1

WEEK
2

TLE
FOOD PROCESSING
(Exploratory)
Grade 7

Schools Division Office Development Team: Regin Rex P. Tosco, Marissa O. Aguirre,
Yolanda S. Oliver, Augusto D. Ferma Jr., Rosario B. Berna, Josefina T. Justo, Katherine
O. Cordora, Gary A. Sarno, Veronica O. Peroja

TLE - FOOD PROCESSING Grade 7 Learner’s Material

Exploratory- Module 1
First Edition, 2020

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 Select Tools, Equipment, and Instruments

I Lesson– Week 1

Knowing the parts and functions of equipment, tools, and utensils used
in processing food ensures accurate or proper use, operation, and care for
them. It is very easy for a food processor to manipulate a particular device if
he knows all its parts and their respective functions.
Proper maintenance for the parts of any tool, equipment, and utensil
can also be done if a processor is familiar with them. Every equipment, tool,
and utensil that are purchased is accompanied by a manual containing
specifications as to how they are used, manipulated or operated, cared for,
and stored to lengthen their serviceability.
After going through this lesson, you are expected to select tools,
equipment, utensils, and instruments according to the food (fish) processing
method, explain the defects in tools, equipment, utensils, and instrument,
follow procedures in reporting defective tools, equipment, utensils, and
instruments.

Learning Task 1: Find the mystery words in each squares and list them down
on a separate sheet of paper.
1. _______________________
2. _______________________
3. _______________________
4. _______________________
5. _______________________
6. _______________________
7. _______________________
8. _______________________
9. _______________________
10. _______________________

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Learning Task 2 : Using the Four-Column Chart below, Name the following
hand tools, equipment and materials then write their function/ use and explain
their defect.

TYPES OF FUNCTION/ DAMAGES/ ILLUSTRATION

EQUIPMENT, USES DEFECTS OB-
TOOLS/ SERVED
DEVICES
1.

2.

3. .

4.

5.

2
 E
Learning Task 3 : Based on the chart below, write the tools and equipment
needed in Food/Fish Processing.

COOKING MEASURING
UTENSIL TOOL

EQUIPMENT
CUTTING USED IN FOOD/ COOKING
IMPLEMENT FISH EQUIPMENT
PROCESSING

UTENSILS FOR
PREPARING

COOKING MEASURING CUTTING UTENSILS FOR COOKING

UTENSIL TOOL IMPLEMENT PREPARING EQUIPMENT

3
A

Learning Task 4 : Choose the correct answer from the word box provided be-
low. Write it on a separate sheet of paper.
__________1. It is a device used to measure the strength of the brine solution.
__________2. It is a device used to measure the sugar content of sap and syrup.
__________3. It means to set or determine the accuracy of the measuring device.
__________4. It is the cheapest and most easily available sanitizer in the market.
__________5. It is used in measuring the volume of liquid.
__________6. It is a device used to measure liquid ingredients in small quantity.
__________7. It is the type of water used in calibrating the refractometer.
__________8. It is a device used to measure the temperature of fish/food.
__________9. It is a device used to measure the weight of fish / food.
__________10.How many drops of sap or syrup sample are needed in testing the
refractometer?
__________11. It is used for cutting or slicing fish or meat; for scaling fish.
__________12. It is used for trimming fins of fish.
__________13. It is used for picking up or handling food.
__________14. It is where fish or meat are cut; ingredients are sliced or minced
__________15. It is used in storing the salted products.

WORD BOX

1. Tong 6. Knives 11. Measuring cup for liquid ingredients

2. Scissor 7. Distilled water 12. Refractometer
3. Weighing scale 8. Thermometer 13. Salinometer
4. Chopping board 9. Calibrate 14. Chlorine
5. Cylinder 10. One 15. Earthen pots

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 Use Tools, Equipment, Instruments and Utensils by
Following the Standard Procedures
I Lesson– Week 2 to 3

When processing food, there are several tools, equipment, and utensils
that need to be properly inspected, checked, sanitized, assembled, and operat-
ed based on specifications. The appropriate tools, equipment, and utensils are
assembled according to the food processing methods where they will be used.
Before any equipment or machine is used, it must first be checked to
make sure that it is very functional and in good condition. Checking and in-
specting equipment and machines will guarantee that all their parts are intact
and that no part is missing or defective. This will also assure that electrical
plugs and wirings are not defective and will not in any way cause problems on
short circuits, electrocution, or any form of accident. It is important to review
all procedures regarding the use of all standard measuring devices to ensure
that they will be properly used in accordance with the manufacturer’s specifi-
cation.
Being familiar with the procedure in using a standard measuring device
like a salinometer, thermometer, weighing scale or a measuring cup or spoon
will enable a food processor to use the appropriate measuring device for a spe-
cific food processing activity. It also enables him to work systematically and
accurately.
After going through this lesson, you are expected to interpret a food
processing procedure, apply standard procedures in using tools, equipment,
instruments, and utensils, calibrate tools, equipment instruments and uten-
sils, follow procedures in sanitizing tools, equipment, instruments and uten-
sils, use tools, equipment, instruments, and utensils according to job require-
ments and manufacture’s specification

Learning Task 1 : Fill out this table below. Choose the answer from the concept
map given on what methods of food processing needs to be applied.

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 Tools, Equipment, Instruments, Utensils Food Processing
Method
1 salinometer, earthen pots, wooden salting vat

2 slicers, grinders, food processors, wooden or stainless

steel basins

3 smoke house, cooking vat, bakol, bistay, bamboo tray

4 jars, bottles, strainers, measuring spoons, measuring

cups

5 preserving bottles and jars, aluminum utility trays,

basins

6 can sealer, pressure cooker, thermometers, stove

7 dehydrators, drying trays, knives, weighing scales

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Learning Task 2 :
A. Examine the illustrations and answer the following questions

1. What have you notice about the illustrations?

2. Is it necessary to calibrate a weighing scale? Why?
3. Why is it necessary to follow manufacturer‘s specifications in operating
Food Processing Equipment?
4. Why is a there a need to know the standard procedure in using a food
processing equipment ?

