Edukasyong Pantahanan at

Pangkabuhayan

Florencia S.Miñas
 VISION

Laguna University shall be a socially responsive educational institution of

choice providing holistically developed individuals in the Asia-Pacific Region.

MISSION

Laguna University is committed to produce academically prepared and

technically skilled individuals who are socially and morally upright.

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 Table of Contents

MODULE 1: The Teaching of Edukasyong Pantahanan at

Pangkabuhayan

Introduction 1

Learning Outcomes 1

Lesson 1. The Teaching of EPP and TLE Learning Area 2

Lesson 2. Teaching Approaches, Methods, And Techniques

4

Lesson 3. Technology and Livelihood Education:Its Importance

to Students’ Future skills in technology and livelihood education. 6

MODULE 2. THE TEACHING OF TECHNOLOGY AND LIVELIHOOD

EDUCATION

Introduction
11

Learning Outcomes 12

Lesson 1.Teacher Induction Program Pre Assessment 12

Lesson 2. The Learning Competencies: 14

Lesson 3.Lesson Plans In Edukasyong Pantahanan at Pangkabuhayan 26

MODULE 3.FOOD AND NUTRITION

Introduction 60

Learning Outcomes 60

Lesson 1: Terminologies in Relation To Have A Healthy Life 61

Lesson.3 Food Hygiene 77

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MODULE 4.FUNCTIONS OF FOODS

Introduction 91

Learning Outcomes 91

Lesson 1. Basic Facts about Nutrients 97

Lesson.2 Eating A Well-Balanced Diet 103

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Course Code: EC 106

Course Description: This course shall include pedagogical content,

knowledge and skills in technology and livelihood education necessary in
teaching and learning in the elementary level. Selected topics in home
economics, industrial arts, and technology and livelihood education shall form a
major part of the course. Experiential learning approach shall be the focus of
this course.

Course Intended Learning Outcomes (CILO):

At the end of the semester, the students should be able to:

1. Demonstrate in-depth understanding in pedagogical content knowledge and

skills in technology and livelihood education.
2. Demonstrate knowledge and skills in teaching and learning TLE in the
elementary levels.
3. Design assessment tools for teaching and learning TLE.

Course Requirements:
ASSESSMENT TASKs - 60%
Major Exams- 40%
____

Periodic Grade 100%

Prelim Grade = 60% (Activity 1-4) + 40% (Prelim exam)

Midterm Grade = 30%(Prelim Grade) + 70 %[60% (Activity 5-7)

+ 40% (Midterm exam) ]
Final Grade = Total CS + Final Exam x 70% + 30% of the Midterm

Final Grade = 30%(Midterm Grade) + 70 %[60% (Activity 8-10)

+ 40% (Final exam)]

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 MODULE 1
THE TEACHING OF EDUKASYONG PANTAHANAN
AT PANGKABUHAYAN

Introduction

The Legal Basis of The Teaching Of EPP And TLE :It is a declared policy of the
state to “give priority to education, science and technology, arts, culture, and sports to foster
patriotism and nationalism, accelerate social progress, and promote total human liberation and
development” (1987 Philippine Constitution Article II, Section 17) RA 10647, an Act Strengthening
the Ladderized Interface Between Technical-Vocational Education and Training in Higher
Education, which was signed into law on Nov. 21, 2014 states: “It’s hereby declared the policy of
the state to institutionalize the ladderized interface between technical-vocational education and
training and (TVET) and higher education to open the pathways of opportunities for career and
educational progression of students and workers, create a seamless and boarderless system of
education, empower students and workers to excercise options or to choose when to enter and
exit in the education ladder and provide job platforms atevery exit as well as the opportunity to
earn income (Baldo, 2017).

Learning Outcomes
At the end of the module, the learners should be able to:
• Discuss the importance of effective demonstrations in teaching EPP;
• Differentiate EPP from TLE; and
• Explain the importance of Livelihood Education to students
Lesson 1. The Teaching of EPP and TLE Learning Area (Baldo,2017)

Grade4-6 The learner demonstrates an understanding of the basic knowledge and skills
in entrepreneurship and ICT, Agriculture, Home Economics, and Industrial Art towards the
improvements of personal life, family, and community.
Grade 7-10 The learner demonstrate an understanding of the basic concepts of selected TLE
course in Home Economics, Industrial Arts, Agriculture and Fishery Arts and ICT competencies
common to TLE courses such as use and maintenance of tools, observing, safety in the
workplace; mensuration and calculation, and interpreting technical drawings,; and gains
specialized knowledge and skills in at least one TLE that would enable him to obtain NC II.
Grade 11-12 The learner demonstrate specialized technical skills that would enable him or her to
obtain NC II. KEY STAGE STANDARDS. (Baldo, 2017)

What are these NC I and NC II? These are the different levels of national certificates
awarded by the Technical Skills and Development Authority (TESDA) to a student who passed
the assessment given by the same agency.

The student who obtains an NC I means that he/she is able to “perform routine and
predictable tasks, has little judgement and works under supervision.” A holder of NC II is one who
can perform a prescribed range of functions involving known routines and procedures. He/she
has limited choice and complexity of functions and has little accountability.” (Baldo, 2017)

Grade 4 The learner demonstrate s basic knowledge, skills, and values in agriculture,
entrepreneurship and ICT, home economics, and industrial arts that can help improve self and
family life.
Grade 5 The learner demonstrate increased knowledge, skills, and values in entrepreneurship
and ICT, agriculture, home economics, and industrial arts toward improving family life and the
community. (Baldo, 2017)
Grade 6 The learner demonstrate enhanced and expanded knowledge in
entrepreneurship and ICT, agriculture, home economics, and industrial arts toward the
improvement of the family’s economic life and the community.

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 Grade 7 The learner demonstrate an understanding of basic concepts and underlying
principles in developing fundamental skills in Exploratory Technology and Vocational Education
(EPP/TLE/TVE).
Grade 8 The learner demonstrate an understanding of his/her personal Entrepreneurial
Competencies (PECS), the environment and market, and process/production and delivery of the
Technology and Vocational Education course in which he/she has specialized. GRADE LEVEL
STANDARDS

Grade 9 The learner demonstrate s an understanding of his/her Personal

Entrepreneurship Competencies (PECs), the environment and market, and process/production
and delivery of the Technology & Vocational Education course in which he/she has specialized.
Grade 10 The Learner demonstrate an understanding of his/her Personal
Entrepreneurship Competencies (PECS), the environment and market, and process/production
and delivery of the Technology & Vocational Education course in which he/she has specialized.
Grade 11 The learner demonstrate an understanding of the principles in preparing a
creative and innovative business plan as it relates with marketing, operations and human
resources, and simple accounting and financial plans to determine the feasibility and viability of
the business of his/her technology and vocational specialization. Grade 12 The Learner
demonstrate an understanding of the principles in applying the business plan of his/her choice
based on his/her T&VE specialization (Baldo, 2017).

GRADE LEVEL
Grade 4 Basic concepts in agriculture, entrepreneurship and ICT, home economics,
industrial arts to improve self and family.
Grade 5 Increased knowledge in agriculture , entrepreneurship and ICT, home economics,
industrial arts to improve family life and the community.
Grade 6 Enhanced and expanded knowledge in agriculture, entrepreneurship and ICT,
home economic, industrial arts to improve family life and community.
Grade 7 and 8 Exploratory courses in at least 8 subject (4 subjects in G7 and 4 in G8) in
the 4 TLE areas –agriculture, ICT, home economics.
Focus is on common competencies – use and maintenance of tools, measuration and calculation,
interpreting drawing, occupational safety and health Personal Entrepreneurship Competencies
only in

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Grade 8. Summary of how EPP and TLE are are taugh in the K to 12 Curriculum. (Baldo,2017)

GUIDELINES and GUIDING PRINCIPLES in the TEACHING of EPP/TLE Cover the four TLE
areas in Grade 7 and 8 for exploratory purposes-agriculture and fisheries, ICT, home economics
and industrial arts. Develop student’s entrepreneurial mindset. Do contextualized teaching. Teach
entrepreneurial concepts in the context of the TLE student’s specialization in Grades9 to TLE is
a skill-dominated subject. Therefore, teaching TLE must make use of experiential learning.
Subject offering must be done systematically from Grades 7 to 12 to enable the TLE student to
obtain an NC ! In Grade 10 and NC II in Grade 12. The teaching TLE is focused on knowledge
and information, entrepreneurial concept including process and delivery, work values and life
skills. (Baldo, 2017)

Lesson 2. Teaching Approaches, Methods, And Techniques

The framework of TLE teaching in the K to 12 curriculum made by the TLE experts of the
department of education cited the following in relation to teaching approaches, methods and
techniques – entrepreneurial, contextualized, integrative, experiential, authentic and constructivist
learning (Baldo, 2017).

Direct Method of Instruction: Since TLE is a skill subject, direct instruction is most
appropriate. The demonstration method is a direct method of instruction. It is referred to as the
“show and tell” method. The teacher simply shows to the students how a thing is done and
explains as he/she demonstrate. For an effective demonstrations, it is necessary that the teacher
mentions the dos and don’ts of the process for emphasis and clarity. It is important that as a
teacher demonstrates a process, he/she cautions students on steps of a skill where students are
most often mistaken or which are most often missed.

It is expected that after the teacher demonstrate of a process, the students are given the
opportunity to demonstrate the process or the skill themselves. However, students should not
expected to demonstrate the process or the skill immediately on their own after the teacher has
shown it. This has to be done gradually (Baldo, 2017).

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 The Legal basis of teaching EPP and TLE 1987 Constitution Art. II, Section 17, It is
declared policy of the state to “give priority to education, science and technology, arts, culture,
and sports to foster patriotism and nationalism, accelerate social progress, and promote total
human liberation and development”

RA 10647An Act strengthening the ladderized Interface Between Technical – Vocational

Education and Training Higher Education, which was signed into law on November 21, 2014
states: “It’s hereby declared the policy of the state to institutionalize the ladderized interface
between technical-vocational education educational and training (TVET) and higher education to
open the pathways of opportunities for career and educational progression of students and
workers.” (Otep, 2020)

Technological Proficiency – is the ability to apply the technical knowledge and skills and values
learned in the four areas of TLE
EPP – is the name the subject in TLE from grades 4 and 6
Filipino is the medium of instruction for grades 4 to 5.
English for grade 6 in preparation for TLE. (Otep, 2020)

DIRECT METHOD OF INSTRUCTIONS

• It is important that as a teacher demonstrates a process, he/she cautions students on steps of
a skill where students are most often mistaken or which are most often missed. Since TLE is
a skill subject, direct instruction is most appropriate. The demonstration method is a direct
method of instruction. It is referred to as the “show and tell” method.
• The teacher simply shows to the students how a thing is done and explains as he/she
demonstrate.
• For an effective demonstrations, it is necessary that the teacher mentions the dos and don’ts
of the process for emphasis and clarity.
• It is expected that after the teacher demonstrate a process, the students are given the
opportunity to demonstrate the process or the skill themselves.
• However, students should not expected to demonstrate the process or the skill immediately
on their own after the teacher has shown it. This has to done gradually. (Otep, 2020)
The steps are: Teacher demonstrates . – “Watch me and listen to me ”.

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Students demonstrate with scaffolding from teacher . – “Let’s do it together”
When students can do the process by himself/herself, student demonstrate the skill or process. –
“Do it as I watch”
Teacher gives more opportunity for practice for skill mastery Teacher assesses to determine skill
mastery by all students. (Otep, 2020)

Lesson 3. Technology and Livelihood Education: Its Importance

to Students’ Future skills in technology and livelihood
education.
Technology and Livelihood Education has an extremely important place in our educational
system today. This academic discipline incorporates in its curriculum as many pertinent life’s skills
that will help students succeed independently in their chosen career paths. Through this program,
one will prove his essence throughout the lifespan (Acordon,2016).

The most important aspect of Technology and Livelihood Education is that students do
not only learn that the subject matter has relevance to their present lives but that it will be of
constant use as they continue to grow. One of the areas in TLE is the Home Economics which is
emphasized on personal development, decision making, and intrapersonal skills. Taking courses
in TLE/Home Economics at school allow students to acquire the necessary decision making,
social, and communicative skills which are important for occupational success. In addition to the
development of valuable intrapersonal skills, TLE/Home Economics introduces the students to a
wide variety of potential career paths. Students become aware of all the career opportunities
relating to each domain as well as being taught to the skills associated with them. Consumer-
related materials covered in the TLE/Home Economics courses are another area that provides
students with information related to their lives as adults (Acordon,2016).

This program helps supply the students with an understanding on how economic, social,
and cultural factors personally affect them and their behaviors in consumerism. While other
academic subjects may cover theoretical aspects on personal finances, TLE/Home Economics
gives a more practical everyday application of the subject matter. I do believe that students in
TLE/Home Economics programs can benefit from learning purchasing practices at a young age.

6
Through its real-world applications, students may find these techniques conducive to their
everyday lives.

TLE/Home Economics courses serve different purposes at different levels of education.

In secondary schools, Home Economics courses often include units on foods and nutrition,
clothing and textile, cosmetology, foods and pastries, and commercial cooking among others.
Students acquire home making information and competencies or skills that are helpful in daily
lives. In addition, in the new educational structure, the K-12 program where courses in TLE/Home
Economics are offered, students are able to obtain certificates of Competencies (COC) or
National Certificate 1 or 2. COCs and NCs, handed out by TESDA today are credentials that
young people may earn in order to be employed by companies.
At the end of the Senior High School, a student will acquire not only a high school diploma
needed for further studies but also one or more certificates needed for immediate employment.
The Technology and Livelihood Education/ Home Economics will be the students’ vehicle for them
to reach their prospect job immediately after graduation (Acordon,2016).

Assessment Task:1-4

Complete the sentences below: 40pts.

After studying the teaching of Edukasyong Pantahanan at Pangkabuhayan
1.I learned that __________________________________________________________

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

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 2.I should _______________________________________________________________
because__________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

3.Discuss the importance of effective demonstrations in teaching EPP.

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
4. Differentiate EPP from TLE.

_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________
_______________________________________________________________________

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 Summary

In teaching of Edukasyong Pantahanan at Pangkabuhayan,Grade4-6 The learner should

demonstrates an understanding of the basic knowledge and skills in entrepreneurship and ICT,
Agriculture, Home Economics, and Industrial Art towards the improvements of personal life,
family, and community. while Grade 7-10 The learner demonstrate an understanding of the basic
concepts of selected TLE course in Home Economics, Industrial Arts, Agriculture and Fishery
Arts and ICT competencies common to TLE courses such as use and maintenance of tools,
observing, safety in the workplace; mensuration and calculation, and interpreting technical
drawings,; and gains specialized knowledge and skills in at least one TLE that would enable him
to obtain NC II.
However ,Grade 11-12 The learner demonstrate specialized technical skills that would enable
him or her to obtain NC II.
TLE/Home Economics courses serve different purposes at different levels of education.
In secondary schools, Home Economics courses often include units on foods and nutrition,
clothing and textile, cosmetology, foods and pastries, and commercial cooking among others
Students acquire home making information and competencies or skills that are helpful in daily
lives.

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 References
Acordon,E. (2016 Jun 18)Technology and Livelihood Education: Its Importance to Students’
Future skills in technology and livelihood education.
Retrieved from
https://www.pressreader.com/philippines/sunstarpampanga/20160618/281646779426948

Baldo,G. (2017 October 13). The Teaching of Edukasyong Pantahanan at Pangkabuhayan

(EPP) and TLE

Retrieved from https://www.authorstream.com/Presentation/geraldenbaldo11-3270773-
principles-teaching-epp-tle/principles of teaching 2:EPP and TLE

Otep. (2020 January 12) The teaching of EPP and TLE Edukasyong Pantahan at
Pangkabuhayan-Technology Livelihood Education
Retrieved from https://otep.wordpress.com/2020/01/12/day-12-366-the-teaching-of-epp-and-tle-
edukasyong-pantahan-at-pangkabuhayan-technology-livelihood-education

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 MODULE 2
THE TEACHING OF TECHNOLOGY AND
LIVELIHOOD EDUCATION

Introduction

Caparas (2013) as cited by Tan (2013) Edukasyong Pantahanan at Pangkabuhayan

(EPP), and Technology and Livelihood Education (TLE). This will serve as your guide in the
teaching of the different components of EPP/TLE such as Industrial Arts, Home Economics,
Computer and Entrepreneurship, and Agriculture and Fishery Arts.
The objectives of each lesson in the component areas will serve as your gauge as to the teaching
skills and knowledge you will hone upon completing this module. Preassessment and post
assessment portions are included which deal with the topics that are covered. The lessons are
presented according to the major component areas. Each lesson is preceded by an introduction,
followed by the lesson objectives. Selected texts or lessons perceived to be the most important
tips for new teachers are included. Self-check questions and answer keys will guide you as you
go through this module. Activities which will enhance the knowledge and skills you will gain from
the text are provided in each lesson. You will assess your performance on the activities
undertaken based on the comments on the activities. Important points to remember are given to
summarize the skills and competencies for each EPP/TLE area. A post assessment portion will
serve as your measure of how well you have learned the module. This module also contains
sample lesson plans in the various components of EPP/TLE.

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 Learning Outcomes
At the end of the module, the learners should be able to:
1. Adopt the proper learning environment for EPP/TLE subject areas;
2. Demonstrate the skills in the preparation of the laboratory areas for the EPP/ TLE classes;
3. Discuss fully with the students the important competencies to be learned by the students in
EPP/TLE under the 2002 Basic Education Curriculum;
4. Utilize the appropriate assessment strategy to evaluate learning outcomes in EPP/TLE.
5. Perform the evaluative process objectively in accordance with what is stated in the expected
learning outcomes.;
6. Demonstrate the importance of the teacher’s creativity and flexibility in teaching EPP/TLE; and
7. Determine EPP/TLE area sub-concepts that are teachable and applicable for the student’s
situational needs.

