinks, juices and
coffee products.
• Orient learners in understanding the learning standards (contest and performance standards), Assessment tools and
criteria
• Guide learners are preparing a survey and a processed drinks, juice and coffee products nearby eateries, food stalls
and the like.
Let learners prepare survey questionnaire-checklist which will focus on:
- types of processed drinks, juices and coffee products.
- presentation of processed drinks, juices and coffee products samples
- ingredients used such as indigenous ingredients available in the municipality/city
- demands for a particular product – age, occupation like and dislikes
• Assist learners in analyzing and interpreting the surveyed data on the production of processed drinks, juices and coffee
products.
• Provide learners with information in the production of processed drinks, juices and coffee products using pictures/video
clips.
• Guide learners understanding of the pictures and video presentation by asking leading question focusing on the
production of processed drinks, juices, coffee products.
• Guide learners in gaining initial understanding of concepts and principles of processed drinks, juices and coffee
products.
• Draw from the learners Essential Question (EQ) from their initial understanding of the need to understand the basic
concepts and principles underlying the process of delivery in the production of processed drinks, juices and coffee.

64
2. FIRM UP:
• Guide learners in preparing research on the 4Ms (material, machine, method and manpower) of production
needed in producing quality processed drinks, juices and coffee products.
• Have learners gather essential information related to the production of processed drinks, juices and coffee. Learners
can use any of the following:
• interview with successful proprietor of drinks, juices and coffee products
• web-based resources
• reading materials (books, bulletin and others)
• Guide learners in preparing a project plan on the production of processed drinks, juices and coffee products.
• Have learners familiarize themselves with the different processes involved in producing processed drinks, juices and
coffee products.
• Encourage learners in reflecting, revising and re-thinking their understanding in consideration of the processes,
information/learning in the production of drinks, juices and coffee products.
• Have learners assess their understanding of the principles and concepts underlying the production of processed drinks,
juices and coffee products. Check this against the content standard.
3. DEEPEN:
• Let learners actualize the project plan into quality processed drinks, juices and coffee products.
• Have learners compute for the cost of production and selling price of processed drinks, juices and coffee products.
• Encourage learners reflect and revise their project plan.
• Have learners express their understanding and check against the Essential Understanding (EU) and content standards
in producing processed drinks, juices and coffee products.
• Have learners assess their understanding. (Refer to Stage 2, Assessment at the level of Understanding)
4. TRANSFER:
• Have learners produce original/new marketable processed drinks, juices and coffee products.
• Encourage learners exhibit processed drinks, juices and coffee products through bazaars and food fairs.
• Have learners assess their level of performance using criteria (Refer to Stage 2, Assessment at the Level of
Performance)

65
• Textbooks
• KAB Modules
• Cooking utensils, tools and processing equipment
• Ingredients
• Scoring Rubrics
• Multimedia materials
• Survey Questionnaires

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