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B. Carefully read the questions and choose the best answer from the options
given. Write the letter only of your answer in your test booklet.
1. What are some of the specifications included by the manufacturer of a certain
tool, equipment or utensil?
a. dimension as to size, height, capacity, etc.
b. handling and operating requirements
c. proper care and maintenance
d. all of these
2. Why are specifications for food processing tool, equipment and utensils
necessary?
a. because they provide information to the user as to how they must be
properly handled and operated in order to avoid accident
b. specifications give information concerning the proper use, care and
maintenance of the tools, equipment and utensils
c. both a and b
d. specifications provide information about the tools, equipment and
utensils
3. If you are a food processor, why do you need to know the parts of the
equipment, tool and utensil and their functions?
a. to appreciate the usefulness of a particular device
b. to be able to correctly operate/manipulate a tool, equipment or utensil
c. to be able to do some simple repairs on them
d. to easily determine if a part is missing
4. If you are going to pack processed foods in tin cans, why do you need to seal
it with a can sealer?
a. cans cannot be sealed manually
b. tin cans are difficult to seal
c. to properly seal them
d. a can sealer is the appropriate equipment for attaching the
cover to the body of a tin can with is first and second
operation rolls
5. What will help you determine the kinds of tools, equipment and utensil you
will assemble, sanitize, inspect or check?
a. the kind of product to be produced
b. the method of food processing to be done
c. the raw materials to be processed
d. the availability of tools, equipment and utensils
6. You have already removed the dirt from the tools, equipment or utensils you
will use in processing the food by washing them with soap and water. Why
do you still need to sanitize or disinfect them?
a. washing with soap and water only removes the adhering dirt
b. washing alone cannot remove the microorganisms and germs
c. to effectively kill or destroy all the germs and
microorganisms which remained after washing
d. all of these

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7. Which of these is a sanitizing agent you can use for killing the germs and mi-
croorganisms present in tools, equipment and utensils?
a. sodium chloride
b. sodium hypochloride
c. magnesium sulfate
d. calcium chloride
8. How will you properly store tools, equipment and utensils after using them?
a. wipe dry all tools, equipment and utensils which were washed with
water before keeping them
b. stow them in a clean dry place with a good ventilation
c. apply lubricant to parts of equipment that undergo
friction to prevent wear and tear
d. all of these
9. Why do you need to inspect and check the condition of equipment and ma-
chines before operating them?
a. to check if no parts are defective or missing
b. to check if electrical plugs are in good condition
c. both and b
d. to see if they are old or new ones
10. Which of this preventive machine maintenance will you check before using
equipment or a machine?
a. machine temperature and hydraulic fluid
b. wear and surface condition
c. crack and leak detection and electric insulation
d. all of these

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Learning Task 3: Complete the statements by writing your answer on the space
provided.

1. is the behavior that agrees with the accepted or conventional

standards.

2. is formed by design or invented for specific use.

3. means to divide into or mark with degrees.

4. refers to a place where any work is carried out.

5. is a solution of salt and water.

6. means a systematic arrangement of listed items giving descriptive
details.
7. are things that provide specific service or function

8. is a tool or utensil.

9. is a pamphlet.

10, is used as a basis of comparison or established criterion.

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 A
Leaning Task 4 : Read and understand the questions below. Select the best
answer and write the letter only on your answer in your test booklet.
1. Why is there a need of properly interpreting teacher’s/manufacturer’s
specifications before operating any food processing equipment?
a. to be able to determine the correct operation of the equipment
b. to avoid accidents due to faulty operation of equipment
c. to be familiar with their parts and their function
d. all of these
2. If you will choose food processing equipment, why is it better those with
parts easy to assemble and disassemble?
a. for easily taking the parts apart if it breakdown
b. to easily put back the parts after dismantling them
c. both a and b
d. because they are cheaper
3. Why should you check equipment that are electrically operated before using
them?
a. to make sure plugs, outlets and electrical insulation are not defective
b. to prevent accident
c. to practice using the equipment
d. to avoid errors and accidents in their operation
4. Your teacher instructed you to use a blender in your activity of preparing
mango jam. It is your first time to use such equipment. Which of these will
you do?
a. read the manual containing the manufacturer’s specification
b. practice using the blender
c. ask your classmate to demonstrate it to you
d. I will not do anything
5. Your can sealer is not sealing properly. Which of these will you do?
a. do not use it any more
b. request that a new sealer will be bought
c. undertake simple troubleshooting
d. borrow a can sealer from another class
6. Why should food contact surfaces of machine or equipment be regularly
lubricated?
a. to prevent wear and tear
b. to prevent corrosion
c. both and b
d. none of these
7. You noticed that it is difficult to turn the knobs of a pressure cooker, which of
these will you do?
a. change the knobs
b. apply
c. remove the knobs
d. don’t do anything
8

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8. Your teacher instructed you to check and inspect all the food processing
equipment in your laboratory room. Which of these will you do later?
a. prepare a written report following the standard format
b. make a checklist of the tools and equipment inspected
c. make an oral report
d. none of these
9. Why should you operate or use equipment in accordance with manufacturers
specifications?
a. to correctly operate them
b. to be familiar with their parts and functions and to correctly operate,
care and troubleshoot them
c. to determine cost of equipment
d. to be familiar with the necessary safety precautions to
observe
10. Which construction material for equipment porous to bacteria and absorbs
moisture as well as impart odor and color to the food?
a. Plastic
b. Metal
c. stainless steel
d. wood

Tabulate the Recorded Data Relevant to Production of

Processed Food
I Lesson– Week 4

Gathering the record of weights and measurement of ingredients and raw

materials with appropriate measuring instruments can help you improve your
recorded data accurately. We can also measure the proportions of our subjects
in order to improve the accuracy of what we record and tabulate data relevant to
the production of processed food.
In our everyday lives, we practically use and taking up measurements.
For instance, when you take the weight of a fish from the market you use a
weighing scale to check the accuracy of the measurement. The unit of
measurement plays a vital role in recording and tabulating the recorded data
relevant to the production of processed food. Collected data should be organized
and analyzed systematically for easier and faster interpretation.
After going through this lesson, you are expected to record weights and
measurements of raw materials and ingredients, summarize/sum up recorded
weights and measurements of processed products and perform how a seam is
measured.