Lesson 1. Teacher Induction Program Pre-Assessment

Caparas (2013) as cited by Tan (2013) Let us see how prepared you are to teach
EPP/TLE.
Below are questions that shall assess your preparedness.
Choose the letter of the best answer.
1.In what specific subject is EPP/TLE incorporated in the 2002 Basic Education Curriculum (BEC)
of the Department of Education?
a) Science
b) Makabayan
c) Filipino
d) Mathematics
2. What will the EPP/TLE teacher do before conducting a laboratory class?
a) set up the EPP/TLE laboratory room properly.
b) clean the laboratory room.
c) open the tool cabinet.
d) switch on the electric current source

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3. Proper arrangement of furniture, tools and equipment in the EPP/TLE laboratory room is
important.
The best reason is it .
a) provides beauty in the laboratory room.
b) provides space and ease in working.
c) provides serenity and calmness.
d) provides security and safety.
4. What is to be done in order to determine the supplies, tools, and equipment available in the
EPP/TLE laboratory room?

Instruction (Technology And Livelihood Education)

Caparas (2013) as cited by Tan (2013) 1.Teacher Induction Program
Pre assessment
a) inspect tool cabinets.
b) look for available equipment
c) inspect the supply shelves/cabinet.
d) make an inventory list of supplies, tools and equipment.
5. Under the 2002 BEC, how many component areas are there in EPP/ TLE?
a) three areas b) four areas c) five areas d) six areas
6. How many areas are there in Home Economics under the 2002 BEC?
a) three b) four c) five d) six
7. What should you do if the school has no provisions for a laboratory site for Agriculture and
Fishery Arts?
a) be flexible in teaching.
b) conduct field trips.
c) teach only limited skills.
d) don’t teach the area; instead, replace it with other areas of EPP/TLE.
8. What should you consider in teaching Agriculture and Fishery Arts with reference to the
learners?
a) teach according to what facilities are available in the school.
b) strictly follow the BEC.
c) be flexible considering the level of the learners.

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d) consider leniency in teaching. Teacher Induction Program Preassessment Module 6.9:
Curriculum And Instruction (Technology And Livelihood Education)
9. What should you do as the teacher of computers when the computer units and the students
have a ratio of 1:6?
a) lecture to some students while others are on “hands on.”
b) let some students go to the library.
c) let some students do their homework in other subjects.
d) make a rotational schedule of computer use among the students.
10. What should be done before going into actual entrepreneur activity?
a) allocate the budget for capital.
b) make a business proposal or feasibility study.
c) look for a venue/room for the business.
d) set up and obtain the merchandise and products for the business.

Lesson 2. Setting up the classroom For EPP/TLE

Caparas (2013) as cited by Tan (2013) Lesson 1 will provide you with the basic knowledge of the
proper shop room arrangement so that the teaching-learning process will be effective.
✓ This will give you an orientation on the importance of preparing the shop room before the
class starts.
✓ Furthermore this will provide you with a model shop layout both for the technology courses
and for home economics, and opportunities to polish your skills in making an inventory of
available shop tools, equipment, and supplies.
✓ Setting up the shop room means getting the shop room ready for the conduct of shop
classes. Getting the shop room ready is deemed very important before starting a
laboratory class.
✓ Observations show that preparation of the laboratory shop room, tools, equipment, and
materials directly affects the teaching-learning activity.
✓ Try to reflect on the classroom situation during your schooldays. Were there aspects
which you can improve?
✓ Every shop room must always be ready for the shop laboratory or activities.
All EPP/ TLE areas must be provided with laboratory rooms except :
✓ Agricultural and Fishery Arts which is to be done in an open area or field.

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OBJECTIVES After this lesson you shall be able to:
1. Demonstrate an understanding of the importance of setting up the classroom before a class
starts.
2.Demonstrate the proper arrangement of a laboratory shop room.
3. Conduct an effective inventory of the shop tools, equipment and materials.
4. Show skill in the preparation of tools, equipment and supplies before the conduct of a laboratory
shop.
5. Appreciate an ideal shop lay-out. Here are guide questions for you to see whether the
classroom is properly set up.
Is the furniture such as the working tables and benches ready for the students’ laboratory activity?
Are the tools and equipment available and functional?
Is the lighting and ventilation just right and sufficient?
Are the material resources you need in teaching available such as electricity, water, and
equipment?
Is the shop room free from noise pollution?
1. Why is a properly set-up shop room important?
2.What are the steps you must take to prepare the shop room for the conduct of a shop work
class?
✓ The different furniture, equipment and benches are strategically located as well as the
entrance and/ or exit doors.
✓ EPP/ TLE Toilet Bedroom , Bathroom, Laundry Room, Study Room, Kitchen Receiving
Area Dining Area ,Music Room
Caparas (2013) as cited by Pera (2015) In preparing the shop room before the conduct of
the shop work class then try to do the following Steps in preparing the shop room for the
conduct of the shop work class:
• Take note of the arrangement of furniture such as working tables and working benches.
• They should be arranged in such a way that the students shall have enough space to work
on their projects.
• Check the tools to be used if they are in good condition.
• Take note that they are not worn out.
• Defective tools should not be used because they will result in poor quality output/project.

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 • Switch on the lights or open the windows to provide the necessary light and good
ventilation.
• Gather the needed materials and have them ready for use.
• Control if you can the sources of possible excessive noise which may distract the conduct
of the laboratory class.
1. Observe some of the shop rooms in your school.
2. Make an inventory of the available tools and supplies that are given to you by your immediate
head for use by your students.
3.It is important that you include the column for remarks.
Below is the format you can use for the inventory of shop tools, equipment, and supplies.
Caparas (2013) as cited by Tan(2013) Enter the names of tools, equipment, supplies that are
available in your shop room in this form.
Setting Up The Classroom For EPP/TLE After doing this Activity
1. assess your performance according to the criteria below, and rate yourself by checking the
column of the number which corresponds to your assessment.
2. Form 1 No. Unit/Pc. NAME OF EQUIPMENT REMARKS
3. Make a layout of your shop room, indicating the equipment, tools and furniture available to
you.
4. Evaluate your shop room as to its lighting and ventilation. If your evaluation is poor, do
something to improve it. Check
3 if you feel that you have done it very well,
2 if you have done it well, and
1 if you have done it haphazardly or not well.
The activity that I have done resulted in the following:
1. I have made the shop lay out to serve its purpose.
2. I have made the tools, equipment and furniture available in their right places and I have
properly recorded them.
3. I have written some precautionary measures that are posted in the kitchen.
4. I have made the shop room well lighted and ventilated.
5. I have done something to control the distracting noise.
6. I have exercised a high degree of concern concerning shop safety.

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 Know your rating.
Refer to the interpretation
below. 2.4-3.0 ……………
very good 1.7-2.3 ………
good 1.0-1.6 ……………
poor 1.1
Points To Remember :Take note of the following important points in Lesson
1. Proper shop layout Proper lighting and ventilation facilities
2. Availability of tools, equipment, and materials to be used
3. Absence of distracting noise in the classroom area
4. Concern of the teacher for shop safety

✓ A shop room set-up is one of the concerns of the teacher teaching EPP/TLE,
because it is much different from an ordinary lecture room.
✓ It is of prime importance that the setting up of the shop room shall be done in
conformity with the needs of the students and the health and safety of both
the students and the teacher.
✓ It should not be forgotten that shop room furniture and equipment should be
positioned in such a way that they do not cover the windows.
✓ The teacher should be able to look at the entire shop room from any point or
corner.
✓ If possible, the wall accessories should be in light color.
Below you will find the reasons why a properly set up shop room is important:
• Proper placement of equipment and tools facilitates movement.
• Poor shop room arrangement may be the cause of shop accidents.
• It provides ease in working. It maximizes utilization of time allotment.

Here are the major steps you can do to prepare the shop room for the conduct of a shop
work class. Know the EPP/TLE area to teach. Caparas (2013) as cited by Pera (2015)

• Each area has its needed tools, materials and furniture for use by the students. Identify
the needed tools, materials, and furniture that are available.
• Make lay-out sketches for possible options of shop room arrangement.

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This way, areas for mobility of students are studied with considerations to the students’ safety as
well as yours.
Secondly, this will give options for access to tools, materials, and wash stand. See to it that lighting
and ventilation facilities are just right.
See to it that the total shop room area is safe and conducive to the teaching and learning activity.

Caparas (2013) as cited by Pera (2015) This lesson will review the implementation of the
Industrial Arts and Home Economics offerings under the Basic Education Curriculum BEC of the
Department of Education .
This includes among others the learning competencies to be developed in the students.
The learning competencies in each area are listed and were checked against the learning
competencies provided by the BEC.
The teaching of Industrial Arts and Home Economics comes in two levels, namely:
Industrial Arts, taught in the elementary,
and the other one taught in the secondary.
Caparas (2013) as cited by Tan (2013) The same is true with Home Economics. Your role
as a beginning teacher of Industrial Arts and/or Home Economics starts with the recall of your
previous knowledge of the different areas and update of the different learning competencies as
prescribed in the 2002 Basic Education Curriculum of the Department of Education.
Objectives :What will this lesson provide you?
After this lesson you shall be able to:
1. Demonstrate an understanding of Industrial Arts and Home Economics and their
implementation under the 2002 Basic Education Curriculum
Industrial Arts And Home Economics
2. Select the Industrial Arts and/or Home Economics areas most appropriate to be taught at a
certain grade/year level.
3. Apply flexibility in the teaching of the different Industrial Arts and/or Home Economics areas
with reference to available resources.
4. Exercise innovativeness and creativity in the teaching of TLE/EPP.
5. Appreciate the Industrial Arts and Home Economics offerings in the implementation of the Bec.

• Industrial Arts and Home Economics are the two major components of the subject
technology and livelihood education (TLE) on the high school level,

18
 • and Edukasyong Pantahanan at Pangkabuhayan (EPP) on the elementary level.

On the high school level it is normally offered as part of the exploratory courses taken in
the first and second years. Caparas (2013) as cited by Tan (2013)
Areas of Industrial Arts included and covered in the TLE are Handicraft, Drafting, Electricity, Civil
Technology or Woodwork, Graphic Arts, Auto-mechanics, Refrigeration, and Electronics. In the
first two years, the students have to learn the different areas and in the third year, they have to
choose one area which they would also take in the fourth year.

This is what is called specialization area. On the elementary level for EPP, the areas
offered under the Industrial Arts components are the same as in TLE except for Auto-mechanics
and Refrigeration.
✓ The areas of Home Economics are :
✓ Home and Family Life, Food and Nutrition,
✓ Clothing, and Arts and Crafts.
✓ Cosmetology is partly taken up as a component of personality development under Home
and Family Life.

Industrial Arts And Home Economics Caparas (2013) as cited by Tan (2013)
1. What are the basic things you will consider if you are to teach EPP or TLE in one of the four
locales given below?
You were given a teaching assignment in one of the following locales, specifically to teach
Technology and Livelihood Education (TLE) and/or Edukasyong Pantahanan at Pangkabuhayan
(EPP).
Locale 1 - Rural High School Locale
2- High School in a City or urban place Locale
3 - Rural Elementary School Locale
4 - Urban Elementary School Knowing the locale of your school is an important
consideration in selecting the kinds of project that your students shall undertake.
✓ In the project-making method it will be wise to make use of the available raw materials
in the locality.

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 ✓ The importance of prior skills and knowledge of industrial arts and home economics is
followed by the importance of the availability of materials, tools and equipment in the
school.
✓ Normally, tools and equipment are provided by the school.

Caparas (2013) as cited by Tan (2013) But it is important to remember that creative
and resourceful EPP/TLE teachers can improvise tools to supplement the available
tools in the school.
In addition to improvising tools, project- making can be used as a teaching method.
We recall the philosophy of education by John Dewey that “we learn by doing.”
This is the working philosophy we adhere to when we actualize our teaching by the project-
making method.
This is why the qualities of being innovative, creative, and resourceful are of great importance
too.
Innovative means the quality of being able to develop an article or a project which is an original
one, or an improvement of an existing one.
Creative means the quality of being able to make a project or an article of functional value out
of existing materials and resources with a touch of originality.
Resourceful means the ability .

Industrial Arts And Home Economics Caparas (2013) as cited by Tan (2013) quality of
making the unavailable materials and tools available through the use of alternatives and/or
devising or making improvised tools.
Strategies in the teaching of the different areas of EPP/TLE have to consider the resources such
as materials, tools and equipment that are available.
• Strategies may mean the teaching act most appropriate and effective for a
particular teaching- learning situation.
• Furthermore, this should take into consideration the learner, the school’s locale
and culture, and the material resources of the community.
• If the strategy is the project method, a foremost concern is the provision of
materials to be used by the students. Normally, the students provide the materials
for themselves; hence community resources are important.

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 Your concern does not end with this only. You have to remember that in the teaching of
EPP/TLE, the concepts of innovativeness and creativity shall also be taught to the students, and
this is done thru the project-making method.
The project-making method is an avenue for new ideas and new designs.

Sometimes ideas of art can be used to improve or develop an already existing project or
product. Your updated knowledge of the new technologies, arts and designs can be attained
through an awareness of the environment and market customer demands.

✓ This you may gain by reading magazines and newspapers, specifically the columns on
technology education and training, arts, fashion, home, and culture.
✓ Others take an existing product on sale and introduce design development.
✓ In this way innovation is introduced to an original product design.

Year and Section Locale of School Area of TLE/EPP

✓ After deciding on the area of TLE /EPP to be taught, a list of needed materials, tools, and
equipment has to be prepared.
✓ This will help you facilitate the teaching of the specific skills to the students/pupils.

Materials Tools Equipment Teaching TLE/EPP calls for the teacher to be updated with the
new product designs and development.
Again there must be a guide list or a plan of what you will teach in order to develop specific skills
in the students.

Industrial Arts And Home Economics

Caparas (2013) as cited by Tan (2013) What are the new technologies, arts, and designs
that are attuned to the times and which you will find useful in the classroom?
Industrial Arts New Technology/Art/Design Auto mechanics Drafting Electricity Electronics
Graphic Arts Handicraft Refrigeration Woodwork Form

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Home Economics
Caparas (2013) as cited by Tan (2013) New Technology/Art/Design
Arts and Crafts Clothing
Food and Nutrition
Home and Family Living
✓ How can innovation, flexibility, creativeness and, resourcefulness be utilized in the
teaching of TLE ?
✓ Think of the strategies you are to utilize in each area.
✓ Write them in the column provided.

LIVELIHOOD EDUCATION Caparas (2013) as cited by Tan (2013)

1. Get a copy of the 2002 BEC Manual on MAKABAYAN.
2. Make a list of the learning competencies that you intend to develop in your pupils or students
in the different areas of Industrial Arts and Home Economics for each grade or year level.
3. Acquaint yourself with the new technologies, arts and designs by looking at new magazines,
reading articles, and going around shopping malls.
4. Introduce product designing to existing products and articles that are in the market.
5. Make a list of possible projects/activities per area to be done by your students considering the
following:
a. level of students b. target learning competency to be developed c. availability of materials
and tools/equipment for making the project d. time element needed in making the project e.
project/product innovation or development to be done
6. Take notice of the learners’ ways and practices, food preferences, clothing style, and home
decors and themes.
These will be a basis for possible projects and activities that will suit their preferences and needs.
Caparas (2013) as cited by Tan (2013) Home Economics Innovative Strategies Arts and Crafts
Clothing Food and Nutrition Home and Family Living
• Try to decide on what projects or activities you are to teach or adopt for students.
• Be sure that these activities or projects you have chosen will develop the skills of the
students with reference to the learning competencies.
• It is also wise to consider the students’ preferences for food, clothing styles, and home
decors so that their projects will suit their preferences.
Tools, materials, and equipment inventory

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The key learning competencies of each area of EPP/TLE per level
The new technologies and innovative strategies
Given the four locales, you will have to think of ways to teach EPP/TLE.
The following are some of the factors to be considered:
The material resources involved in the teaching of skills through project making are important.
Certain localities abound in indigenous materials and local agricultural products which can be
utilized.
Tools and equipment are most of the time not sufficient.
This calls for alternative teaching methodologies in order to teach a specific learning skill.
The type of project to be introduced and to be made by the students must appeal to their personal
and home needs.
This strategy will make the article more functional and valuable.
The kind of project to be produced should be something unique but must utilize available local
tools and cheap materials.
Below is a sample list of new technologies or art and design, and the innovative strategies that
you may adopt in teaching the different areas of TLE. Caparas (2013) as cited by Tan (2013)

Industrial Arts New Technology/ Art/ Design and Innovative Strategies Auto Mechanics
✓ Bounce testing; album making of the different road signs
✓ Drafting Isometric construction; computer-aided designing
✓ Electricity Decorative lamp shade wiring diagram; house wiring plan
✓ Electronics Blinker schematic diagram; cell phone operation
✓ Graphic Arts Photography with moving objects; blurring background
✓ Handicraft Bamboo topiary; Origami
Technology And Livelihood Education
Refrigeration cycle;
✓ poster making on the proper use of refrigeration
✓ Woodwork Padding furniture and repair; wooden fruit tray designing
✓ Home Economics New Technology/ Art/ Design And Innovative Strategies Arts and crafts
✓ Marbling; lace making; bead works and body ornaments
✓ Clothing Selection of proper attire for various occasions; clothing decorations
✓ Food and nutrition T
✓ he basic nutrients plus the growth factors; modern table skirting

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 ✓ Home and family living Family life in the new millennium; health hazards preventive
measure
Component Area: Industrial Arts Area Suggested Projects Or Activities
✓ Handicraft Make and accomplish a project plan.
✓ Construct a bamboo flower vase.
✓ Hand sew a leatherette pencil case or envelope.
✓ Create a jewelry box out of an indigenous plant grafting
✓ Do the alphabet of lines.
✓ Make an orthographic projection of a simple object.
✓ Print letters by standard printing.
✓ Make a free-hand sketch using horizontal, vertical, and oblique lines.
✓ Make a mechanical drawing of the isometric of a box.
✓ Electricity Make simple splices and joints.
✓ Sketch the schematic diagram of a simple circuit.
✓ Apply Ohm’s law in simple electrical computations.
✓ Assemble an extension outlet.
✓ Repair a broken household appliance.