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 Learning Task 1 : Let’s find out if you can answer the abbreviation for each
unit of measurements from the given concept map below. Answer the following
on a separate sheet provided. Do not write anything on the module.

D
Learning Task 2 :Using Three-Column-Organizer Chart, on a separate sheet of
paper, list the name of measuring device and instruments in the first column,
functions and uses for the second column, measurement or unit used for the third
column .

MEASURING DEVICES FUNCTION/USES MEASUREMENTS/

AND INSTRUMENTS UNIT USE
1. ____________________ ________________________ ____________________
________________________
________________________

2. .____________________ ______________________ ____________________

______________________
______________________

3. . ___________________ _______________________ ____________________

_______________________
_______________________

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 MEASURING DEVICES FUNCTION/USES MEASUREMENTS/
AND INSTRUMENTS UNIT USE
4. . ___________________ _______________________ ____________________
_______________________
_______________________

5.______________ ______________________ ____________________

______________________
______________________

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Learning Task 3 :
I. Write the letter and meaning of each abbreviation on the lines provided in col-
umn A that corresponds to your answer from Column B.
Column A Column B

1. pt A. degree Fahrenheit
2. c B. quart
3. tbsp C. gallon
4. kg D. tablespoon
5. qt E. pound
6. fl.oz F. pint

7. gm G. kilogram

8. lb H. fluid ounce
9. gal I. cup
10. °F J. gram

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II. Complete the table below: Perform the following computations. Complete
your answer inside the corresponding box provided from the table
below. Write your answer on a separate sheet of paper.

Fahrenheit Celcius Celcius Fahrenheit

A. 130 °F __________ F. 70 °C __________

B. 160 °F __________ G. 110 °C __________

C. 160 °F __________ H. 130 °C __________

D. 60 °F __________ I. 40 °C __________

E. 32 °F __________ J. 180 °C __________

A
Learning Task 4 :

I. Complete the list of measurements and conversions. Use extra paper for your
computation. Write the answer in your answer sheet.

1. 1 quart = cups

2. 12 tbsp. = cups

3. 1 lb. = grams

4. 14 grams = ounce

5. 1 pint = tbsp.

6. 1 tbsp. = tsp

7. 1 cup = tbsp

8. 1 pinch = tsp.

9. 2.5 kg = grams

10. 102.1 oF = oC

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II. Choose the word of the correct answer from the word box.

Write it on a separate sheet of paper.

____________________1. The amount of space something occupies.
____________________2. It refers to degree of hotness or coldness of a thing.
____________________3. Refers to how much a container can hold.
____________________4. The base unit of mass.
____________________5. It is often called percentage error.

Data record Absolute error

Capacity Volume
Temperature Relative error
gram
Construction Line Extension Line

Calculate the Production Inputs and Output

I Lesson–Week 5

Data gathering on raw materials and ingredients is necessary in order to

compute and calculate production input and output of the finished product.
Common inputs are labor hours, capital and natural resources,
while outputs are generally measured in sales or the number of goods and ser-
vices produced.

In economics, factors of production, resources, or inputs are what is

used in the production process to produce output—that is, finished goods and
services. The utilized amounts of the various inputs determine the quantity
of output according to the relationship called the production function.
After going through this lesson, you are expected to compute for the per-
centage equivalents of actual spoilage and rejects, calculate the percentage of
actual yields and recoveries according to enterprise requirements and record
calculated data according to enterprise requirements .

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Learning Task 1 : Name the following sets of pictures. Fill the missing letter
to complete the word.

1. S_o_ed F_s 2. M _ x Ve_ _ t_b_le 3. Fer_ e_ _ed F _ s _

4. Ma_ _ o J _ m 5. P _ _ kl_d F _ _ h

Learning Task 2 : Read carefully the questions. Choose the answer from the
options given. Write the letter only in your answer sheet.
1. If you buy ¼ kilo of sugar to be used in pickling how much is this in
grams?
a. 250 gg c. 260 g
b. 270 g d. 280 g
2. You are instructed to process fermented fish. What is the ratio needed to
ferment fish and salt by weight?
a. 1:4 c. 1:6
b. 1:5 d. 1:7
3. In smoking fish, how many grams of salt is equivalent to one cup?
a. 250 g c. 260 g
b. 270 g d. 280 g

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4. In your laboratory room, your group leader asks you to prepare the mixture
for mango jam. What is the proportion needed?
a. 1:1 and 1:3/4 c. 1:1 and 1:1/8
b. 1:2 and 1:1/2 d. 1:2 and 1:1/3
5. Using 1:3 ratio in salting fish, how many grams of salt is needed to salt the
fish weighing 900 grams?
a. 300 g c. 500 g
b. 400 g d. 200 g

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Learning Task 3: Identify the word being describe in each sentence by choosing
the correct answer from the word box provided below .Write it in a blank before
the number.

1. It is the amount of solute present in a given quantity of solvent.

2. It is the total amount spent for goods or services including money and
time and labor.

_______3. It is the cost of raw ingredients.

4. It refers to the combined costs of raw material and labor incurred in

producing goods.

5. It is a material that allows molecules of one kind to pass through it

but prevents the passage of other kinds of molecules.

6. It refers to the homogenous mixture of substances with variable

composition.

7. It is a solution that has a uniform composition and property.

8.Is the normal range in the percentage of food cost.

9. It is a solution of salt and water wherein fish is soaked and cooked be-
fore finally smoking it.

10. It is the process of a solute dissolving in another solute.

Dissolution Production cost

Semi permeable membrane Brine
20 % - 60% Cost
Homogenous Concentration of a solution
Solution Raw food cost

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 A
Learning Task 4 :

I. Match the item in column A with those in column B. Write the letters only.

A B
1. output a. something that enters process from the outside
and is acted upon or integrated in the data
2. recording b. the end product or yield of a process

3. input c. a written record showing the input – output rela-

tionship in determining the yield from a certain
procedure
4. production report d. a systematic procedure of producing a record for
reference

5. documentation e. the process of capturing data or translating

information to recording format

II. Read carefully the questions. Choose the answer from the options given.
Write the letter only in your answer sheet.
1. In smoking fish, how many grams of salt is equivalent to one cup?
a. 250 g c. 260 g
b. 270 g d. 280 g
2. In your laboratory room, your group leader asks you to prepare the mixture
for mango jam. What is the proportion needed?
a. 1:1 and 1:3/4 c. 1:1 and 1:1/8
b. 1:2 and 1:1/2 d. 1:2 and 1:1/3
3. If you buy ¼ kilo of sugar to be used in pickling how much is this in grams?
a. 250 gg c. 260 g
b. 270 g d. 280 g

4. You are instructed to process fermented fish. What is the ratio needed to fer-
ment fish and salt by weight?
a. 1:4 c. 1:6
b. 1:5 d. 1:7
5. Using 1:3 ratio in salting fish, how many grams of salt is needed to salt the
fish weighing 900 grams?

a. 300 g c. 500 g
b. 400 g d. 200 g

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 Interpret a Layout Plan

I Lesson–Week 6

It is unlikely that in any situation there is only one ideal layout for the
processing area, but at the planning stage an attempt should be made to
conform with some fundamental requirements depending on the importance of
the different elements in the local situation following the standard settings.
Some of the factors to be considered, when planning layout, are listed below
but others, which may depend on local conditions, may be equally important,
particularly those relating to building regulations and other relevant
legislations.
The layout should be arranged so that raw material and finished
produce are kept apart, thus avoiding the possibility of cross-contamination.
Processing after a cleaning or washing operation should be kept apart from
pre-cleaning processes to avoid contamination.
After going through this lesson, you are expected to explain the
meaning of signs and symbols used in the lay-outing plan for fish processing
activity and interpret a layout plan for the fish processing area according to
the standard set.

Learning Task 1:

Give at least three characteristics in choosing a fresh fish. Write it in your

activity notebook.

Activity 1: Name Game – Fresh Fish

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D
Learning Task 2: Create a layout of an ideal processing room. Label the
necessary area appropriate for processing. Write it in your answer sheet.

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Learning Task 3: Go with the Flow
Below is a flowchart in manufacturing of Smoked Bangus Fish. Fill in the
box with the correct procedures given. Write it in your activity notebook.

PROCEDURES:
1. Securing of raw materials
2. Preparing the raw materials
a. Splitting
b. Brining
c. Pre-cooking
d. Drying
3. Smoking
4. Cooling
5. Packaging

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 A
Learning Task 4 : Identify the correct answer. Write the letter only in your
activity notebook.
1. Fish has bulging eyes, red gills and a firm body. What can you say about the
fish?
A. The fish is fresh C. The fish is partially fresh
B. The fish is stale D. The fish is undergoing rigor mortis
2. The fishes you graded have slightly sunken eyes with grayish pupil; the flesh
and backbone are slightly soft and with a slightly sour odor. To what grade
will you assign them?
A. Grade I C. Grade III
B. Grade II D. Off-grade
3. Why must raw materials like fishes be eviscerated before salting, curing or
smoking them?
A. To thoroughly clean the fish
B. To prevent spoilage of the fish
C. To improve the odor of the fish
D. To remove the internal organs which contain spoilage organisms
4. The purpose of this activity is to give the correct information about the product
A. Storing C. Processing
B. Labeling D. Receiving
5. One purpose of this processing activity is to prolong the keeping quality of the
finished product.
A. Labeling C. processing
B. Storing D. preparation
6. It is the way facilities are placed according to plan.
A. Label C. Manual
B. Layout D. Specifications
7. It refers to the removal of the scales from a fish using a blunt knife.
A. Brining C. Grading
B. Eviscerating D. Scaling
8. When descaling a fish like tilapia or bangus, why should you use a blunt knife?
A. To prevent injuring the fish flesh
B. To hasten the removal of scales
C. To maintain firmness of the fish flesh
D. To prevent damaging the scales
9. This consists of fish which failed to meet the requirements of Grade III and
therefore must be rejected.
A. Grade I C. Grade III
B. Grade II D. Off-grade
10. This processing activity involves pre-cooking.
A. Storing C. Preparation
B. Receiving D. Processing

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11. This activity involves segregating suitable from unsuitable raw materials.
A. Grading and sorting C. Receiving
B. Labeling D. Preparation
12. It refers to the removal of the internal organs; gut scaled or unscaled fish.
A. Brining C. Grading
B. Eviscerating D. Scaling
13.This activity involves the final heat treatment during processing.
A. Sterilizing C. Preparation
B. Storing D. Labeling
14. It is described as any tag, brand, mark, pictorial, or other descriptive matter.
A. Label C. Manual
B. Layout D. Specifications
15. It refers to a detailed itemized description of dimension plans, materials, and
other equipment.
A. Label C. Manual
B. Layout D. Specifications

Observe Personal Hygiene and Good Grooming

I Lesson-Week 7

Sanitation in a processing plant is a primary concern of all food processing firms.