Technology And Livelihood Education

Civil Technology/Woodwork Caparas (2013) as cited by Tan (2013)

• Make sample wood joints.

• Make a fruit tray out of wood pieces.
• Construct a CD/VCD rack.
• Construct a computer table.
• Apply wood finishing to all the projects.
• Graphic Arts Do silk screen printing on T-shirt.
• Show skills in using camera.
• Take pictures of students’ activity.
• Do ditto-stenciling.
Refrigeration Demonstrate proper use and care of the refrigerator.
• Show how to conserve electricity while using the refrigerator
• Describe stages undergone by the mechanical refrigeration system.

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 • Electronics Make a schematic diagram of a blinker.
• Make a schematic diagram of a telecommunications apparatus.
• Trouble-shoot a telecom apparatus.

Component Area: Home Economics Area

Suggested Projects/Activities
✓ Food and Nutrition Setting the table
✓ Cooking balanced and low cost meals for breakfast, lunch, supper, and snacks
✓ Menu planning for a family
✓ Food preservation
✓ Menu planning for an occasion
✓ Home and Family Life

• Do the scheduling of daily home activities.

• Take care of self and other members of the family.
• Look into the orderliness and cleanliness of the home.
• Take care of a child, an elderly, and a sick family member.
• Foster wholesome family relationships through giving love, care, and attention.
Technology And Livelihood Education Caparas (2013) as cited by Tan(2013)

Clothing
• Operate and maintain properly the sewing machine.
• Make an album of the different kinds of cloth materials.
• Make different kinds of stitches.
• Attach buttons and mend torn clothing.
• Take body measurements.
• Sew a simple blouse or a pair of shorts.

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 • Practice recycling through creating articles/projects.
• Arts and Related Crafts Crochet a center piece or a hanky
• Cross stitch a simple home décor.
• Bead work a bracelet or necklace.
• Embroider by hand a table linen.

Lesson 3. The Learning Competencies:

Caparas (2013) as cited by Tan (2013) Learning Competencies for EPP Component Area:
Industrial Arts Learning Competencies
1. Identify the different industrial arts activities.
2. Define the role of each member in the family, community, and the nation.
3. Identify the different materials and tools and their functions, as they are used for industrial work
and activities in the home.
4. Make a project plan of an identified project or activity.
5. Keep the materials and tools properly.
6. Apply properly the knowledge learned in the repair of household furniture and appliances.
7. Follow the correct procedure/ steps in doing the activity or project.
8. Prepare the materials and tools for an activity or a project.
9. Observe the precautionary measures while working.
10. Develop the interest in doing industrial arts activities.
11. Appreciate one’s work output.
12. Develop the correct attitude towards work.
Component Area: Home Economics (EPP
Clothing Learning Competencies
1. Develop the skills for correct selection of clothing for every occasion.
2.Develop the skills in the care of clothing.
3.Identify the different parts of clothes for both genders.
4.Develop the skills in the proper use of materials and tools in sewing.
5.Identify the right side of a piece of fabric.
6.Mend or repair torn parts of a piece of clothing.
7.Perform the basic skills in hand sewing and ironing.

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Family Life Learning Competencies Caparas (2013) as cited by Tan (2013)
1. Perform the responsibilities for developing self in terms of physical cleanliness and hygiene.
2. Discuss the qualities and importance of a wholesome family and home.
3. Perform correctly the duties of a good member of a family.
4. Perform the proper ways of taking care of a younger brother/sister, an elderly, and a sick
member of the family.
5. Show the proper ways of taking care of the house so it will be clean and orderly, at minimum
cost possible.
6. Develop the habit of thrift in the performance of household chores.

Food and Nutrition Learning Competencies

1.Prepare balanced, economical, and sufficient meals for the family.
2.Plan a balanced and economical menu for the family.
3.Prepare or cook meals for the family.
4.Follow the correct ways and procedures in the preparation of food suited for an occasion.
5.Do the correct market list.
6.Clean the cooking utensils properly.
7.Arrange the cooking utensils properly.
8.Observe precautionary measures in food preparation.

Arts and Crafts Learning Competencies

1. Develop the knowledge and skills for arts and related crafts which are of economic value.
2. Identify the different arts and crafts mostly needed in the house and in the community.
Technology And Livelihood Education
1.Discuss the significance of the different arts and crafts to the country’s economy.
2.Appreciate the importance of the different arts and crafts in the promotion of livelihood of the
country.
3. Manifest proper work attitude in craft activities. 6. Make articles or projects in arts and crafts.

List of learning competencies to be developed in the students in the different TLE areas, by year
level. Caparas (2013) as cited by Tan (2013)
Learning Competencies in TLE

27
First Year Home and Family Life:
• Discuss the proper outlook of an individual towards life.
• Maintain good harmonious family relationships.
• Perform the duties of a responsible member of a family.
• Join in the productive endeavors of the family.
• Handle difficult situations which may arise.
• Apply the proper methods of arranging and decorating the house. Food and Nutrition:
• Discuss the importance of balanced diet and proper nutrition to one’s health.
• Discuss the proper ways of food preparation and preservation.
• Plan a breakfast menu. Clothing:
• Use the tools and equipment in sewing properly.
• Trouble-shoot a sewing machine.
• Identify the different kinds of cloth materials and cloth accessories and decorations.
TECHNOLOGY AND LIVELIHOOD EDUCATION
DRAFTING: Caparas (2013) as cited by Tan(2013)

• Discuss the proper use and functions of the different drafting tools and equipment.
• Discuss the evolution of lettering and alphabet of lines.
• Exercise free-hand lettering through the orthographic projection.
• Draw the alphabet of lines properly. Handicraft:
• Discuss the role of handicraft in the economic development of the country.
• Identify the different kinds of indigenous and related materials used in handicraft
• Discuss the different processes involved in the preparation of materials for handicraft.
• Identify the different kinds of weaves in basketry.

MAKE A PROJECT PLAN WOODWORK: Caparas (2013) as cited by Tan (2013)

• Demonstrate the proper use and maintenance of the different woodworking tools and equipment.
• Classify the different kinds of materials used in woodworking.
• Identify the different kinds of wood joints.
• Make the different kinds of wood joints.
• Appreciate the benefits derived from the proper use of woodwork tools and materials.

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Second Year Home and Family life:
• Discuss the different factors of a good friendship.
• Discuss the proper methods of solving the problems of a teen-ager.
• Plan and budget time properly. • Discuss the importance of a family budget.
• Prepare a budget plan for oneself.
Food and Nutrition:
• Discuss family size and its effect on meal planning.
• Prepare the budget for different kinds of meals.
• Evaluate the recommended dietary allowance (RDA) for different groups of diners.
•Set the table for any occasion.
• Prepare food for special occasions.
CLOTHING
• Take body measurements properly.
• Discuss the proper steps in pattern-making.
• Sew a pair of short pants.
• Appreciate making well-fitting pants.
ELECTRICITY
• Explain the electron theory.
• Identify the electrical conductors and insulators.
• Explain the different kinds of circuit.
• Identify the different kinds of electrical tools and devices.
• Assemble an extension cord or outlet.
• Show the different safety precautions while working.
ELECTRONICS Caparas (2013) as cited by Tan (2013)
• Explain the use and maintenance of the different tools in electronics work.
• Draw the schematic diagram for the different electronics work.
• Read the different capacitor specifications.
• Give the meaning of the resistor color code.
• Read the multi-tester correctly

. Metal Work:
• Explain the characteristics of the different kinds of metals.

29
• Use the different tools and equipment in metal work properly.
• Apply the proper way of measuring in metal work.
• Make a functional project in metal work.

Third Year Home Nursing: Caparas (2013) as cited by Tan (2013)

• Identify the different types of teen-age relationships.
• Discuss the proper behavior when going into a teen-age relationship.
• Explain the basis for an intelligent choice of a prospective spouse.
• Explain the concept of responsible parenthood.
• Show an understanding of the importance of a healthy infancy.
• Explain the developmental stages of a fetus.
• Discuss the importance of the proper ways of taking care of an infant.
• Discuss the proper ways of educating a child.
FOOD SERVICE
• Identify the important aspects to be considered in baking a cake.
• Demonstrate the proper ways of preparing pies and pastries.
• Demonstrate the knowledge in preparing breads and noodles.
• Demonstrate the skills in preparing meat, fish and vegetable recipes.
• Show the skills in preparing native delicacies. • Identify alternative ingredients for some food
recipes.
• Demonstrate the skills in innovative food preparation.

CLOTHING
• Draft pattern for a garment to be sewn.
• Demonstrate the different types of hand sewing.
• Show the proper ways of attaching pockets.
• Explain the criteria in selecting a garment material.
• Demonstrate the proper ways of cutting cloth material to be sewn.
• Sew a skirt and a blouse. Drafting:
• Explain the importance of knowing the different types of letters.
• Explain the functions of the different tools and equipment in lettering and in drawing.
• Use the lettering tools properly.
• Discuss the importance of geometrical construction.

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• Use the drawing tools and instruments in drawing lines.
• Construct different figures such as solid, prism, cylinder, angles, and polygon.
• Explain the importance of the elements of a working drawing.
• Make/draw a working drawing.
• Make an orthographic projection of a pictorial drawing.
• Discuss the principles and elements of design.
• Make poster, logo, and monogram designs.
• Make a design for silkscreen printing.
• Perform silkscreen printing. Metal Work and Bench Work:
• Show the proper ways of using the tools in metal work.
• Observe and follow the safety practices in metal work.
• Demonstrate the skills in bending and welding metals.
• Prepare the bill of materials for a project.
• Make a project in metal work.

ELECTRICITY
• Compute for the resistance, current and volt in a series or parallel connection.
• Demonstrate the skills in using and taking care of the electrical tools and equipment.
• Make the different types of splices and joints.
• Observe and follow the different safety practices in electrical work.
• Show an understanding of the theories of signal connection.
• Discuss the importance and correct application of signal connection.
• Follow the steps in doing signal connections.
• Demonstrate the skills in the assembly of ballast.
• Explain the parts and functions of an electrical fixture.
• Demonstrate the skills in reading a house wiring plan.
• Interpret the current Electrical Code of the Philippines.
• Make an estimate of the materials to be used in electrical installation.
• Demonstrate the skills in the different techniques in connecting electrical wirings.

Fourth Year Home Industry (Craft): Caparas (2013) as cited by Tan(2013)

• Identify the different kinds of indigenous materials that abound in the locality such as sea shell,
coconut shell, bamboo and other indigenous plants, and leather.

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• Explain the steps and processes involved in the preparation of the indigenous materials into
usable form.
• Perform the steps or processes involved in the preparation of indigenous materials.
• Demonstrate the skills in accomplishing a job plan.
• Identify the right materials to be used for a project.
• Identify the different tools used in home industry.
• Demonstrate the skills in using the tools correctly.
• Observe and follow the safety practices when working.
• Make various kinds of projects using indigenous materials.
PLASTICS AND SYNTHETICS
• Explain the different uses of plastics in project making.
• Explain the steps in plastic wood lamination, plastic molding, and plastic casting.
• Make an innovative project using plastics.
• Explain the advantages and disadvantages of plastic materials as used in project making.
HOME NURSING
• Apply the knowledge and skills in taking care of the sick.
• Discuss the basic food service management in taking care of the sick.

FOOD SERVICE
• Use background or prior knowledge in purchasing ingredients for a menu.
• Discuss the factors related to sanitary food service in the family.
• Perform food service correctly.
• Explain the factors for a successful catering service.
CLOTHING
• Make the pants’ pocket wide.
• Demonstrate the knowledge and skills needed in establishing a dress/tailor shop.
• Make a project proposal. Cosmetology:
• Discuss the methods of developing one’s personality.
• Demonstrate the knowledge and skills in manicuring and make-up.
• Demonstrate knowledge and skills in hair care and hair style. Auto-mechanics:
• Discuss the different components of a vehicle.
• Demonstrate simple auto-mechanic operations.
• Discuss the different kinds of engine and the types of fuel used.

32
• Explain how the engine functions.
• Discuss the fuel system operations, the horn system, suspension system, brake system, clutch
assembly, differential and axle assembly, wheel and tires.
REFRIGERATION AND AIR-CONDITIONING
• Discuss the refrigeration cycle.
• Explain how the refrigeration system works.
• Demonstrate an understanding of the operation of the refrigeration system.
• Demonstrate the skills in the use of gauge manifold.
• Demonstrate the skills in refrigeration servicing.
CIVIL TECHNOLOGY
• Observe the precautionary measures to be observed while working.
• Make a woodwork product.
• Demonstrate the skills in the use of wood finishing materials.
• Explain the house specification plan.
• Discuss the different aspects of a house plan.
• Demonstrate skills in masonry work.
ELECTRICAL AND ELECTRONICS WORK
• Discuss the different schematic diagrams in electronics.
• Identify the different functions of electronics tools and soldering tools.
• Explain the correct methods in trying out the different electronics components.
• Compute for the resistance, capacitance, and inductance in circuits.
• Identify the parts of a radio receiver and their functions.
• Explain how the power supply works.
• Assemble an intermediate amplifier frequency and automatic circuit control.
• Explain the operation of amplitude modulation detector stage.
• Repair a radio receiver.
• Demonstrate the steps in trouble shooting a radio receiver.
Learning competencies are to be developed in the students. you have to consider these learning
competencies in teaching EPP/TLE.

AGRICULTURE AND FISHERY ARTS LESSON

33
Caparas (2013) as cited by Tan (2013) will discuss the teaching strategies for the teaching of
Agriculture and Fishery Arts. This highlights the alternative strategies you may adopt in teaching
in situations where there is no available laboratory site for students to use.
In the 2002 Basic Education Curriculum (BEC), Agriculture and Fishery Arts is taught in the first
and second years as an exploratory course.
During the third and fourth years it is offered as a specialization course. As an exploratory subject
in the first and second years, it is offered for one grading period, while in the third and fourth years
it is for the whole school year.

One grading period for the first two years seems too short, hence as teacher of this area of TLE,
you are to teach the concepts and skills in the easiest and most expeditious way to achieve
mastery and perform the activities of the course.
In EPP this area is taken up in grades IV, V, and VI for two grading periods in each grade
level.
OBJECTIVES After this lesson you shall be able to:
1. Choose the topics most appropriate to be taught, based on the learning competencies to be
developed.
2. Determine the methods most appropriate after considering the school’s site, laboratory area
and facilities.
3. Innovate strategies in the teaching of concepts in order to meet students’ needs, even in the
absence of laboratory areas and facilities.
4.Identify activities/projects applicable for young learners of this vocational endeavor.
5. Demonstrate interest in teaching Agriculture and Fishery Arts
1 What is the first consideration in teaching Agriculture and Fishery Arts?
The teaching of Agriculture and Fishery Arts requires enough space for the students to conduct
their laboratory activities. It is a reality that if your school is located in the city, the area will not be
enough for all the activities as well as the facilities. You will now be confronted with the questions
“How shall I teach the subject?
What innovative strategies can possibly be introduced in the existing situation?”
For those assigned in agricultural vocational high schools, this problem may not be evident.
Let us answer the questions by making a list of the possible concepts and skills to be taught and
see if they can be taught considering your school site and facilities.
So scanning the school site is your first concern to answer the questions.

34
Agriculture being a science covers a broad scope of study, and so does Fishery Arts. Hence one
challenge to you as a teacher is to be able to appropriately select topics for the level of your
students in the BEC.

2 .What are the concepts and skills that can be introduced/taught considering the school site
and facilities?
TECHNOLOGY AND LIVELIHOOD EDUCATION
✓ Garden site, urban farming can be introduced.
✓ Urban farming is a farming concept appropriate for schools within a city where there is no
area that can be tilled.
✓ It involves growing plants in containers.
✓ In the growing process, concepts of the factors that affect growth and development can
be simultaneously demonstrated through experimentation.

Caparas (2013) as cited by Tan (2013) This makes the teaching of the subject more
factual and interesting to the students.
Factors such as sunlight, soil, rainfall/water, and genetic selection can be the basis for simple
experiments.
Experiments such as growing plants in different types of soil, growing plants with or without
sunlight exposure, and with or without watering schemes can be done. Data and observations
shall be drawn up by the students. Data gathered shall be discussed in class by the students and
this will be enhanced by reading related topics in the textbooks.

Similarly, the teaching of fishery arts shall have limitations especially if the school is
located in the poblacion or in the city. It may be hampered by the non- availability of a laboratory
area or a fishpond. In this context, teaching may be limited to the resources the school has. For
purposes of delivering instruction, you should be creative.
✓ A miniature pond can be made and activities may cover simple experiments such as water
sterilization; testing for the right temperature, the ph level and the salinity level;
✓ An exercise on planning pond arrangement; an experiment on feeding by altering
nutrition requirements of the fish; and fish trap making.
✓ There are experiments and activities which you may perform with your class in the

35
 1. What are the experiments which can be undertaken in the absence of a laboratory area
for Agriculture and Fishery Arts?

Considering the school laboratory facilities for Agriculture and Fishery Arts, what specific subject
matter can you teach?
What activities/ projects/ experiments can be introduced to illustrate the concepts and skills?
List your answers in a form similar to the ones below.
AGRICULTURE AND FISHERY ARTS Activities It is assumed that what you have done are all
possible activities which can be taught to your pupils/students considering the availability or non-
availability of a laboratory site in your school.
POINTS TO REMEMBER
Agriculture and Fishery Arts under the BEC are usually taken during the first and second year
levels as exploratory areas.
In the third and fourth year levels, it is offered as a specialization course.
Caparas (2013) as cited by Tan(2013) Meanwhile, in grades IV, V, VI in the elementary level, it
is taught for two grading periods each grade level. There are alternative activities in the teaching
of concepts in the absence of a laboratory site/area.
These include container gardening, preparation of poultry house plan, and experimentation.
Innovative projects to suit the level of students must be adopted.
In deciding to teach Agriculture and Fishery Arts, you must consider the following first:
The availability of a laboratory site for agriculture practice such as a planting area, poultry house,
and a fishpond for the culture of fish.
Alternative activities which can be done by the students in the case of a school without laboratory
areas. The needed facilities for the activities to be taught to the students.
The availability of efficient water system is a very important factor to be considered.
The photoperiod or sunlight duration in the laboratory area is also of prime importance.
Caparas (2013) as cited by Tan (2013)
ACTIVITIES POSSIBLE PROJECTS / ACTIVITIES Caparas (2013) as cited by Tan (2013)
Germinate seeds in cans or garden.
** Experiment on the viability of seeds.
** Grow vegetables
.** Apply fertilizers to plants at their early growth stage.
** Look for plant pests.