It is necessary to prevent or minimize hazards of product contamination and con-
ditions aesthetically offensive to the consumers, and to provide clean, healthful,
and safe working conditions.
Food handlers should maintain a high degree of personal cleanliness. They
should wear suitable protective clothing, head covering, gloves, facial masks, and
footwear. Suitable waterproof dressing should cover cuts and wounds, wherein
personnel are permitted to continue working.
After going through this lesson, you are expected to explain the importance
of good grooming in a workplace, and follow the procedures in cleaning, checking
and sanitizing personal protective equipment.
Learning Task 1 : Write TRUE if the statement is correct and FALSE if the state-
ment is wrong.
_________1. Food handlers should maintain a high degree of personal cleanliness.
_________2. People suffering from or a carrier of a disease should not be allowed to
enter any food handling area.
_________3. Washing of hands should be done after preparation of food.
_________4. Workers should be well-groomed, that is to say, make up is a must for
girls.
_________5. Smoking or spitting anywhere is allowed during food preparation.

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_________6. A mask should be worn to cover the mouth during food preparation.
_________7. An apron or a laboratory gown that is fitted, cleaned, and pressed
must be worn.
_________8. Medical examination of a food handler should be carried out if
clinically or epidemiologically indicated.
________9. Hands should be washed only after using the toilet.
________10. It is advisable to work or prepare foods even with infected wounds or
cuts.

D
Learning Task 2: Read each statement carefully and choose the letter of the
best answer.
1. What illness is acquired by eating contaminated food?
A. air borne illness C. Skin disease
B. food borne illness D. Lung illness
2. Which of the following refers to the science of good health that signifies
cleanliness and freedom from the risk of infectious diseases?
A. hazards C. hygiene
B. sanitation D. cleanliness
3. When do personnel wash their hands wherein personal cleanliness may affect
food safety?
A. at the start of food handling activities
B. immediately after using the toilet
C. after handling raw food or any contaminated material
D. all of the above
4. Which of the following is the concern of personnel hygiene?
A. freedom from any diseases
B. wearing of clean washable garments
C. observing sanitary habits and clean hands
D. all of these
5. Which of the following is not a GMP requirement on personnel hygiene?
A. hazard analysis
B. health status
C. illness and injuries
D. Personal cleanliness

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 E
Learning Task 3: Name the different equipment that you have seen and list down
the procedures on how to clean, check, and sanitize personal protective
equipment used in food ( fish) processing. Write it in your answer sheet.

5. ________
1. ___________

PERSONAL PROTECTIVE
EQUIPMENT IN FOOD/FISH
2. ______
4. ________

3. _____

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Learning Task 4: Fill in each blank with a word or words to make the statement
complete.
1. ___________ are components of GMP emphasizing sanitation procedures
designed for the promotion and maintenance of health and cleanliness in a
processing plant.
2. ___________is the process of putting/attaching labels on the immediate
container.
3. __________ is a primary concern of all food processing firms to prevent or
minimize hazards of product contamination and conditions aesthetically
offensive to the consumers.
4. ___________refers to the practices and procedures implemented in processing
plants to ensure product safety, product quality and prevention of economic
fraud.
5. ___________is any printed pictorial or material attached to any container.
6. ___________ are situations that ensure the safety of workers as well asfood
products that reach the consumers.
7. ___________is a disinfecting solution available for rinsing hands before
handling food.
8. ___________are protective coverings worn by food handlers to prevent
contamination of the food from foreign materials.
9. ___________refers to clean water that is safe for drinking and cleaning.
10. ___________is a mixture of salt and water.

23
 Identifying Business Opportunity

I Lesson– Week 8

There are many successful Filipino entrepreneurs in our country. Among

many reasons, they became famous because of their big contributions to the
growth of our economy. These top Filipino entrepreneurs possess different
characteristics which are essential to becoming successful. Many of them have
great stories for us to wonder. They can serve as an inspiration for us Filipinos
that someday we may become like them.
After going through this lesson, you are expected to distinguish business
opportunity through environmental scanning, identify PESTEL analysis of macro
environment, create a vicinity map and state the business opportunity present in
the community.

Learning Task 1 : Understanding the selection

SOCORRO C. RAMOS
National Book Store, Inc.
Ms. Socorro C. Ramos started working as a salesgirl when she was 18 yrs. old in
Goodwill Bookstore in Escolta. She was good in selling, that’s why she became
in charge of the store. When she was married to Jose Ramos, they put up The
National Book Store. Her vision was to extend the National bookstore not only
here in Luzon but also to Visayas and Mindanao for cheaper access to books
and school supplies. Before, the National Book Store was a general merchandise
store. Until later on, it was selling books, greeting cards, and school supplies.
Today, more than 70 National Book Store can be found nationwide.

1. What are the characteristics of Ms. Socorro C. Ramos that made her
successful?_______________________________________________________________

2. Did she consider the business opportunity arises from the needs of book
and school supplies? _____________________________________________________

3. Did she analyse the need of books and school supplies before her decided
to start her store? _______________________________________________________

24
 D
Learning Task 2 : From the given picture think of a problem/need and a possi-
ble business opportunity in the community.
ACTIVITY NO. 1.1
A.

1.

Problem /Mood Business

Opportunity

1. 1.

2. 2.

3. 3.

Fig. 1 : Urban Community

2.

Problem /Mood Business

Opportunity

1. 1.

2. 2.

3. 3.

Fig. 2 : Rural Community

25
RUBRICS 1.1
Activity Sheet 1.1 will be given points using the following criteria. 6 will be
the highest and 1 will be the lowest.