36
** Harvest the vegetables.
** Plant a tree.
** Make/Keep a record of agriculture activities.
** Weave a fishnet-trap. Control pests.
Administer vaccine to poultry.
Estimate poultry house construction cost.
Prepare a simple feasibility study of a small poultry production.
Give the stages in soil sterilization.
Prepare a project proposal for duck raising.
Raise quails.**
Raise doves.**
Sterilize water.
Test water temperature. Test ph level.
Experiments and Activities for Agriculture and Fishery Arts Concepts Suggested
Types of soil texture
** Experiment on water holding and absorbing capacity.
** Significance of sunlight to plant growth
** Experiment on two identical plants.
Grow in two separate containers, one exposed to sunlight, the other placed under the shade.
** Functions of the different types of fertilizers Experiment on the growth of 3 seedlings, each
fertilized with one fertilizer type
a. organic fertilizer
b. complete fertilizer
c. urea Germinate sample seeds through the rag doll method and compute the percentage of
germination.
** Seed viability
Those with asterisks may be done by the elementary grades and those with none are for the high
school level.
Topics for Agriculture:
Plant propagation methods such as:
Grafting Sexual propagation**
Marcotting
Ornamental plant growing by:

37
Growing plant in containers/ pots**
Bonsai culture Dish gardening**
Poultry production by means of Broiler production in a small poultry house to accommodate 10
heads of chicken
Vegetable production**
Topics for Fishery Arts:
The different species of cultured fish which are adapted to the locality.
** The right kind of water condition for a fishpond by considering its temperature and ph level.
The procedure in making a fishnet trap.
** The proper feeding techniques of a school of fish.
** The proper way of sterilizing water for a fishpond.

Lesson 4. Introduction to Computers and Entrepreneurship

Caparas (2013) as cited by Tan (2013) will give you an idea on how the teaching of
computers would be more effective in a situation wherein the number of computer units is
insufficient for the students during a “hands-on” laboratory class. The insufficient number of
computer units is a common situation in most of the DepEd schools. In cases like this, the teacher
must exercise creativity and flexibility.

Another concern of the teacher is the arrangement of computer units as against the power
source or electricity outlet. In this way the laboratory room stays neat, orderly, and spacious. The
preparation for global competitiveness of our students starts as early as their basic education
level. One step towards this is the training in computers and entrepreneurship. Under the 2002
Basic Education Curriculum, emphasis is on the familiarization with the basic parts and
components of the computer and the skills in basic operations that are most applicable as tools
for learning.
On the other hand, Entrepreneurship provides the skills needed to develop an awareness
of community needs and for putting up a small business.
Objectives :After this lesson you shall be able to:
Make a schedule of computer use by the students in cases where computer units are insufficient.
Make a schedule of the chosen skills for the level of students to be taught.
Install and arrange computer units for ease in movement.

38
Orient oneself as to the type of economic and social conditions prevailing in different communities.
Explore the merchandise needs of the community.
Put up a mini or practice store for the students.

Caparas (2013) as cited by Tan (2013) In the public school system the number of students
in EPP/TLE classes ranges from 25-60 students. This number is too big for a laboratory class.
This number poses a great challenge for teachers like you, considering the few computer units
that are available in a classroom. Thus a class laboratory schedule is very necessary.
The reality is that only around 12 computers are available in most public secondary schools. The
problem of insufficiency of computer units needs a class scheduling of students’ hands-on
activities. The class may be divided into three groups. These groups should swap activities for
the duration of three weeks in order for them to learn the hands-on activities and skills which are
scheduled for the first three weeks.
The same process should be done for the other hands-on activities to be undertaken in the
succeeding weeks. When teaching computers in a school with inadequate facilities and
computers, a scheme or a schedule is important to maximize the use of the facilities and
equipment. On the next page is a summary format of students “hands-on” schedule. The class
may be divided into three groups, such as group 1, group 2, and group 3. Those with asterisks
are for the elementary grades, those with none are for the high school level.
1, 2, 3 1 ** 2 ** 3 ** Familiarize with the key board. Identify the components of the computer and
their functions Identify the parts of the hard disk.
Demonstrate proper handling of basic computer related- devices such as the printer, mouse,
floppy drives, flash drives, compact discs, and connect the computer cables and wires
(peripherals).
Practice booting Identify the parts of windows desktop; tell the functions of the task bars items
and explore the start button menus.
The 3 groups shall swap activities for the duration of 3 weeks. Weeks 4, 5, 6, 7, 8, 9 1 ** ** 2 3 **
Practice Microsoft operation.
Practice the use of the keyboard, and experience exploring the different menus.
Create a file or a folder; work with a document, and practice the use of word document.
Practice Excel operation.
Practice Power Point presentation.
Work with files; copy, delete, move, make a back-up.

39
The groups shall swap every 2 weeks. This time the monitors, the keyboards, and CPU are
simultaneously working. While some students are on “hands-on” mode, the other members of the
group shall observe and wait for their turn until everybody has been given the chance to use the
computer.
Week 10 All groups 1, 2, 3 The members of each group shall work on their exercises in the
different skills and submit hard copy. Others who are not operating the computer shall be given
related activities such as writing the steps of the computer skills they are studying which will serve
as their reference guide. Caparas (2013) as cited by Tan (2013)
1. Why is a properly set-up computer room important?
2. Are there aspects in the computer room which you can improve?
3. Every computer room must always be ready for the shop laboratory or activities.
4. The shop room sometimes referred to as the laboratory area shall be provided for computer
classes.
Here are guide questions for you to check if the computer room is properly arranged: Are
the pieces of furniture such as the computer tables and chairs ready?
Are the tools and equipment available and functional?
Is the lighting and ventilation just right and sufficient?
Are there enough outlets?
The questions will help you prepare the computer room for the conduct of the class. Try to be
aware of these questions and try your best to respond to them.
Take note of the arrangement of the computers.
Check the instructional materials to be used for the lesson.
Switch on the lights or open the windows to provide the necessary light and ventilation.
Gather the needed materials and have them ready for use.
Check the outlets, their locations, and accessibility.
In the succeeding page is a sample of a shop layout. The computers are strategically located
as well as the windows and entrance and exit doors.

ENTREPRENEURSHIP Caparas (2013) as cited by Tan (2013)

It is a common observation that when we talk of business, the first question that is normally
asked is “what kind of business?” referring to what merchandise to sell or what services to render.

40
Usually business opportunities are directly related to the immediate material needs of the
households and the services that are needed by the residents of a specific community.

Being a teacher, your awareness of the students’ and or pupils’ residential community and
environment is of importance. From the awareness of the community and environment, you
should be able to evaluate the needed merchandise and services of the community.
Your awareness of the community and its environment will make you think of the types of
communities such as: fishing community, farming community, a city near or within a university
belt area, and a community in a central poblacion.
Knowing these community types will lead you to the knowledge of products, goods, or
merchandise needed by them.

What kinds of merchandise, products, and or services are most needed by the communities where
the students live?
The question shall be the basis for motivating the students to learn about entrepreneurship.
Similarly, the answer to this shall be the focus of the undertaking.
This can be done by listing down your observations as to the most needed products and services.
Community Type Products/Goods/ Merchandise and Services Needed (Fishing, Farming,
Poblacion, City)

The teaching of Entrepreneurship should be realistic and functional. What is really “in
demand” shall synchronize with the focus of sample business proposals to be made by the
students. There are times when business proposals do not prosper due to similarities of products
within a community. This means that supply exceeds the demand. Ideally, the teaching of
entrepreneurship shall be based on reality.
What is really needed as felt by the students is a strong motivational factor that will
encourage the students to know what business enterprise will prosper in their locale.
Make a feasibility study:
Install a mini sari-sari store.
1.List as many computer-related activities as there are topics.
2. Make a layout of the computer room.
3. Divide the students into groups to determine the working teams.
Take note of the following important points in Lesson in computer:

41
Proper shop layout is of prime concern. Caparas (2013) as cited by Tan (2013)

Proper lighting and ventilation of the computer room ease performance of activities.
A list of activities/ instructional materials to be used in computer instruction should always be
available.
Proper scheduling of students’ “hands-on” activity can be a solution to the problem of the
insufficient number of computer units.
A business proposal or a feasibility study is an important step to be learned towards success in
entrepreneurship.
Below you will find the reasons why a properly set-up computer room is important:
Proper placement of equipment and computer units facilitates movement.
Poor shop room arrangement may be the cause of shop accidents.
A properly set-up computer room provides ease in working. A properly set-up computer room
maximizes utilization of time.
Demand for products or goods may differ according to community type.
Fishing communities as well as farming communities normally are far from groceries and malls;
hence, these localities may need the basic commodities that are needed for home consumption.
Similarly, school supplies and other dry goods such as clothing may be in demand in these
communities.
Whereas in a poblacion or in a city, merchandise demand can be high for products and by-
products made from indigenous materials. Farm products and delicacies, beauty products

Lesson 5. Lesson Plans In Edukasyong Pantahanan At

Pangkabuhayan

Caparas (2013) as cited by Tan (2013) The sample lesson plans can be used as your model
lesson plan in EPP/TLE.
✓ Take note of the objectives.

42
 ✓ You will note that the objectives are stated in behavioral terms which include the three
domains of skills to be developed in the students: the cognitive, psychomotor, and
affective.
✓ The sample lesson plans can be used as your model lesson plan in EPP/TLE.

Agriculture sample Lesson Plan In Agriculture (May Be Taught In Grade Vi, And In First
And Second Year High School) Caparas (2013) as cited by Tan (2013)
I. Objectives: At the end of a session’s lesson the students are expected to:
a. Identify the tools and materials needed in making an open terrarium.
b. Show interest in making an open terrarium.
c. Perform the steps in making a terrarium.
II. Subject Matter: A. Topic: Horticulture/Ornamental Gardening
SubTopic: (Urban Farming) Making an open terrarium B. Tools and Materials

Tools Materials Hand Trowel Pebbles Charcoal(pulverized)

Water sprayer Fish bowl or glass container
Loam soil Pruning scissors or shears Sand Plants
Decorative materials
Figurines Organic fertilizer/ manure (optional)
III. Procedure Preparation
A. Classroom routinary activities
B. Review of the past lesson.
1. What is Agriculture?
2. What are the different branches of agriculture?
C. Motivation D. Presentation of the lesson
Key questions to unlock lesson difficulties:
1. What is ornamental gardening?
2. What is urban farming?
3. How can urban farming be practiced in your communities?
4. What is an open terrarium? (As an urban farming method.)
5. What are the tools and materials needed in making an open terrarium?
6. What are the steps in making an open terrarium?

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A. Definition of technical terms
1. Terrarium
2. Open Terrarium
3. Closed Terrarium
4. Organic fertilizer (optional)
B. Safety precautions to be observed in making an open terrarium.
1. Cover your nose with a handkerchief to avoid inhaling the pulverized charcoal and organic
fertilizer (if used).
2. Be careful in handling the hand trowel and the pruning scissors to avoid hurting your fingers.
3. Avoid spilling or dropping water on the floor so that the floor will not become slippery.
4. Move carefully in order to avoid spilling the soil.
C. Steps in making an open terrarium
1. Prepare all the needed tools and materials.
2. Wipe the bottle or glass container to make it very clearly transparent.
3. Put a one-inch thick layer of pulverized charcoal into the glass container.
4. Put a one-inch thick layer of sand on top of the pulverized charcoal.
Put a one-inch thick layer of fertilizer (organic or commercial) next to the pulverized soil.
5. Fill the remaining space in the glass container with loam soil.
6. Trim the terminal roots of the plant material with the aid of the pruning scissors.
7. Plant or set the plant material in the glass container, taking into consideration the design to be
created. Herbaceous/shrub plants should be used specially those that do not grow big.
8. Press the soil slightly around the plant.
9. Place the decorative materials such as pebbles and figurines.
10. Water with a fine spray. Water should just be enough to be absorbed by the soil media.
This includes the loam, sand, fertilizer and charcoal.
11. Place in a shaded area or inside the house.
12. Trim the plants occasionally to maintain the correct height.
D. Application Call one or more students to re-demonstrate the steps in making the open
terrarium.
.E. Generalization Call one or more students to generalize the topic that has been discussed.
IV. Evaluation:
Short Quiz Direction: Choose the letter of the correct answer.
1. It is a miniature landscape garden in a container.

44
a. flat garden b. bonsai c. open terrarium
2. It is the material used to enhance the beauty or appearance of the open terrarium.
a. soil b. pebbles c. charcoal
3. It is a kind of tool used to supply water in fine sprays to the open terrarium
a. hand water sprayer b. water hose c. sprinkler
4. It is a farming method done when there is no available lot area or open field.
a. container gardening b. garden plot making c. ornamental gardening
5. It is a kind of plant that is suited to be grown in a container such as an open terrarium.
a. trees b. vine plants c. small shrubs and herbs
Key to Correction 1. c 2. b 3. a 4. a 5. c
V. Assignment Follow up assignment
1. Make an open terrarium in your house.
Advanced assignment:
1. Read about vegetable gardening.
2. What are the atmospheric factors that affect plant growth?
3. Define the following terms. a. Weather b. Climate c. Humidity d. Topography e. Photoperiod
Caparas (2013) as cited by Tan(2013)Reference: Senn Andrews, Fundamentals of Horticulture.
Manila: National Bookstore, 1978.

Banghay-Aralin Sa Agrikultura Baitang V Caparas (2013) as cited by Tan (2013)

Mga Layunin :
1. Matutunan ang batayang konsepto sa tamang paghahalamang ornamental.
2. Matukoy ang mga kinakailangan sa paghahalamang ornamental.
3. Makapagtanim ng halamang ornamental.
4. Mapahalagahan ang pag-aalaga at pagkultura sa halamang ornamental.
Mga Paksa :
Batayang konsepto sa pag-aalaga at pagkultura ng halamang ornamenta
l • Mga kinakailangan sa paghahalamang ornamental
• Tamang pamaraan sa pagtatanim ng halamang ornamental Karagdagang Kaalaman
Para sa Guro at Mag-aaral Sa paghahalaman ay may mga batayang konsepto na dapat muna
malaman.
Ito ang mga konsepto sayantipiko na may kinalaman sa pagtubo at paglaki ng halaman hanggang
sa ito ay maging prodaktib:

45
ang tamang uri ng lupa na pagtataniman, tamang panahon o klima, init ng araw, tamang ulan o
pagdidilig, at tamang pag- aalaga.
Pamaraan A. Paghahanda Isulat sa pisara ang maikling tula na ito:
• Magtanim magtanim ngayon Pagandahin ang ating nayon
• Hindi lang sa amin, ngunit sa inyo rin.
Malinis na hangin ating langhapin Kapaligiran ay gawing luntian Nang tayong lahat ay
makalanghap.
Tanungin ang mga bata kung ano ang dulot ng halaman ayon sa maikling tula.
Ang sagot ay dapat nagmumula sa tulang ito.
B. Paglinang Mga materyales at kagamitan sa paghahalamang ornamental.
May mga mahalagang materyales at kagamitang kinakailangan sa paghahalamang ornamental.
Ito ay ang mga sumusunod:
Materyales: Kagamitan: -
-Lupang loam --paso na pagtataniman
--Lupang organiko --hand trowel
--Konting buhangin
--hand gloves sa pagtatanim
--Binhi o halaman
--regadera
C Hakbang sa Pagtanim Ng Halamang Ornamental
1. Ihanda ang lahat ng mga materyales at kagamitan.
2. Isapin ang buhangin sa loob ng paso. Sa ganitong paraan ay maiiwasan ang pagdikit o pagkapit
ng ugat ng halaman sa ilalim. Ito ay teknik para mapadali ang paglipat-tanim sakaling lumaki na
ito at kailanganing mailipat sa mas malaking paso.
3. Haluin o pagsamahin sa parehong proporsiyon ang lupang loam at organiko.
4. Ilagay ang magkahalong dalawang uri ng lupa hanggang sa kalahatian ng paso.
5. Itanim ang binhi o halamang ornamental sa gitna ng paso.
6. Punan ng pinagsamang loam at organikong lupa ang natitirang bakanteng lugar ng paso.
7. Idiin ang lupa sa paligid ng halaman nang katamtamang lakas.
8. Diligan nang may pag-iingat para hindi maanod ang lupa sa ibabaw.
9. Ilagay sa lilim hanggang isang linggo bago ito paarawan.
Kailangan ito para ang halaman ay hindi malanta dahil sa pagkakagalaw ng mga ugat nito.
10.Diligan lamang kung kinakailangan.