CRITERIA 6 5 4 3 2 1

The learner was able to list down prob-

lems and needs of the given community

The learner was able to solve certain

problem of the given community with
possible business opportunity.

The learner was able to appreciate the

role of enterprise in solving community
problem/needs.

TOTAL

E
Learning Task 3 : Answer the following questions:
The following are questions to be answered by the respondents. Write (√) if you
agree to the statement and (×) if they don’t agree.
1. Are you satisfied with the existing businesses in your community? ____
2. Are you willing to buy products that are expensive but in good quality?_____
3. Do you buy products in retail form? ______
4. Do you want to experience technology in buying your products? ______
5. Do you prioritize buying local products instead of imported ones? _____
6. Do you prefer others to do certain activities for you? ______
7. Are you willing to experience service-related activities? _____
8. Are you health-conscious? ______
9. Do you buy ready-to-consume goods? ______
10. Are you interested to have your own business? _____

26
6. A factor that includes weather and climate change.
a. Legal Factor c. Political Factor
b. Environmental Factor d. Economic Factor
7. New technologies, new products, and processes, reduce cost, improves
quality lead to innovations.
a. Legal Factor c. Technological Factors
b. Environmental Factor d. Economic Factor
8. A factor that results in changes in social trends, impact the demand for
products availability.
a. Economic Factor c. Economic Factor
b. Social Factor d. Legal Factor
9. This includes interest rates, taxation changes, economic growth, inflation,
and exchange rates.
a. Legal Factor c. Economic Factor
b. Social Factor d. Environmental Factor
10. It refers to government policy such as degree of intervention in the econ my.
a. Political Factor c. Legal Factors
b. Economic Factors d. Environmental Factors

Concept and Principles in Developing a Marketing Plan

I Lesson– Week 9

Marketing is the act of facilitating the exchange of a given commodity for goods,
services, and/or money to deliver maximum value to the consumer. From a societal
point of view, marketing is the link between a society’s material requirements and
its economic patterns of response.
“Digital marketing too often focuses on the medium, but technology is only
an extension of what people already do. We want marketers to understand the
social networks of people–the shared beliefs, norms, and unwritten rules. Their
networks are the community in which they live”. - Collins

Fig. 1

27
 RUBRICS
Activity Sheet 1.2 will be given points using the following criteria. 5 will be
the highest and 1 will be the lowest

CRITERIA 5 4 3 2 1

The learner was able to respond to community

check analysis properly.

The learner was able to analyze the current

situation in his community.

The learner was able to consider his interest in

starting a business.

TOTAL

A
Learning Task 4 : Choose the correct answer from the options under each
item. Write the letter of the correct answer in a sheet of paper.
1. Any forms of media that draw good attention of the customer.
a. Reading c. Advertisement
b. Information d. Sharing ideas
2. The ___________ is a conversation between two people where questions are
asked by the interviewer to obtain information.
a. Interview c. Advertisement
b. Sharing Ideas d. Reading
3. This consists of receiving the knowledge of the outside world through the
senses.
a. Observation c. Sharing Ideas
b. Advertisement d. Reading
4. ____________ is a complex cognitive process of decoding symbols for the
attention of constructing or deriving meaning.
a. Advertisement c. Reading
b. Interview d. Observation
5.These are related to the legal environment in which every business firm
operates.
a. Political factors c. Economic Factor
b. Legal Factor d. Environmental Factor

28
 In this digital age, what are the products that you usually observe sold in
the market/customers? List down at least 5 below.
1. _______________________

2. _______________________

3. _______________________

4. _______________________

5. _______________________

Learning Task 2 : Read the marketing strategy done by the HeroNet Cafe. Answer
the follow-up questions below.
HeroNetCafe will position itself as an upscale coffee house and Internet
service provider. It will serve high-quality coffee and espresso specialty drinks at a
competitive price. Due to the number of cafes in Manila, it is important that
HeroNetCafe sets fair prices for its coffee. HeroNetCafe will use advertising as its
main source of promotion. Ads placed in nearest mall, Manila Weekly Bulletin,
and the Social-Media will help build customer awareness. Accompanying the ad
will be a coupon for a free hour of Internet travel. Furthermore, HeroNetCafe will
give away three free hours of Internet use to beginners who sign up for an
introduction to the Internet workshop provided by HeroNetCafet.
1. What are the strategies done by the HeroNet Cafe to promote itself to the
public? List down at least 5.
____________________________________________________________________________
2. Does HeroNet Cafe do enough strategies to promote its store to the public?
Explain.________________________________________________________________________
3. What promotional strategy do you want to add for HeroNetCafe?
___________________________________________________________________________
Rubrics
Activity Sheet 2.1 will be given points using the following criteria. Five (5) will
be the highest and one (1) will be the lowest.

CRITERIA 5 4 3 2 1
The learner was able to list down different pro-
motional strategies.

The learner was able to analyze the promotional

strategies efficiency.

The learner was able to add other promotional

strategies in the given situation.

TOTAL
29
 E
Learning Task 3 : Write your simple Marketing Plan for your selected product/
service. Answer the guide questions below.

1. What product/service are you willing to sell?__________________________________

2. How do you describe your product/service?

(Be careful to describe your product/service in terms of customers benefits)
Location of your store: ___________________________________________________________
Prices of your product/service: _______________________________________________
Special characteristics of your product/service:_______________________________
Quality of product/service: __________________________________________________

3. Who are your target market? List at least 3 (Example: Teacher, students and
employees)_________________________________________________________________

Educational
Target Market Age Range Income Level Major Interest
Level

4. What is the profile of each target market? _____________________________

5. Who are your competitors? (Write at least 3 competitors of your product/

service_______________________________________________________________________

How do you consider them as your competitors?