46
D. Pagtatapos at Pagtaya
Pagsunod- sunurin ang mga hakbang sa pagtatanim ng halamang ornamental.
Ilagay ang tamang numero sa puwang.
_______ a. Itanim ang binhi o halaman sa paso.
_______ b. Ilagay ang magkahalong lupa hanggang sa kalahatian ng paso.
_______ c. Idiin ang lupa sa paligid ng halaman.
_______ d. Diligan lamang kung kinakailangan.
_______ e. Ihanda ang lahat ng mga materyales at kagamitan.
_______ f. Haluin o pagsamahin ang loam at organikong lupa.
_______ g. Isapin ang buhangin sa loob ng paso.
_______ h. Diligan nang may pag-iingat para hindi maanod ang lupa.
_______ i. Ilagay sa lilim.
_______ j. Punan ng lupa ang natitirang bakanteng lugar sa paso.
Sanggunian: Senn Andrews. Fundamentals of Horticulture. New York: Pub., 1975.
Susi sa Pagwawasto a. 5 f. 3 b. 4 g. 2 c. 7 h. 8 d. 10 i. 9 e. I j.
Lesson Plan In Home Economics (May Be Taught In The Second Year High School)
I. Objectives: At the end of the lesson the students are expected to:
A. Enumerate the characteristics of a newborn baby.
B. Recognize the differences among babies.
C. Show interest in familiarizing oneself with the characteristics of newborn babies.
II. Subject Matter:
A. Topic: Babyhood Years Subtopic:
Characteristics of a newborn baby
B. Instructional Materials: Aids and devices Charts Pictures of babies
III. Procedure:
A. Preparation. 1. Daily classroom routine 2. Review of the past lesson
B. Motivation: There are different letters in the chart. Select some letters which can form a word
and encircle them.
The words you shall form are the characteristics of a newborn baby.
B F D H I K P J I G Q D A P P E A R A N C E E R U T E L V H INDIVIDUALITY G E M P X F V
ULPCKQWWTYBYTILAUDVIDNIEDCEHSSOLRMBHGISOFNAXZ
Y A J K L S HEL HELPLESSNESS PN E S A N C Z F
You will form the following words. Appearance Helplessness Individuality

47
C. Presentation of the Lesson
1. Definition of technical terms: Appearance Helplessness Individuality
2. Unlocking of difficulties
a. What are the characteristics of a newborn baby?
b. What are the differences which are observable among babies?
D. Application: Let us now see how well you have learned.
Summarize the lesson just discussed.
E. Evaluation; Short Quiz
Direction: Fill in the blanks with the correct word.
Read each item carefully. 1. ___________ is the state of being dependent babies.
2. The common characteristics of newborn infants are___________ and 3. ____________
4. The physical image of a person is called ____________. 5. Babyhood years begin from the day
of birth of the baby until ____________ year of age.
Key to Correction: 1. Helplessness 2. Smallness 3. Top heaviness 4. Appearance 5. One
IV. Assignment:
1. Define the term childhood.
2. Describe the body proportion of an infant.
Reference: Nursing Services, American Red Cross. Home Nursing. New York: Doubleday and
Company, Inc., 1977, pp. 91-113.
Caparas (2013) as cited by Tan(2013) BANGHAY-ARALIN SA PAGLULUTO AT NUTRISYON
BAITANG IV
Mga Layunin 1. Matalakay ang kahalagahan ng tamang nutrisyon.
2. Makilala ang iba’t- ibang local na pagkaing nagbibigay ng sustansiya ayon sa food pyramid.
3. Maipaliwanag ang kahalagahan ng anim na food elements na mahalaga para sa tamang
nutrisyon.
4. Mapahalagahan ang tamang pagbabalak ng pagkain para sa pamilya. Mga Paksa
• Kahalagahan ng anim na food elements at ng tamang nutrisyon
• Ang anim na food elements para sa mabuting nutrisyon
• Iba’t-ibang uri ng pagkaing lokal na nagbibigay ng mga food elements
• Mahalagang aspeto sa pagbabalak ng pagkain para sa pamilya
Karagdagang Kaalaman Para sa Guro at Mag-aaral
Ang kalusugan ng mga miyembro ng pamilya ay nakasalalay sa tamang pagkain. Ito ang mga
pagkain na nagbibigay ng mga food elements na kinakailangan ng ating katawan para mapanatili

48
at mapangalagaan ang kalusugan. Maraming uri ng pagkaing lokal na kayang bilhin ng mag-anak
ang maaaring ihanda sa hapag kainan para matugunan ang tamang pangangailangan ng
katawan ng tamang nutrisyon. Ang pagbibigay ng tamang nutrisyon ay makakamit mula sa
tamang pagbabalak ng pagkain para sa pamilya.
Mga kagamitan Mga larawan at aktwal na produkto o pagkaing lokal.
Larawan ng food pyramid na nagtataglay ng mga ibat ibang uri ng pagkain na nagbibigay ng mga
sustansiya.
Pamaraan A. Paghahanda Ganyakin ang mga mag-aaal sa larawan ng food pyramid at aktwal
na pagkaing lokal.
Hayaan ang mga mag-aaral na makapagbigay puna sa kanilang nakikita.
B. Paglinang Ang anim na food elements na kailangan ng katawan para sa mabuting nutrisyon
• Fats and oils--Ito ang nagbibigay sustansiya para mapanatili ang init ng katawan at ito ay
nagbibigay din ng enerhiya para may lakas ang katawan
• Vitamins--Ito ay nagbibigay sustansiya para mapasigla at mapaliksi ang katawan, at nang
lumakas ang resistensiya laban sa sakit.
• Minerals–Ito ang nagbibigay sustansiya para mapanatiling matigas ang mga buto at mga kuko.
• Proteins--Ito ang sustansiyang tumutulong para ang muscles at tissues ng ating katawan ay
siksik at matigas.
• Carbohydrates--Ito ang nagbibigay ng sustansiya para ang ating katawan ay may enerhiya at
lakas.
• Liquids/Water--Ito ang tumutulong sa katawan sa lahat ng metabolismo at nang sa ganun ay
magawa nito nang maayos ang mga prosesong internal.
Mga Halimbawa ng ibat ibang pagkaing lokal na nagbibigay ng mga food elements
• Fats and oils Butter/mantikilya Mayonnaise Mantika Taba ng mga ulam( baboy, manok)
• Vitamins Pinya Ubas Dalandan Mga prutas
• Minerals Pagkaing sea shells: Isdang dilis -Halaan Saging -Suso
• Proteins Mga karne: Mga Isda: - Manok - Hasa-hasa - Baboy - Tanigue
• Carbohydrates Kanin Tinapay Kamote Gabi Kendy
• Liquids/Water Tubig Sabaw ng pagkain Juices
Mga Mahalagang Aspetong Dapat Pagtuunan ng Pansin sa Pagbabalak ng Pagkain para sa
Pamilya
1. Uri ng pagkain at uri ng sustansiya na naibibigay nito
2. Pagkaing nasa panahon ( in season)

49
3. Abot kaya ng pamilya ang halaga
4. Kasariwaan ng pagkain (freshness)
Pagtatapos at Pagtaya :
Piliin ang tamang sagot sa pamamagitan nang pagbilog sa letra ng mga tinutukoy:
1. Ang food element na nagbibigay enerhiya o lakas sa katawan ay: a. carbohydrates c. vitamins
b. proteins d. minerals
2. Ang food element na nakakapagpalakas ng resistensiya laban sa sakit ay: a. fats and oils c.
liquids and water b. vitamins d. carbohydrates
3. Ang food element na nakakapagpatigas ng ating mga buto at kuko ay: a. fats and oils c. liquids
and water b. proteins d. vitamins
4. Ang pagkain na sagana sa vitamins ay: a. isda c. tinapay b. mantikilya d. bayabas
5. Ang pagkain na may taglay na proteins ay a. isda c. tinapay b. mantikilya d. bayabas
6. Ang pagkain na sagana sa minerals ay:
a. pinya c. halaan b. manok d. kanin
7. Ang pagkain na taglay ang carbohydrates ay:
a. pinya c. halaan b. manok d. kanin
8-10.Magbigay ng tatlong aspeto na dapat tuunan ng pansin sa pagbabalak ng pagkain sa
pamilya

Caparas (2013) as cited by Tan(2013) Sanggunian: Luz Rojo. Effective Home Economics,
Quezon City: Adriana Publishing, 1998. Susi Sa Pagwawasto 1. a 2. b 3. b 4. d 5. a 6. c 7. D
8. uri ng pagkain at uri ng sustansiya na naibibigay nito 9.pagkaing nasa panahon ( in season)
10. abot kaya ng pamilya ang halaga – kasariwaan ng pagkain (freshness)

Caparas (2013) as cited by Tan (2013) Lesson Plan In Computers (May Be Taught In The
Elementary And In High School)
I.Objectives: Given the information and an hour session, the students are expected to:
1. Learn the advantages of using power point in making presentations.
2. Appreciate the advantages of power point presentations.
3. Construct a presentation using power point.
II. Subject Matter: A. Concept: Power Point / Graphics Presentation Sub concept: Creating a
power point presentation
B. Instructional Materials: 1. Reference: Microsoft Office 2000 Professionals

50
2. Aids and Devices: 2.1 Visual aids 2.2 Computer unit/s 2.3 M.S. Office 2000 Software III.
Procedure:
Preparation 1. Daily classroom routine. 2. Review of the past lesson.
Topic: Creating a Slide Presentation
A. Motivation: Class, I have here two drawings of a dove. One on a cartolina and the other one
projected on the screen. Which dove do you like? Why?
B. Presentation: 1. (Unlocking of Difficulties) Discuss the answers to the following key questions:
a. What is a power point presentation?
b. What are the advantages of a power point presentation?
c. What are the structures to be considered in planning a power point presentation? d. What are
the other elements which can be added or utilized in a power point presentation to make it more
interesting and attractive?
e. What are the steps in creating a power point presentation?
2. Definition of Terms: a. Power Point b. Presentation c. Layout d. Dialog Box
C. Application: Call at least 3 students to create their own presentation using power point.
D. Generalization: Call at least 3 students to give a brief summary of the topic that has been
discussed.
E. Evaluation: Short Quiz. Direction:
Write the answer in the space provided.
__________1. It is a pattern or frame.
__________2. A software which enables one to extend the ability to communicate and help make
effective presentations.
__________3. The giving of information to the audience and listeners.
__________4. It allows one to provide more information about how a program should carry out a
task.
__________5. Characterized by having font and alignment buttons most common on a toolbar.
Key to Correction: 1. Layout 2. Power Point 3. Presentation 4. Dialog Box 5. Formatting Toolbar
IV. Assignment a. Follow-up:
a.Study more about the power point presentation.
b. Advance assignment:
Read about the slide show presentation.
Caparas (2013) as cited by Tan(2013) Reference: Parsons, J. Et al. Microsoft Office 2000
Professionals. Jomma Mfg. Corp. Phil., 2000, Quezon City: Phoenix Publishing, 2000. pp 16-28.

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At the end of the course ,
the students are expected to acquire comprehensive enhance knowledge and understanding of
the teaching home economics and livelihood education .
identify knowledge and skills in home economics that could be translated into livelihood activities
prepare livelihood activities suited to the current needs of the individuals formulate schemes that
will strengthen the instruction in home economics and livelihood education

THE OBJECTIVES OF TEACHING HOME ECONOMICS FOR GRADE IV

Caparas (2013) as cited by Tan (2013)

1. Does responsibilities to oneself satisfactorily.

2. Consider the needs of the family toward a satisfying family life.
3. Explain the value of having knowledge of agricultural work/gardening.
4. Acquire basic knowledge and skill on the use of equipment and tools for handicraft projects. 5.
Does simple food preservation for the family
6. Sew simple personal garments.
7. Acquire basic skills in retail merchandising.
GRADE V Caparas (2013) as cited by Tan (2013)

1. Acquire further knowledge, skills and attitudes in meeting personal and family needs.
2. Acquire additional knowledge, skills and attitudes toward work that will help improve family and
community life.
2.1 Realize the value and dignity of work
2.2 Gain concept of work ethics
2.3 Value agricultural work
2.4 Develop knowledge and skills on industrial work.
2.5 Preserve varied foods 2.6 Sew an article for household use
2.7 Acquire knowledge, skills and attitudes toward managing a retail store.

GRADE VI

52
1. Develop interest in different work for earning a living like gardening, livestock raising, industrial
work, food preparation and serving, food preservation, sewing and retail merchandising.
2. Acquire knowledge and skills in effective and efficient management of the home.
3. Develop and practice work ethics.

STRATEGIES OF TEACHING HOME ECONOMICS AND LIVELIHOOD EDUCATION

(Rhonz, 2017 )
The modern concept of teaching is to facilitate learning.
Along this, it is believed that there is no successful teaching done by the teacher if there is no
evident learning in the learners.
Experiences of successful teachers show that teaching carried out in most effective and efficient
way is accomplished through certain methods and techniques.
METHOD – Is the procedure by which a goal is reached, a purpose is accomplished, or a result
is achieved. - It includes the various ways by which the teacher teaches her facial expressions,
the tone of her voice, and her manner of speaking and acting. (Rhonz, 2017 )
1. DISCUSSION- Is a method of teaching whereby a teacher and the learner together engage,
in a cooperative examination and comparison of views in order to clarify issueds and contribute
to the learners understanding.
Are a variety of forums for open-minded, collaborative exchange of ideas among a teacher and
students or among students for the purpose of furthering students thinking, learning, problem
solving, understanding or literary appreciation
2. PANEL FORUM – A panel is composed of a small group of experts or well-informed persons
who engaged in a direct conversational and interactional discussion of a problem/issue.
Interchange of ideas is loud enough for the members of the audience to hear.
A leader serves as a moderator of the different points of view presented by the members of the
panel.
- It is a specific format used in a meeting, conference or convention. It is a live or virtual discussion
about a specific topic amongst a selected group of panelists who share differing perspective in
front of a large audience.
3. SYMPOSIUM FORUM- Like the panel forum, the symposium forum provided the
class/audience with their pertinent information about a particular topic/problem. Persons with
special competence in the topic/ problem are invited to give a lecture/speech which is followed
afterwards by an open forum or a question-and-answer session with the audience(Rhonz, 2017 )

53
4. DEBATE – Is used as a discussion method when there are two sides of an issue- the pro and
the con or against.
- It allows participants to analyze the similarities and differences between differing viewpoints, so
that the audience can understand where opinions diverge and why.
It is an excellent way to model the analytical and communicative processes that students are
learning whenever they examine course material through oral or written work.
We hope that in-class debates will challenge students to think critically about course material and
will provide a forum for them to develop to the arts of expression that allow them to communicate
their ideas.
5. ROUND TABLE CONFERENCE – This is a small discussion group seated face to face around
a table without an audience. - It is actually a small conference which has an atmosphere of an
informal semi-social gathering. - In Home Economics and Practical Arts, the round table
conference is useful in planning an activity where group planning and action are needed.
Examples of these are planning a group presentation in a school program, planning a group
project, etc.
6. INFORMAL GROUP DISCUSSION – This is a form of guided conversation wherein one
member is designated the leader on a rotation basis. Conversation is limited to not more than
twenty persons. All members are expected to take part. (Rhonz, 2017 )
7.FACT FINDING DISCUSSION – This is a research discussion of facts, studies, report or
document under the leadership of an author survey director or official. Any member may give
impersonal judgements on facts presented.
8. LECTURE-FORUM – In this strategy, the participants state opinions, ask questions, or
contribute additional information following a formal lecture by an authority in the subject under
discussion.
9. MOVIE FORUM – Here the class discusses the content or implications of the subject presented
in one or more carefully selected films. Questions about the films/films are formulated and
presented to the members of the class for them to analyze in accordance with their observations,
readings and experiences. - The movie forum comes in handy as a teaching method when the
lesson centers around an individual/family community value system which is the plot of a film or
movie. (Rhonz, 2017 )
10. LABORATORY METHOD – Referred to as “learning by doing“ this teaching method utilizes
experimentation to discover/verify facts and to investigate scientific relationships. Steps in the
Laboratory Method

54
1. Introductory step for orientation and motivation. - In this step, the work to be done is determined.
If this had been decided beforehand by the teacher,such is presented to the class for clarification
of the nature and purpose of the work.
2. Work Period - In this step, the students may either work on the same problem or on different
problems under the supervision of the teacher. Experience in scientific procedure is gained by
the students as they handle raw materials and manipulate varied tools and equipment.
3. Culminating activity – When the work is about to be completed, the class may be assembled
as a whole to organize/summarize their individual findings and decide how they will present the
result of their work.
11. LECTURE METHOD – Referred to at times as “teaching by telling” this method actually
involves more than just telling. - Bossing defines it as a teaching procedures of clarifying or
explaining a major idea cast in the form of a question or a problem.
3 TYPES OF LECTURE METHOD (Rhonz, 2017 )
1. Pure Lecture – This type of lecture is dominated by the teacher. It is carried out as a one-way
process of offering subject matter, ideas and concepts in an orderly fashion.
2. Lecture-discussion – This type of lecture id interspersed with discussion between the class and
the teacher.
3. Illustrated lecture – This type is accompanied by some forms of visual materials such as slides,
films, transparencies, etc.
(Rhonz, 2017 ) According to Walton, the following steps constitute a good lecture method:
1. Introduction – This step makes use of a story, and anecdote or any attention getting device. As
such, this step serves as motivation for arousing the interest of the class.
2. Presentation of the body/text. – Considered the heart of the lecture process, this step starts
with the presentation of the most important points and then proceeds to the less important ones.
3. Conclusion/Closure – Carried out towards the end of the lecture, this step provides for a
summary/concluding statement of the important points taken. A check-up in the form of questions
or application activities may be employed to determine how well the lecture was understood.

12. PROBLEM-SOLVING According to Webster, a problem is a question, matter, situation, or

person that is perplexing or difficult (Rhonz, 2017 ).
- It refers to the process of removing the difficulty or perplexity through a rational procedure
involving analytical and reflective thinking.