Explain.______________________________________________________________________
6. How do you promote and advertise your product/service to your target
market? ____________________________________________________________________
7. Is your product/service feasible or possible to sell if given an opportunity?
Explain your answer. _______________________________________________________

CRITERIA 7 6 5 4 3 2 1

The learner was able to complete the simple marketing plan

The learner was able to identify its preferred product/service will-
ing to sell.
The learner was able to identify and describe its target market.
The learner was able to identify its competitors and considered
them properly.
The learner was able to state its promotional and advertising plan
to sell product/service.
The learner was able to analyze the feasibility of his/her market-
ing plan.
TOTAL

30
 E
Learning Task 4: Pricing is another factor affecting marketing plan. Complete the
table, compute for the mark-up price and the selling price of each items.

COST MARK UP SELLING PRICE

1. P 55.00 10%
2. P 350 20%
3. P 80 15%
4 P 550 25%
5 P 120 15%

Directions: Choose the correct answer from the options under each item. Write
the letter of the correct answer on a sheet of paper.
1. The first step in preparing the marketing plan is to know your market and
what they __________.
a. think c. want
b. earn d. believe
2. Cost plus mark-up equals the _____.
a. profit margin c. return of investment
b. selling price d. all of the above
3. The things you do to get the customers interested and eventually buy your
products is ______.
a. demonstrating c. advertising
b. promoting d. selling
4. Transferring or moving of goods from the manufacturers to the consumers
refers to ______,
a. Promoting c. sharing
b. Distributing d. dividing
5. Which of the following is NOT true about preparing a marketing plan?
a. Forget your competitors
b. Price the product or service
c. Know your market and find out what they want
d. Plan as to how you promote and advertise your products/services

31
 32
Lesson 1: LO1 What is in? What I can do?
DAMAGES/
DEVIC- FUNCTION/USES DEFECTS OB- ILLUS- Concept Map- Answers
What is knew?
SERVED may vary depend on the
ES TRATIO
1. Processing rubrics provided.
N
2. Utensil It is used for Entangled Plug; What else can I do?
1. Refrig-
storing foods Corroded Parts;
3. Equipment Performance task-
erator like fruits and leak/damage of
4. Tools vegetables in a motor/ Answers may vary depend
low tempera- compressor; loss on the rubrics provided.
5. Stow ture (4 0C) of refrigerants
What I have learned?
It is used for Entangled Plug;
6. Assemble 2.
storing foods Corroded Parts; Answer the question-
7. Sanitation Freezer like fish and raw leak/damage of
Answers may vary depend
meat at on motor/
8. Maintain above freezing compressor; loss
on the rubrics provided.
point ( 0 0 C and of refrigerants
9. Food below) What I can achieve?
10. Defect It is used to Broken parts;
3. Refrac- blurred eyepiece or 1. Salinometer
measure the
lenses; corroded
What I know? tometer sugar content
2. efractometer
parts
of sap and
syrup. 3. Calibrate
1. C
It is used to Cracked; broken; 4. Chlorine
2. D 4. Sali- inaccurate read-
measure the
3. A ings of degree 5. Cylinder
nometer pH level and
salinity
4. A degree of 6. Measuring cup for liquid
5. B salinity or ingredients
6. D brine strength
7. Distilled water
7. A of a solution.
8. Thermometer
8. A 5. Kitch- For trimming the cracked; corroded;
en Sci fins of fish broken; with 9. Weighing scale
9. B stains; with leaks.
10. A 10. One
11. Knives
12. Scissors
What is more?
13. Tong
MEASUR- CANNING SALTING
CUTTING 14. Chopping board
ING EQUIP- EQUIP-
TOOLS 15. Earthen pots
DEVICE MENT MENT
Triple
Pressure Filleting Earthen
beam
cooker knives pots
balance
thermom- Can seal-
scalers Oil drum
eter er
Wooden
salinome-
scissors salting
ter
vat
refrac-
tometer
Answer A
 33
Lesson 1: LO2 What is knew? What else can I do?
Performance task-
Tools, Equipment, In- Food Processing
What I know? struments, Utensils (will be rated depend on
Method
1
the rubrics provided)
salinometer, earthen pots, salting
1. d What I have learned?
2 slicers, grinders, food pro- curing
2. a Answer the question-
cessors, wooden or stain-
3. b less steel basins Answers may vary depend
4. d 3 smoke house, cooking vat, smoking on the rubrics provided.
5. c bakol, bistay, bamboo tray
6. c 4 jars, bottles, strainers, fermenting What I can achieve?
measuring spoons, meas-
7. d 1. d
uring cups
8. d 5 preserving bottles and pickling 2. c
9. a jars, aluminum utility 3. b
trays, basins 4. a
10. d
6 can sealer, pressure cook- canning 5. c
6. c
7 dehydrators, drying trays, drying
What is more? 7. b
8. a
What I can do? 9. b
1. d
2. d 10. d
1. Conformity
3. b 2. Device
4. d
3. Graduation
5. a
6. c 4. Workplace
7. b 5. Brine
8. d
9. d 6. Catalogue
10. d 7. Equipment
8. Instrument
9. Brochure
10. Standard
Answer A
 34
Lesson 2: LO1 What is more?
What I can do?
What I know? MEASURING FUNCTION/ MEAS-
I.
DEVICES USES UREMEN
1. Tbsp. 1. F– pint
TS
2. gal 2. I– cup
3. oz used to measure Kilogram, 3. D– tablespoon
1. Weighing
the weight of fish gram,
4. kg scales and and other fishery pound 4. G– kilogram
5. c balances products
6. pt 5. B– quart
7. qt used to meas- Pint,
2. Measuring 6. H– fluid ounce
8. tsp ure dry ingredi- quart,
cups for dry ents in small table-
9. Fl.oz 7. J– gram
ingredients quantities spoon,
10. lb
8. E– pound
What I know?
used to measure Fluid
3. Measuring 9. C– gallon
liquid ingredi- ounce,
1. b cups for ents in small mililiter,
10. A– degree Fahrenheit
liquid ingredi- quantities liter
2. b II.
3. a ents
1. 54.4 °C
4. d used to check Degrees 2. 71.1 °C
4. Thermometer
5. d the temperature Celsius
of the food, dur- (Centigra
3. 71.1 °C
6. a ing cooking, etc 4. 15.6 °C
de)
7. d 5. 0 °C
Degrees
8. a 6. 158 °F
Fahren-
9. b 7. 230 °F
10. c 5. Cyl- used for meas- Fluid 8. 266 °F
inders uring the vol- ounce, 9. 104 °F
ume of liquids mililiter,
10. 356 °F
liter
What else can I do?
What I can achieve? Performance task-
I. Fill in the blank II. Identification (will be rated depend on the
rubrics provided)
1. 4 1. Volume
2. ¾ 2. Temperature
3. 454 3. Capacity
4. ½ 4. gram
5. 32 5. relative error
6. 3
7. 16
8. 1/8
9. 2500
10. 38.94
Answer A
 35
Lesson 2 LO3 What is more? What else can I do?
What is knew? Performance task-(will
1. a be rated depend on the
2. a rubrics provided)
1.Smoked fish 3. a
2.Mix vegetables 4. a
3. Fermented Fish 5. a
4. Mango jam
5. pickled fish
What I know?
What I can do? What I can achieve?
I.
1.Concentration of a so-
I.
lution
1. c
2. Cost 1. b
2. c 2. e
3. Raw food cost
3. c 3. a
4. Production cost 4. c
4. c
5. Semi permeable mem- 5. d
5. b II.
brane
II. 1. a
6. Solution 2. a
1. yield
7. Homogenous 3. a
2. 1:1 and 1 ¾ 4. a
8. 20 % - 60%
3. 1:4 5. a
9. Brine
4. 250 grams
10. Dissolution
5. 1:3
Answer A
 36
Lesson 3: LO1
What’s in? What I Know?
1. PROFIT 1. C 11. A
2. EXPENDITURES 2. A 12. D
3. MATERIALS 3. A 13. B
4. UNIT COST 4. C 14. D
5. YIELD 5. B 15. B
6. SALES 6. A
7. INPUT 7. C
8. OUTPUT 8. A
9. PRODUCTION COST 9. A
10. SELLING PRICE 10. D
Self-Assessment Assessment
1. C 1. A 11. A
2. D 2. C 12. B
3. A 3. A 13. A
4. B 4. B 14. A
5. E 5. B 15. D
6. B
7. D
8. A
9. D
10. C
Answer A
 37
Entrepreneurship
Answer
Answer