55
- This method is based on the concept that life is full of problems and that people can think, solve
problems and develop meaningful generalizations which are useful in solving other problems
13. PROJECT METHOD – (Rhonz, 2017 ) According to Bossing, a project is a significant,
practical unit of activity of a problematic nature, planned and carried to completion by the student
in a natural manner and involving the use of physical materials to complete the unit of experience.
- It is geared towards and attainable goal which is hoped to be carried out through purposeful
activities that are cooperatively planned and executed by the teacher and the learners.
14. ROLE PLAYING – It focuses on a situation for group discussion. - It involves the spontaneous
acting out of a situation by two or more members of a group.
15. FIED TRIP – It define as a trip away from the classroom to permit the gathering of firsthand
data. - This method maximizes the use of community resources both human and material for it
brings about the conversion of the field trip venue into an instant”laboratory”.
16. BRAINSTORMING – Is the name given to a situation when a group of people meet to generate
new ideas around a specific area of interest.
Types of Projects according to Noar (Rhonz, 2017 )
1. Individual experience – This includes problems on personal appearance, personality
development, time or money management, clothing construction, establishing better habits of
health and experiences in human relations.
2. Family experience – Cooperative effort of the family is the focus of this type of project.
Examples of this is the planning and preparation of meals, consumer buying for the home,
redecorating problems and studies in family relations.
3. School and community experiences- This type of project provides opportunities for students to
gain insight into the problems of the community and how they affect the home. Types of Projects
according to Kilpatrick:
1. Construction project – This type of project is for the motive of doing or making something. 2.
Enjoyment project – Participation in varied

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 Assessment Task 2

2. 1-How can innovation, flexibility, creativity and, resourcefulness be utilized in the

teaching of TLE 10pts.
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2. 2-What Teaching Strategies Are Suited For Grade 1V And Grade V for more
effective and efficient way of learning?Give 5 and explain 15 pts

_____________________________________________________________________________
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_____________________________________________________________________________
2.3 Make sample lesson plans can be used as your model lesson plan in EPP/TLE.
Take note of the objectives. You will note that the objectives are stated in behavioral terms which
include the three domains of skills to be developed in the students: the cognitive, psychomotor,
and affective. 50 pts
EPP – is the name the subject in TLE from grades 4 and 6
Filipino is the medium of instruction for grades 4 to 5.
English for grade 6 in preparation for TLE. (Otep, 2020)
You can choose the topic and grade level.

Summary
.
There are different Strategies of Teaching Home Economics And Livelihood Education
such as Discussion- Panel Forum Symposium Forum- Debate Round Table Conference –
Informal Group Discussion Fact Finding Discussion Lecture-Forum Movie Forum, Brainstorming
– Fied Trip – Role Playing Project Method (Rhonz, 2017 )The modern concept of teaching is to
facilitate learning. Along this, it is believed that there is no successful teaching done by the teacher
if there is no evident learning in the learners.
Experiences of successful teachers show that teaching carried out in most effective and efficient
way is accomplished through certain methods and techniques
This module will guide the beginning teacher in EPP/TLE to: 1. Adopt the proper learning
environment for EPP/TLE subject areas. 2. Demonstrate the skills in the preparation of the
laboratory areas for the EPP/ TLE classes. 3. Discuss fully with the students the important
competencies to be learned by the students in EPP/TLE under the 2002 Basic Education
Curriculum. 4. Utilize the appropriate assessment strategy to evaluate learning outcomes in
EPP/TLE. 5. Perform the evaluative process objectively in accordance with what is stated in the
expected learning outcomes. 6. Demonstrate the importance of the teacher’s creativity and
flexibility in teaching EPP/TLE. 7. Determine EPP/TLE area sub-concepts that are teachable and
applicable for the student’s situational needs. 8. Utilize class schedules in the conduct of a
laboratory class with meager resources, in terms of facilities, tools, and materials .Example were
also given.

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 References

Rhonz,R. (2017 January 21) Strategies Of Teaching Home Economics And Livelihood Education
Retrived from https://www2.slideshare.net/rhonrhonz/college-strategies-of-home

Tan. (2013). Module 6.9 Curriculum and Instruction:The Teaching of Technology and Livelihood
Education
Retrived from https://www2.slideshare.net/knowellton/module-69-tle

59
 MODULE 3
FOOD AND NUTRITION

Introduction

We know that the food that we eat is digested and absorbed and it is utilized by our body.
Food helps us in staying healthy as it provides nutrition. Our diet should be such that it meets our
nutritional requirements and thus helps to be sound health. Nutrition is the science that expounds
the interaction of nutrients and other substances in food. In relation to have a healthy life as by
maintenance, growth, reproduction, health and disease of an organism. It includes food intake,
chewing, absorption, assimilation, biosynthesis, catabolism and excretion.

Learning Outcomes
At the end of the module, the learners should be able to:
• Explain the functions of the organs and food pyramid in the body;
• Enumerate different terminologies relation to have a healthy life; and
• Discuss the importance of food and nutrition in relation to individual health
and the primary aim of food hygiene.

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Lesson 1: Terminologies in Relation to Have A Healthy Life. (Journal
of Applied Animal Nutrition, n.d.)

Nutrition: It may be defined as the science of food and its relationship to health. It is concerned
with the part played by nutrients in body growth, development and maintenance.

Dietetics: Dietetics is the practical application of the principles of nutrition. It includes the planning
of meals for well and the sick.

Nutrients: A substance in suitable amount is essential for the growth, maintenance, function and
reproduction of a cell or organism is called Nutrients. Nutrients consist of carbohydrates, fats,
proteins, Vitamins and Minerals.

Macronutrients: Proteins, carbohydrates, and fats are called macronutrients. It supply energy in
large quantities to the body and build tissues.

Micronutrients: Vitamins and minerals are called micronutrients. It is needed in small quantity but
they play a crucial role to regulate and control body processes.

Malnutrition: Malnutrition is an impairment of health resulting from a deficiency, excess or

imbalance of nutrients. It includes under nutrition and over nutrition.

Metabolism: Metabolism is the sum total of building up reactions (anabolism) and breakdown
reactions (catabolism) going on inside the body of a living organism
(Journal of Applied Animal Nutrition, n.d.)

61
 Illustration of building blocks to depict protein
Illustration of child running to depict energy
and other nutrients

Illustration of child flexing muscle to depict

Illustration of healthy growth and development
protein

Figure. 3.1 Healthy body

Source: (Journal of Applied Animal Nutrition, n.d.)

62
 Illustration of "strong" blood to depict iron and Illustration of "happy" skeleton to depict calcium
other nutrients and other nutrients

Illustration of eye to depict vitamin A and other

nutrients
Figure. 3.2 Healthy body

Source: (Journal of Applied Animal Nutrition, n.d.)

Explaining Organ Functions (Journal of Applied Animal Nutrition, n.d.)

• Lungs: provide oxygen to blood

• Heart: circulates blood throughout the body
• Stomach: helps digest food
• Intestines: absorb nutrients from food
• Liver: removes toxins from blood and processes nutrients from food
• Kidneys: filter blood of waste and extra fluid

63
Explaining Nutrition (Journal of Applied Animal Nutrition, n.d.)

Nutrition is how food affects the health of the body. Food is essential—it provides vital
nutrients for survival, and helps the body function and stay healthy. Food is comprised of
macronutrients including protein, carbohydrate and fat that not only offer calories to fuel the body
and give it energy but play specific roles in maintaining health. Food also supplies micronutrients
(vitamins and minerals) and phytochemicals that don’t provide calories but serve a variety of
critical functions to ensure the body operates optimally.

Explaining Macronutrients: Protein, Carbohydrate and Fat (Journal of Applied Animal Nutrition,
n.d.)

Protein: Found in beef, pork, chicken, game and wild meats, fish and seafood, eggs, soybeans
and other legumes included in traditional Central America cuisine, protein provides the body with
amino acids. Amino acids are the building blocks of proteins which are needed for growth,
development, and repair and maintenance of body tissues. Protein provides structure to muscle
and bone, repairs tissues when damaged and helps immune cells fight inflammation and infection.

Carbohydrates: The main role of a carbohydrate is to provide energy and fuel the body the same
way gasoline fuels a car. Foods such as corn, chayote, beans, plantains, rice, tortilla, potatoes
and other root vegetables such as yucca, bread and fruit deliver sugars or starches that provide
carbohydrates for energy.

Energy allows the body to do daily activities as simple as walking and talking and as complex as
running and moving heavy objects. Fuel is needed for growth, which makes sufficient fuel
especially important for growing children and pregnant women. Even at rest, the body needs
calories to perform vital functions such as maintaining body temperature, keeping the heart
beating and digesting food.

Fat: Dietary fat, which is found in oils, coconut, nuts, milk, cheese, meat, poultry and fish, provides
structure to cells and cushions membranes to help prevent damage. Oils and fats are also
essential for absorbing fat-soluble vitamins including vitamin A, a nutrient important for healthy
eyes and lungs. (Journal of Applied Animal Nutrition, n.d.)

64
 Explaining Micronutrients: Vitamins and Minerals

Vitamins and minerals are food components that help support overall health and play
important roles in cell metabolism and neurological functions.

Vitamins aid in energy production, wound healing, bone formation, immunity, and eye and skin
health.

Minerals help maintain cardiovascular health and provide structure to the skeleton.

Consuming a balanced diet including fruits, vegetables, dairy, protein foods and whole or enriched
grains helps ensure the body has plenty of nutrients to use. Providing a few examples of specific
micronutrient functions can enhance the effectiveness of nutrition education:

Vitamin A helps the eyes to see (Journal of Applied Animal Nutrition, n.d.)

• Calcium and magnesium help muscles and blood vessels relax, preventing cramps and high
blood pressure
• Vitamin C helps wounds heal and the body’s ability to fight off germs
• Iron helps the blood transport oxygen throughout the body and prevents anemia

Explaining the Concept of Nutrients as Building Blocks (Journal of Applied Animal Nutrition, n.d.)

Building blocks include protein for growing babies in utero, for child and adolescent
growth, and for repairing damaged skin, blood, and other body parts in adults who aren't growing.
Some parts of the body are replaced regularly, like blood and skin, so even adults are building
new body parts regularly. Calcium is also a building block for building bones. Iron is a building
block for blood. Since blood cells only last a few months, the body constantly needs more iron
and protein to make new blood.

Using Metaphors to Explain Nutrition (Journal of Applied Animal Nutrition, n.d.)

According to registered dietitian nutritionists with experience teaching nutrition in developing

areas of Central America, metaphors and simple concepts are useful in teaching basic nutrition.

65
An example of this could be conveying foods rich in carbohydrate as "go" foods, protein-rich foods
as “grow” foods and colorful produce as "glow" foods. Health educators should emphasize that
good nutrition requires eating at least one serving of these three types of food at each meal:

Foods Simple Concept of Function

Carbohydrate-rich
Fuel
foods
Protein-rich foods Building blocks
Fruits and Vegetables Helpers and protectors

Using Illustrations to Convey Basic Nutrition Concepts (Journal of Applied Animal Nutrition, n.d.)

Using actual local foods for hands-on meal planning and for teaching food categories
helps low-literacy adults and children to understand nutrition. Health educators should try to
acquire local foods to use in nutrition education in addition to laminated illustrations.

Due to minimal literacy among Central Americans, illustrations are as important as words in all
visual materials. The following are examples of symbols that can represent the three basic
reasons why the body needs a variety of foods:

Symbol Representing Function (Journal of Applied Animal Nutrition, n.d.)

Running Food as fuel and carbohydrate for energy
child
Children Food and protein as building blocks
stacking
blocks
Child Protein for growth and strength
flexing
muscle
Growing Growth made possible by good nutrition
child
Bloodropl Healthy blood made possible by eating iron-rich foods
et

66
Skeleton Healthy bones made possible by eating calcium-rich foods
Eye Healthy eyes made possible by eating foods containing vitamins A, C, E, zinc and
phytochemicals

Food and nutrition General Concept

Food is any edible material that supports growth, repair and maintenance of the body.
Any edible substance that we consume to fulfill our daily requirement of nutrition is
known as food.
What food does in the body does through the nutrients it contains. The body utilizes
these nutrients to grow and keep healthy and strong. All nutrients needed by the body
are available through foods.
Nutrition is the process by which body utilizes food for growth and maintenance and
healthy living. A science of food and its relationship to health and concerned with the
part played by food factor (nutrients) in body growth, development and maintenance.
Nutrition is the combination of processes by which the living organism receives & uses
the food materials necessary for growth, maintenance of functions & repair of
component parts.

OBJECTIVE OF NUTRITION (Journal of Applied Animal Nutrition, n.d.)

1. To promote the physical and mental growth and development of human beings
2. Building and repairing of tissues and cell damaged by infection and injuries.
3. To provide energy for doing works.
4. To protect the human beings from infections and deficiency disorders.
CLASSIFICATION OF FOODS
Classification of foods by origin
• Foods of plants origin
• Foods of animal origin
Classification of foods by chemicals
• Carbohydrates
• Proteins
• Fats
• Vitamins
• Minerals

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Classification of foods by pre- dominant functions
• Energy supplying food: cereals, sugars, roots, tubers, fats and oils.
• Body building foods: milk, meat, poultry, eggs, fish, pulses and groundnuts.
• Repairing and maintenance foods: Vegetables, fruits, milk.
Foods by sources: (Journal of Applied Animal Nutrition, n.d.)
1. Cereals and millets, Legumes (pulses),
2. Green vegetables,
3. Fruits, Meat,
4. Fish, eggs and milk,
5. Fats and oils,
6. Nuts and oil seeds,
7. Sugar and jiggery
8. Condiments and
9. species
10. Others

Classification of essential nutrients (Journal of Applied Animal Nutrition, n.d.)

Based on the amount of the nutrients that each person needs to consume on a daily
basis, these nutrients are categorised into two groups. These are macronutrients,
which should be consumed in fairly large amounts, and micronutrients, which are
only required in small amounts.

Macronutrients

‘Macro’ means large; as their name suggests these are nutrients which people need
to eat regularly and in a fairly large amount. They include carbohydrates, fats,
proteins, fibre and water. These substances are needed for the supply of energy and
growth, for metabolism and other body functions.

Metabolism means the process involved in the generation of energy and all the
‘building blocks’ required to maintain the body and its functions.

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Macronutrients provide a lot of calories but the amount of calories provided varies,
depending on the food source. For example, each gram of carbohydrate or protein
provides four calories, while fat provides nine calories for each gram.

NUTRIENTS
Organic and inorganic complexes contained in food are called as nutrients.
Useful chemical substances derived from food by the body are called nutrients.
Which provides energy, helps to grow well and normal development and repair of
tissues
50 different nutrients supplied by foods to our body.
Each nutrient has its own specific function.
Most of the foods contain more than one nutrient.
Nutrients are divided into two parts mainly as Macro-nutrients and Micronutrients.
MACRONUTRIENTS
These are proteins, fats and carbohydrates which are often called “Proximate
Principles” because they form the main bulk of food.
For proper utilization of macronutrients needs micronutrients.
They contribute to the total energy intake as:
Carbohydrates 60-80 % Fats 10 - 30 %
Proteins 7-15 % 02/10/14 13
MICRONUTRIENTS
Requires in small quantity and so called micro-nutrients i.e. vitamins and minerals.
The quantity of nutrients required depends upon age, sex, weight, physical activity
and health status of the body.
CARBOHYDRATE
Major component of food which is the main source of energy; providing 4 Kcal/gm
In balanced diet, carbohydrates provide 50-60% of total calories taken.
In excess, the carbohydrates are converted into body fat.
Functions: energy production in the body; Useful in oxidation of fat, growth of useful
bacteria, synthesis of vitamin B complex, absorption of minerals, prevention of
constipation.

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CARBOHYDRATE SOURCE
Starch: cereals, roots and tubers.
Sugars: white sugar, honey, glucose etc.
Cellulose: indigestible contributes to dietary fibers. Daily requirements
Children: 60-250 grams. Adolescents: 400 grams Men: 300 - 700 grams.
Women: 240 - 540 grams. 02/10/14 16
PROTEIN (Pokhara University, 2014)
Protein is the building material for all body parts, such as muscle, brain, blood, skin,
hair, nails, bones and body fluids.
Protein constitutes 20% of adult body weight and made up of amino acids. Functions
 Acts as Building blocks of cells and tissues.
Regulates hemoglobin.
Regulates muscle contraction, formation of enzyme, hormones and other secretions
which help synthesis of enzymes and produces digestive juices and antibodies.
Act as a source of energy: 1 gm of protein gives 17 kcal.
SOURCES OF PROTEIN
There are 2 main sources of protein.
1. Animal sources: Milk, eggs, meat, fish, cheese etc.
2. Plant sources: Pulses, cereals, beans. nuts, soya bean etc.
DAILY REQUIREMENTS (Pokhara University, 2014)
Infants <6 months: 2 gm/day
Infants 6-12 months: 1.50 gm/day
Child 1-3yrs: 21 gm/day
Child 4-6yrs: 29 gm/day
Child 7-9yrs: 40 gm/day
Adolescents 13-15yrs
• Boys 67 gm/day
• Adolescents 13-15yrs girls 62 gm/day
• Adolescents 16-18yrs Boys 75 gm/day
• Adolescents 16-18yrs girls 60 gm/day
• Man: 60 gm/day
• Woman: 50 gm/day 02/10/14 19
DEFICIENCY DISEASES AND DISORDERS

70
Protein deficiency malnutrition: Kwashiorkor (edema) and Marasmus (wasting) and
also lead to Marasmic Kwashiorkor.
FATS Lipids (Pokhara University, 2014)
Composed of smaller units called fatty acids.
Saturated fatty acids: All animal fats except fish oil.
Unsaturated fatty acids: All vegetable oils except coconut and palm oils.
Saturated fatty acids are cholesterol genic, i.e. they increase blood cholesterol level.
Functions
Fats provide energy:
1 gram of fat provides 9 calories of energy.
Dietary fats supplies essential fatty acids needed for growth and maintenance of the
integrity of the skin.
They maintain our body temperature.
Fats provide support for many organs in our body such as heart, kidneys, intestine
etc.
FATS Sources
Animal sources: ghee, butter, fat of meat, fish oils etc.
Vegetable sources: groundnut oil, ginger oil, mustard oil, cotton seed and nut oil and
coconut oil etc. D
aily requirements Man: 20-60 gm
Woman: 20-40 gm
Fats and diseases Obesity, Phrenoderma (rough and dry skin “toad skin”), Coronary
Heart Disease (high intake of saturated fats), Cancer (Some recent studies show that
high intake of fats increase the risk of colon
VITAMIN A (Pokhara University, 2014)
It is a fat soluble vitamin generally found in two forms:
Retinol and Beta carotene.
Retinol: Present in animal foods: liver, meat, fatty fish, eggs and milk fat and Beta
carotene: Present especially in plants: dark green leafy vegetables, bright yellow fruits.
Functions of Vitamin A
Important nutrient for normal vision especially in the dark.
Maintain and help in rebuilding of glandular and epithelial tissues.
Necessary for normal skeletal growth of human beings.