38
 Reference

A. BOOKS
• Dagoon, Jesse D., (1985)
Exploratory Fishery Arts, Manila, Philippines Rex Bookstore
• Hermes-Espejo, Jasmin,. (1998)
Fish Processing Technology in the Tropics,.
Tawid Publications,Quezon City, Philippines
• Calmorin, Laurentina P.,Calmorin, Melchor A., Tinaypan,
Alfredo S..(1990). Introduction to Fishery Technology,
Manila, Philippines. National Book Store
• K to 12 Basic Education Curriculum Technology and
Livelihood Education Learning Module, Agri-Fishery
Fish Culture
• Leonarda, Fishery Arts for Secondary Schools, 1980

B.HANDBOOKS
• K to 12 Basic Education Curriculum
Technology and Livelihood Education Learning Module,
Agri-Fishery Fish Culture
• TECHNICAL EDUCATION AND SKILLS DEVELOPMENT AUTHORITY
East Service Road, South Superhighway, Taguig City, Metro Manila
AGRICULTURE AND FISHERY, PROCESSED FOOD AND BEVERAGES
FOOD PROCESSING NC II
C. SOURCE OF PICTURES
http://www.Cartoon.storymaker.v.1.com
http://www.freepik.com-freee-vector art.com
http://www.pinterest.com
https://images.app.goo.gl/j792BChCxTQgSfpz6
https://www.dokumen.tips.com
https://www.shutterstock.com
D. OTHERS
www.lrmds.gov.ph
https://www.dokumen.tips.com
https://en.wikipedia.org/wiki/Food_processing

39
 Reference

https://ourhappyschool.com/education/10-famous-successful-filipino-
entrepreneurs

Competency Based Learning Material, Entrepreneurship, Identifying

Business Opportunities, pp. 6-9

Technology and Home Economics, Second Year, Ines Alcantara De Guzman

and Cesar P. Suratos, pp 276-327

https://economictimes.indiatimes.com/definition/markets

https://www.investopedia.com/terms/t/target-market.asp https://

www.myaccountingcourse.com/accounting-dictionary/cost https://

www.shopify.com/encyclopedia/advertising https://

economictimes.indiatimes.com/definition/personal-selling http://

www.businessdictionary.com/definition/sales-promotion.html

Fig 1; https://iconcept.com.ph/article/digital-marketing-in-the-
philippines/

https://courses.lumenlearning.com/boundless-marketing/chapter/
introduction-to-marketing/

https://managementhelp.org/freebusinesstraining/marketing.htm

Competency Based Learning Material, Entrepreneurship, Marketing Plan,

pp. 2-9

Technology and Home Economics, Second Year, Ines Alcantara De Guzman

and Cesar P. Suratos, pp 276-327

40
Para sa mga katanungan o puna, sumulat o tumawag sa:

Cavite National High School– Junior High School

Rosario B. Berna, T-I, Food Processing, TLE Department

Cellphone No: 09072738007

Email Address: [email protected]

41