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It also acts as anti-infective agent.
VITAMIN A
An adult person (men/women/pregnancy) needs 600 µg of retinol or 2400 µg of β-
carotene. Deficiency:
Night blindness: inability to see in dim light.
Conjunctival Xerosis: conjunctiva becomes dry and non wet table.
Bigot’s spots: Triangular, pearly-white or yellowish foamy spots on the bilobular
conjunctiva. Corneal xerosis: The cornea appears dull, dry and non wet table and in
more advanced corneal ulceration.
Keratomalacia: The cornea may become soft and may burst open.
Corneal Ulcer: Keratomalacia can lead to perforation of the cornea and corneal ulcer
leading to permanent blindness
VITAMIN D (Pokhara University, 2014)
Fat soluble found in two important forms:
Calciferol (D2) and Cholecalciferol (D3).
Calciferol may be derived by plant sterols & ergo sterols;
where as cholecalciferol is found in animal fats and fish oils.
Sunlight (ultra- violet ray) also converts the cholesterol of the body skin to vitamin D.
Functions
Promotes the intestinal absorption of calcium and phosphorus; Promotes bones
dissolution and mineralization; Prevent from Rickets in children, Increase the tubular
reabsorption of phosphate and variable effect on reabsorption of calcium. And
Facilitates in calcium deposition in the bones and teeth.
VITAMIN D Sources (Pokhara University, 2014)
Sunlight: Vitamin D3 is formed by the exposure of 7dehydrocholesterol, which is
present in the skin, to the ultraviolet ray of the sunlight
Foods: only in food of animal origin. Liver, egg yolk, butter, cheese and some species
of fish. Daily requirement:
Adult: 2.5 mcg (100 IU) Deficiency:
Decrease calcium and phosphorus in the blood; low deposition of calcium phosphate
in the growing bones; Rickets; Osteocalcin.
VITAMIN E Fat soluble vitamin also known as Tocopherol “a Anti-sterility Vitamin” .

72
Functions Acts as an antioxidant and reduce oxidation of unsaturated fatty acids.
Due to anti- neoplastic effect raises the concentration of high density lipids cholesterol.
With Vitamin E, selenium plays the role of preventing destruction of lipids by oxidation.
Maintains stability of cell membranes. when externally applied would minimize
wrinkles, scars and scratch marks
VITAMIN E Sources of Vitamin E (Pokhara University, 2014)
Plants based foods: Vegetable oils, hydrogenated fats, dark green leafy vegetables,
nuts, whole grain, and legumes.
Food rich in polyunsaturated fatty acids are also rich in vitamin E.
Daily Requirements: Adults: 10 mg (15 IU) Deficiency:
Deficiency is usually not found as in almost many vegetables foods have Vitamin E.
Loss of reflexes, ataxia of trunks and limbs, muscle weaknesses.
Among premature babies, presence of hemolytic anemia.
Associated with habitual abortion.
VITAMIN K
Co factor of enzyme and acts as the catalyst for the formation of prothrombin.
Two types Phylloquinone – K1
and Menaquinone - K2. Vitamin K1 is found in fresh and dark green leafy vegetables
where as Vitamin K2 by the synthesis of bacteria’s in the intestines.
Destroyed by freezing, by mineral oils and rancid fats.
FUNCTIONS
Essential Vitamin for the formation of prothrombin. Prothrombin is a protein made by
the liver. It is one of several substances known as clotting (coagulation) factors. When
you get a cut or other injury that causes bleeding, your clotting factors work together
to form a blood clot. Clotting factor levels that are too low can cause you to bleed too
much after an injury.
Stimulates the production of coagulation factors.
Synthesize the required protein for the human body.
Acts as the catalyst for activating the enzyme.
VITAMIN K Deficiency (Pokhara University, 2014)
Hemorrhage, bleeding disorders.
Increased risk of hemorrhage among premature or in the new born babies with
complicated labor

73
. Daily requirement:
0.03 mg/kg body weight for adults. Sources:
Found in fresh green vegetables and fruits. Dark green leafy vegetables, Cabbage,
Cauliflower, are richest source. Also found in liver and cow milk. 02/10/14 30
VITAMIN C It is known as Ascorbic acid. It is a water soluble vitamin. It is most
unstable of all Vitamins and rapidly destroyed by high temperature, oxidation, drying
or storage.
Functions: (Pokhara University, 2014)
Vitamin C is the potent antioxidant and has an important role in tissue oxidation. It
helps to increase the general resistance of the body to fight infections.
Involves in absorption, mobilization, distribution, and intoxication of metal ions.
Helps transfer of iron from plasma into tissues and store in bone marrow, spleen and
liver Protects eyes and lungs from oxidizing agents.
Reduces oxidation of low density lipoprotein and also Vitamin A & E. 02/10/14 31
VITAMIN C Deficiency: Scurvy among children during 6 to 18 months of age;
Conjunctival hem·or·rhage/ˈhem(ə)rij/hemorrhage; Bleeding of gums and petechiae of
skin (round , purplish red spot); Frequent diarrhea, fever, vomiting due decrease in
body’s general resistance to infections. (Pokhara University, 2014)

Sources: Almost all citrus fruits have Vitamin C. Also include tomatoes, green leafy

vegetables, cabbage, germinating legumes Liver and kidney. It is destroyed by cooking

Daily requirements: 40 mg/day for adult

VITAMIN B1 (Thiamine) (Pokhara University, 2014)
It is a water soluble vitamin. It is relatively stable at heat but is destroyed in neutral
or alkaline solution. Functions: It plays an important part in carbohydrate metabolism.
It is essential for the proper functioning of the nervous system.
Sources: Richest source: un milled cereals, pulses and nuts.
Poor source: Meat, fish, eggs, liver, dark green leafy vegetables, fruits, dried yeast.
Milk is important source for infants.
Daily Requirement: 1-2 Mg. per day or 0.5 mg. per 1000 kcal of energy intake.
Deficiency: Beri Beri (most common in only rice feeding community especially polished
rice).

74
VITAMIN B2 (Riboflavin) (Pokhara University, 2014)
Functions: It involves protein, fat & Carbohydrate metabolism.
Fundamental role in cellular oxidation .
Co factors of various enzymes which plays the metabolism to form the energy.
Synthesize the glycogen and erythropoiesis which changes the pyridoxines and folic
acids to the coenzymes.
Helps in oxidation of fatty acids and transport H+
Sources: Milk and milk products, eggs, liver, green leafy vegetables are good sources.
Wheat, millet and pulses are fair sources. Rice is a poor source. Germinating pulses
also furnish riboflavin.
Riboflavin is synthesized by bacteria is the large intestine.
Daily requirement is 1-2 mg or 0.6 mg. per 1000 Kcal intake.
Deficiency: confined skin (cracks), and mucosa, glossitis , scaly dermatitis,
circumcorneal vascularization and keratitis, 02/10/14 34
VITAMIN B3 (Niacin) (Pokhara University, 2014)
Function: It is required by the body for the utilization of carbohydrates and tissue
respiration. Essential for normal functions of skin, gastrointestinal and nervous system.
Helps in synthesis of DNA and its repairment.
Controls blood cholesterol and lipids. Sources:
Rich in whole grain cereals, nuts, pulses, meat, liver and chicken, dried yeast, ground
nuts. Poor source in maize.
Daily Requirements: 20 mg. per day or 6.6 mg per 1000 calorie intake. Deficiency:
gastrointestinal disorder, diarrhea, loss of appetite, nausea, vomiting, neurological
manifestation, loss of memory, pigmented scaly skin, cracks of hand and neck.
02/10/14 35
VITAMIN B 6 (Pyridoxine) (Pokhara University, 2014)
It plays an important role in the metabolism of amino acids, fats and carbohydrates.
Daily requirements: 1.5 - 2 mg per day.
Sources: Liver, meat, fish, whole cereals and legumes.
Deficiency is generally unusual as most of the foods like meat, fish, legumes, and
cereals contain pyridoxine. But in some cases may have clinical manifestation of
convulsion, loss of weight and abdominal distress.
VITAMIN B12 Cyanocobalamin (Pokhara University, 2014)

75
It is necessary for synthesis of DNA and also fatty acids.
It is required for carbohydrate, fat and protein metabolism.
It is used for making red blood cells. Sources: Liver, eggs, fish and milk. It loses its
potency when over cooked.
Daily requirement:- 1 microgram for adult. And 0.2-1 microgram for children.
Deficiency: Megaloblastic anemia (pernicious anemia) and impairing of DNA thus
leading to formation of immature RBCs causing anemia
FOLIC ACID (Pokhara University, 2014)
It is essential for DNA Synthesis.
Needed for making red blood cells. Sources:
Green leaves, vegetables, liver, egg, pulses, cereals, nuts, whole grains and oil seeds.
Daily Requirements
Adults: 100 micro grams per day.
pregnant women: 300 micrograms
For lactating women additional 150 micrograms.
Children need 100 micrograms. 02/10/14 38
MINERALS (Pokhara University, 2014)
Inorganic chemical elements present throughout the body in varying amounts.
Act as co-factors of enzymes for metabolism.
Form part of the structure of body tissues, such as bones, teeth and nails, blood,
nerves and muscles.
Vital to physical and mental development. They also help protect the body against
infections. Meat, fish, milk, cheese, green leafy vegetables and legumes provide most
of the minerals needed by the body.
Mineral Function Calcium (Pokhara University, 2014)
Mineralization of bones and teeth; regulator of many of the body’s biochemical
processes; involved in blood clotting, muscle contraction and relaxation, nerve
function, blood pressure and immune defenses.
Phosphor Mineralization of bones and teeth; part of every cell; oust used in energy
transfer and maintenance of acid-base balance
Sodium Maintains normal fluid and electrolyte balance, assists nerve impulse initiation
and muscle contraction. (Pokhara University, 2014)
Chloride Maintains normal fluid and electrolyte balance.

76
Chromium Copper Works with insulin and is required for release of energy from
glucose. Necessary for absorption and use of iron in the formation of hemoglobin.
Fluoride Involved in the formation of dental enamel and prevents dental caries;
involved in the formation of teeth and skeleton and inhibits osteoporosis in old age.
Iodine As part of the two thyroid hormones, iodine regulates growth, physical and
mental development and metabolic rate. (Pokhara University, 2014)
Iron Essential in the formation of blood; involved in the transport and storage of oxygen
in the blood and is a cofactor bound to several non-heme enzymes required for the
proper functioning of cells.
Sulfur Integral part of vitamins, biotin and thiamin, as well as the hormone insulin.
Zinc Essential for normal growth, development, reproduction and immunity.
Magnesium Involved in bone formation and tissue energy metabolism.

BALANCED DIET: (Pokhara University, 2014)

A balanced diet is defined as one which contains a variety of foods in such quantities
and proportions that the need for energy, amino acids, vitamins, minerals, fats,
carbohydrates and other nutrients is adequately met for maintaining health, vitality and
general well-being and also makes small provisions for extra nutrients to withstand
short duration of leanness. A balanced diet is the accepted means to safeguard a
population from nutritional deficiencies.
The dietary goals recommended by WHO
Dietary fats should be limited to approximately 15-30% of daily intake of energy.
Saturated fats should contribute no more than 10% of total energy intake.
Remaining fats requirement should replace by the unsaturated fats.
Excessive consumption of refined carbohydrates should be avoided and some
amount of carbohydrate rich in natural fibers should be taken.
The dietary goals recommended by WHO (Pokhara University, 2014)
Sources rich in energy such as fats and alcohols should be avoided.
Salt intake should not increase more than 5 gm/day.
Protein should be at-least 15-20% of total energy intake.
Junk foods such as colas, ketchup that supply empty calories should be reduced.

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RECOMMENDED BALANCED DIET (Pokhara University, 2014)

Food item Adult man (gm) Sedimentary Adult woman (gm) Moderate Heavy
Sedimentary Moderate Cereals green leafy vegetable other vegetables Roots and
tubers Milk and milk products Oils and fats Fruits Sugar and (jaggery ) Jaggery is an
unrefined sugar product made in Asia and Africa. It's sometimes referred to as a “non-
centrifugal sugar,” because it's not spun during processing to remove the nutritious
molasses.

Lesson. 2 Food Pyramid (Castro, 2016 )

The Food Guide Pyramid is an outline of what to eat each day based on the Dietary
Guidelines. It provides a general guide that lets you choose a healthy diet that’s right
for you. The Pyramid calls for eating a variety of foods to get the nutrients you need
and at the same time, the right amount of calories to maintaining healthy and physical
wellbeing.

78
 Figure 3.3. Food Pyramid
Source: https://www.slideteam.net/food-pyramid-powerpoint-slides-and-ppt-templates-
0412.html

Eating healthy food is essential to have a healthy life and keep strong for our daily
activities.
There are different kinds or groups of food that help our body in different ways.
It is important to eat all of them in different amounts every day, so we can get all the
nutrients our body needs. (Castro, 2016 )
First of all we have to remember to drink plenty water every day.
Water hydrates our body, helps or organs work properly and cleans our organism from
the inside. An adult has to drink around 8 glasses of water every day.

79
Group 1:Bread, cereal, rice and pastas. This food group provides carbohydrates, some
proteins, fiber, vitamins and minerals. This food gives us the energy we need to work,
play and all the physical activities everyday. Take 4 servings a day.
Group 2: Vegetables and legumes. This food group provides some proteins, fiber,
vitamins and minerals to stay healthy and keep our organs working properly.
Depending on the color of the vegetable, so are the minerals and vitamins they give
us. Take 4 servings a day.
Group 3: Fruit This food group provides vitamin C and another vitamin called FOLATE.
(Castro, 2016 )
skin also provides carbohydrates and fiber. Like vegetables, depending on the color of
the fruit, so are the minerals and vitamins they give us. Take 2 servings a day.
Group 4: Milk, yoghurt and cheese Also called Dairy Food, this group is the best source
of calcium. They also provides proteins, vitamins, minerals and some fat. This group
of food helps your bones grow and stay strong. Take 3 servings a day.
Group 5: Meat, fish, poultry, eggs, nuts and legumes This food group provides good
source of proteins, fat, vitamins and minerals. This group helps your muscles grow and
stay strong. Take 2 small servings a day.
Group 6: Sweets and fats They are on the top of the food pyramid. They provide lots
of energy to our body. But we have to eat only one small servings a day or it won’t be
good for you. (Castro, 2016 )

Lesson.3 Food Hygiene (Pokhara University, 2014)

Food is the major source of infection and possible to contaminate by microorganism
during its production, handling, distribution, storing, and serving of all types of food.
Basic concept of food hygiene is to prevent food poisoning and food borne diseases.
Food hygiene can be defined as “ all condition and measures that are necessary
during the production, processing, storage, preparation and distribution of food to
ensure that is safe, sound, wholesome and fit for human consumption.” - World Health
Organization
Food hygiene may be defined as sanitary science, which aims to produce food that
is safe and good keeping quality.

80
It implies hygiene in production, handling, distribution and serving of all kinds of foods.
FOOD HYGIENE (Pokhara University, 2014)
The primary aim of food hygiene is to prevent food poisoning and other food borne
illness. Safe food:
Containing no harmful microorganism
Containing no parasites
Containing no toxin such aflatoxins
Containing no harmful chemical such as pesticides
 food and water became contaminated when micro-organism are carried in food out
by: Hand; flies, cockroaches & other insects; rates, mites and other animals; and dirty
container and dishes.
Source of infection: dairy animal , human handling , environment. Milk borne diseases:
1. Infection of animals that transmits to man: Tuberculosis, Brucellosis,
Staphylococcus infection, Staphylococcus enterotoxin poisoning, Salmonellosis, Q
fever , Anthrax, Cow pox, foot and mouth disease, Leptospirosis, tick borne
encephalitis.
2. Directly transmitting disease to man from milk: typhoid, paratyphoid, cholera,
shigellosis, tuberculosis, viral hepatitis, diphtheria, staphylococcal, streptococcal food
poisoning etc.
MILK HYGIENE Cleanliness and safety of milk Production of clean and safe milk
premises of cattle and sanitation of milking Methylene Blue Reduction test: adding
MB to milk and kept at uniform temp. of 370 c and observed the blue color
Pasteurization of milk: heating a milk to such temperature and for such period of time
as are required to destroy any pathogen that may present while causing minimal
changes in the composition, flavor and nutritive value.
Three methods: Holder method, High temperature short time (HTST) method and Ultra
high temperature (UHT) method
MEAT HYGIENE Problems associated with unhygienic meat: Tape worm: Tinea
solidum,
T. sagenite, T. spiralis, F. hepatica and Bacterial infection: Anthrax, actinomycosis and
food
poisoning. Meat inspection:

81
Purpose of ante-mortem rejection exhaustion, pregnancy, sheep-pox, brucellosis,
febrile conditions, diarrhea, and other infectious diseases and while postmortem
rejection: cysticercosis bovid, tape worm larva, liver fluke, abscesses, septicemia,
parasitic and nodular infection .

MEAT HYGIENE (Pokhara University, 2014)

The characteristics of good meat are: 1. Neither pink nor deep purple
2. Should be firm and elastic to touch.
3. Should not be excess of fluids which indicates edema term for swelling
4.Has an agreeable odor
5. Reaction should be acidic
The characteristics of ill animal are: loss of appetite, offensive odor from breath,
hanging head, slow movement, febrile, loss of gloss, dry nostril or abnormal discharge,
dull, watery and congested eyes, dribbling saliva, blown abdomen Diarrhea or blood
in stool, nodules or wound in the skin.
Slaughter houses:
1. location: away from residential area
2. structure of the spot: clean floor and wall
3. disposal of wastes: no into public sewers, collected separately.
4. water supply: independent, adequate and continuous.
5. Examination of animals: antemortem and postmortem
6. Storage of meat: temp. 5 degree C, fly proof, rat proof.
7. Transportation of meat: fly proof and covered van. 8. No entrance of other animals

FISH AND EGG HYGIENE FISH HYGIENE: (Pokhara University, 2014)

Problems by unhygienic fish:
Tape worm, viral hepatitis, oysters, schistosomiasis, fish poisoning. Sign of fresh fish
are: it is in a state of stiffness or rigor mortis, the gills are bright red and the eyes are
clear and prominent. EGG HYGIENE: salmonella can penetration from cracks and
chances of contamination.
Should be clean without fecal matters.
Food Hygiene during preparation, processing and storage and consumption
Steps of preparation:

82
• Cleaning with water
• Chopping, cutting
• Frying, cooking
Effects of food preparation:
• Loss of water soluble vitamins
• Loss of essential minerals
• Loss of digestibility, absorption and metabolic inefficiency
Processing and storage:
• Milling, packing, drying, transporting • Processing of making jams, jelly, pickles and
canned foods • Additives
• Storing Affects of processing on nutrients • Loss of nutrients, Food toxicities,
Indigestion, Damages and adulteration
Consumption Personal hygiene, Utensils, spoon and fork, handling, Employees with
infectious diseases and Employees with External infections like wounds, otitis media,
and skin diseases. Affects during consumption • Infectious disease • Worm infestation
02/10/14 60

FOOD BORNE DISEASE

The term food borne disease defined as “A disease usually either infectious or toxic
in nature, caused by agents that enter the body through the ingestion of food.”
Food borne disease can be classified as food borne infection and food borne
intoxicants.

FOOD BORNE INFECTION (Pokhara University, 2014)

Groups Diseases Bacterial Diseases Typhoid fever, Paratyphoid fever, Salmonellosis,
Staphylococcal intoxication, Cl. Perfringens illness, Botulism, B cereus, Food
poisoning, E coli Diarrhea, Streptococcal infection, shigellosis, Brucellosis etc. Viral
Hepatitis, Gastroenteritis Viral Diseases Parasitic Disease
Taeniasis, Hydatids, Trichinosis, Ascariasis, Amoebiasis, Oxyurids

FOODBORNE INTOXICANTS
Food borne chemical poisoning: a. Heavy metal (Mercury: usually in fish), b. Oil &
petroleum derivatives and solvents. c. Asbestos: certain types of fibrous materials d.

83
Pesticides residues (DDT, BHC, Malathion) e. Migrant chemical from package
materials (Cupper, Zinc & Antimony: leaching of containers by acid foods).

FOOD POISONING (Pokhara University, 2014)

 Food poisoning is an acute gastroenteritis caused by ingestion of food and drink
either living bacteria or their toxins or inorganic chemical substances and poisons
derived from plants and animals. It is characterized by:
History of ingestion of common food
Attack of many person at the same time Similarity in sign and symptoms in the
majority of cases
It is of two types:
Bacterial: living bacteria or their toxins
Nonbacterial: chemicals, fertilizers, pesticides, mercury, cadmium, arsenic etc.

FATS (Pokhara University, 2014)

Fats are composed of Carbon, hydrogen and oxygen.
They are composed of smaller units called fatty acids.
Some fats such as ground nut oil, gingerly oil are liquid at room temperature.
Insoluble in water but soluble in organic compounds like ether, benzene or
chloroform.

CLASSIFICATION OF FATS (Pokhara University, 2014)

Fats are classified as
Simple lipids: triglycerides
Compound lipids: phospholipids
Derived lipids: cholesterol

FATTY ACIDS Fats yield fatty acids and glycerol on hydrolysis.

Saturated fatty acids:
Unsaturated fatty acids:
Monounsaturated and
Polyunsaturated fatty acids.

84
FATTY ACIDS (Pokhara University, 2014)
All animal fats contain saturated fatty acids except fish oil.
All vegetable oils contain polyunsaturated fatty acids except coconut and palm oils.
Saturated fatty acids are cholesterol genic, i.e. they increase blood cholesterol level.
Since high blood cholesterol is a risk factor for coronary heart disease, diet rich in
preformed cholesterol and saturated fat is to taken with caution after a certain age

ESSENTIAL FATTY ACIDS

Those fatty acids which cannot be synthesized by human body and derived only from
food are called EFAs.
These are linoleic acid, arachidonic acid, linolenic acids and eichosapentaenoic
acids.

FUNCTIONS OF FATS (Pokhara University, 2014)

1. Fats provide energy: 1 gram of fat provides 9 calories of energy i.e., twice the
number of calories from carbohydrates and proteins.
2. Carries of fat soluble vitamins: Vitamin A,D,E, and K.
3. Dietary fats supplies essential fatty acids are needed for growth and maintenance
of the integrity of the skin.
4. They maintain our body temperature.
5. Fats provide support for many organs in our body such as heart, kidneys, intestine
etc.
6. Foods containing fats provides taste to diet.

SOURCES OF FATS
Dietary fats are derived from 2 main sources.
1. Animal sources: ghee, butter, fat of meat, fish oils etc.
2. Vegetable sources: various vegetable oils such as groundnut oil, ginger oil, mustard
oil, cotton seed and nut oil and coconut oil etc.
FAT REQUIREMENT (Pokhara University, 2014)
WHO Expert Committee on prevention of coronary heart disease has recommended
only 20-30% of total dietary energy should be fats.

85
 Indian council of Medical Research (1989) has recommended a daily intake not more
than 20% of total dietary through fats.
Saturated fats should contribute no more than 10% of total energy intake
DAILY REQUIREMENTS (Pokhara University, 2014)
Children: Adolescents: Man: Woman: Pregnant Woman:
Lactating women: 02/10/14 25 gm 22 gm 20 gm 20 gm 30 gm 45 gm 78

FATS AND DISEASES

Obesity, Phrynoderma (rough and dry skin “toad skin”), Coronary Heart Disease
(high intake of saturated fats), Cancer (Some recent studies show that high intake of
fats increase the risk of colon and intestinal cancer) and Kwashiorkor .

MEASUREMENT OF ENERGY
Calories are used to measure energy. We use calories to measure how much energy
is there in certain foods. We use calories also to measure how much energy a person
needs(energy requirements)
Nutrients that provide calories, and the amounts are as follows:
One Gram of Carbohydrate provides 4 calories.
One Gram of proteins provides 4 calories. One Gram of fats provides 9 calories.

MEASUREMENT OF ENERGY
Note that proteins are not including in “energy foods” because their main use is for
body building; what is left over from requirements for body building and repair can be
used as fuel for energy. (Pokhara University, 2014)

Assessment Task 4.1-3

Choose the best answer

1.How many food groups are in the Food Guide Pyramid?

86
 a. Four

b. Five

c. Six

d. Eight

2. How many servings from the Grains Group do kids need daily (on the average)?
a. 2-3 servings
b. 5-6 servings

3. What food group does yogurt, milk and cheese belong too?
a. meat group
b. vegetable group
c. dairy group
d. grains group
4.How many vegetable servings do kids need daily?
a. 2-3 servings
b. 3-5 servings
5. Which of these is a vegetable?
a. tomatos
b. strawberries
c. broccoli
d. bananas
6.How many servings of Fruits do kids need to eat daily?
a. 7
b. 3
c. 4
d. 1
7. What Food Group do you need the most from the Pyramid?
a. Grains
b. Fruits
c. Meat
d. Veggies

87
8. How many servings do kids need daily from the Meat Group?
a. 2-3 servings
b. 3-5 servings
c. 5-7 servings
d. 6 servings

9.How many servings (on the average) do kids need from the milk group daily?
3 servings
a. 2-3 servings
b. 3-4 servings
c. none

10.The food pyramid is not important

a. true
b. false
2.What is the primary aim of food hygiene?
1. ___________________________________________________________________
2. ___________________________________________________________________
3. ___________________________________________________________________
4. __________________________________________________________________
5. __________________________________________________________________

3.Give five (5) importance of food and nutrition in relation to individual health
6. ___________________________________________________________________
7. ___________________________________________________________________
8. ___________________________________________________________________
9. __________________________________________________________________
10. __________________________________________________________________

Give atleast 10 the macronutrients and micronutrients and their names

88
 Summary

Food is any substance consumed to provide nutritional support for an organism. Food is
usually of plant, animal or fungal origin, and contains essential nutrients, such as carbohydrates,
fats, proteins, vitamins, or minerals.
We all eat food because it provides the fundamental types of materials required to keep our bodies
functioning. We need energy to enable growth and repair of tissues, to
maintain body temperature and to fuel physical activity. Energy comes from foods rich in
carbohydrate, protein and fat.We need energy to enable growth and repair of tissues, to maintain
body temperature and to fuel physical activity. Energy comes from foods rich in carbohydrate,
protein and fat.These materials can be categorized as:
• macronutrients – carbohydrates, proteins, fats and oils
• micronutrients – vitamins and minerals
• dietary fibre – cellulose, pectin and gums
• dietary water – keeping the body hydrated
• phytochemicals – biologically active compounds from fruits and vegetables.
• Eating healthy food is essential to have a healthy life and keep strong for our daily
activities.

There are different kinds or groups of food that help our body in different ways.
It is important to eat all of them in different amounts every day, so we can get all the
nutrients our body needs.First of all we have to remember to drink plenty water every day.
Water hydrates our body, helps or organs work properly and cleans our organism from the
inside. An adult has to drink around 8 glasses of water every day. The Food Guide Pyramid
is an outline of what to eat each day based on the Dietary Guidelines. It provides a general
guide that lets you choose a healthy diet that’s right for you. The Pyramid calls for eating
a variety of foods to get the nutrients you need and at the same time, the right amount of
calories to maintaining healthy and physical wellbeing.

89
 References

Castro,A. (2016 November 20). Food Pyramid

Retrived from https://www2.slideshare.net/AnaLourdesLpezCastro/food-pyramid

Journal of Applied Animal Nutrition,(n.d.).International Journal of Applied Science - Research and

Review, The International Journal of Applied and Basic Nutritional Sciences,
Retrived from https://www.omicsonline.org/general-science-journals.php

Pokhara University, (2014 February 10) Nutrition General Concept

Retrived from https://www2.slideshare.net/harikafle944/food-and-nutrition-general-concept

90
 MODULE 4
FUNCTIONS OF FOOD

Introduction

Food is important for life. To be healthy and active, we should certainly have enough food.
But the foods we eat should also be safe and rich in all the nutrients our body needs. We should
choose from a wide variety of foods and we should eat them regularly, throughout the day, every
day of the year. Do not forget that we should also enjoy the food that we eat; it should look, smell
and taste good. Without good nutrition, children and young people cannot develop their potential
to the full, and adults will have difficulty in doing their best. (FAO, n.d.)

Learning Outcomes

At the end of the module, the learners should be able to:

• Explain the importance of good nutrition in our body;

• Compare the basic facts about nutrients and its functions; and
• State the importance of eating a well-balanced diet.

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Lesson 1. Basic Facts about Nutrients

Food provides our bodies with what they need to: (FAO, n.d.)
• stay alive, be active, move and work;
• build new cells and tissues for growth;
• stay healthy and heal themselves;
• prevent and fight infections.

Functions of Food
• growth & development
• muscles,
• bones and teeth
• energy
• healthy bodies
• fighting disease
• good brains
• healthy organs

.
• Growth and development (FAO, n.d.)
• Develop strong muscles, bones and teeth;
• Keep our bodies warm and give us energy;
• Keep our bodies healthy by helping our immune systems to prevent or fight disease;
• Repair or healing of injuries.
• Helps our brains to grow and function properly
• Development and proper working of our organs: heart, kidneys, lungs, liver, etc.

Food Guide Poster (FAO, n.d.)

• the biggest group, Grains, contains the nutrients which provide energy and warm our
bodies and should be eaten in larger quantities;
• Fruit and vegetables provide many vitamins and minerals to help our immune systems;
• Proteins from meat, dairy foods, seeds, nuts, etc. help to build our muscles;

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• Fats and sugars are concentrated sources of energy, so should be eaten in much smaller
quantities. Fats and oils especially give a lot of energy (more than double that of sugars).
(FAO, n.d.) For those people who need more energy (for instance, if they are
undernourished or are doing heavy physical work) fats, oils and sugar can be useful
sources of energy.
However, for people who are already overweight (fat) too much fat, oil and sugar can make
their situation worse and lead to serious overweight, which is not only uncomfortable, but
makes a person less active and affects the heart and blood circulation.

Functions of Food (FAO, n.d.)

• growth & development
• muscles,
• bones and teeth
• energy
• healthy bodies
• fighting disease
• good brains
• healthy organs

Basic Facts about Nutrients (FAO, n.d.)

Nutrient Functions Good Sources

Protein Helps us to grow, develop and repair Nuts, ground nuts, pumpkin or
muscles and tissues. Some protein seeds, mopane worms, beef,
foods such as milk and eggs give us pork, goat, fish, chicken, eggs,
strong bones and teeth. dried beans, peas, mielies and
lentils, cheese, and yoghurt.

Carbohydrates Provide energy for the body. There sorghum, brown bread, rice,
are three kinds of carbohydrates: macaroni and other noodles,
sugar, starch, and fibre. sugar, honey.

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 Fats Provide energy for the body and carry nut, ground nut, butter,
certain vitamins through the body. margarine, cooking oil, seeds.

Vitamin A Needed for healthy eyesight and to Egg yolks, liver, butter,
prevent night blindness, yoghurt. Deep yellow or orange
(xerophtalmia). fruits and vegetables, dark
green vegetables: pumpkin,
butternut, carrots, spinach,
rape, broccoli, pawpaw.

Iodine Iodine is for the thyroid gland (in the Iodized salt, seafood and foods
(mineral) neck area), which regulates growth which are grown in soil that
and many body functions. A lack of contains iodine.
iodine can lead to an enlargement of
the thyroid gland called a goiter.

Iron Iron helps the body to make red blood Mopane worms, beef, goat,
(mineral) cells, which carry oxygen from the pork, dark green leafy
lungs to cells throughout the body. A vegetables such as spinach
lack of iron can lead to the disease and brown bread, beans.
called anemia.

Niacin Helps the body to get energy from Whole grain cereals, meats
(vitamin) other nutrients and helps keep the and seeds: Brown bread,
skin and nervous system healthy. A groundnuts, pumpkin and !
lack of niacin leads to pellagra. seeds, sorghum, meat, and
chicken.

Water Water carries nutrients in the body Water, milk, fruit juice, soups,
and waste products from the cells and tea and vegetables with high
helps control body temperature. water content such as lettuce,
When the body does not have apples and potatoes.
enough water, this can cause
dehydration (drying out)

(Eat Vitamin A-rich foods and take children to the clinic to receive Vitamin A capsules).
• Why should we avoid getting Vitamin A deficiency?

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 (Blindness, poor eyesight and eye problems prevent children from learning, cause
accidents and make it difficult for a person to work and earn a living. Having a lot of
infections affects our health and makes it hard to work. Dry skin can be painful and give
germs a place to cause infections).
• Do you think that there is enough information available for communities to learn about and
understand the importance of Vitamin A? If "Yes", explain. If "No" what do you think can
be done?

Who needs Vitamin A? (FAO, n.d.)

Everybody needs Vitamin A.
• Women who breastfeed especially need Vitamin A to help them to stay healthy and to
pass on Vitamin A to their children through breastmilk.
• Young children need Vitamin A to help them to grow, develop normally and stay healthy.
Vitamin A helps our health in many ways: (FAO, n.d.)
• It helps our bodies to fight many infections or diseases such as diarrhea, measles, colds,
coughs and malaria.
• When young children receive the Vitamin A that they need, they have a better chance to
survive an infection.
• Young children have a special need for Vitamin A, because they are growing rapidly.
Pregnant women need Vitamin A to help the growth of their unborn child.
• Vitamin A is important for the eyes, because it protects them and keeps them strong.
Vitamin A Deficiency (VAD): (FAO, n.d.)
• All the Vitamin A that we need must come from what we eat. The body can store extra
Vitamin A so that there is a reserve for times of need. When the store of Vitamin A in the
body is low, and we do not eat enough food sources, that is when we have Vitamin A
deficiency.
• This deficiency can also be caused when we have diarrhoea or poor nutrition with not
enough food sources of Vitamin A in the diet.
• When there is Vitamin A deficiency, many infections are more serious. Children can get
more serious sicknesses and some can even die.
• Vitamin A deficiency will make it hard for a person to see in poor light or at night, or even
make the person blind.
• It is important to avoid VAD by eating foods that are rich in Vitamin A and to make sure to

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 take children to the clinic to receive Vitamin A capsules.

Vitamin A supplements: (FAO, n.d.)

• Young children and women who do not eat enough foods that have Vitamin A can be given
the vitamin like medicine. This is called Vitamin A Supplementation.
Who is most at risk of VAD?
• Babies who are not breastfed, babies and children up to 5 years of age and pregnant or
breastfeeding women are most at risk of VAD.
• Children with measles, diarrhea and malnutrition are especially at risk of VAD.
There are two 2 kinds of food sources of Vitamin A: (FAO, n.d.)
1. Animal: liver, egg yolks, whole milk, animal butter and whole small fish. These sources are
better because their Vitamin A is easily absorbed by the body.
2. Vegetable: orange or dark yellow fruits and vegetables (carrots, pumpkin, marula fruit, mango
and pawpaw) dark green leafy vegetables.
Breastmilk is also very rich in Vitamin A, especially the first milk (colostrum).

What is iodine? (FAO, n.d.)

Iodine is a mineral that is very important for the production of hormones. These hormones control
the normal growth and development of the body.
Where is iodine found?
Iodine is mainly found in sea water, soil and sea products such as fish.
Who needs iodine?
Everybody needs iodine.
Why does everybody need iodine?
Lack of iodine in food causes a group of disorders that we call Iodine Deficiency Disorders (IDD).
1. Lack of iodine can lead to:
• goiter (swelling of the neck gland)
2. In pregnant women, lack of iodine can lead to:
• Improper development of the baby
• Miscarriages (losing the baby before it is developed and ready to be born)
• Stillbirths (babies born dead)
3. In children, lack of iodine can lead to:
• Mental retardation

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 • Failing to grow properly
• Poor progress at school
4. In adults, lack of iodine can lead to:
• Infertility
• Impotence in men
• Heart failure
• Loss of sensation in legs
How can we prevent iodine deficiency disorders?
We can prevent iodine deficiency disorders by using only iodized salt. Namibia's soil and water
are poor in iodine and do not always supply enough for our needs. That is why Namibia produces
and imports its own iodized salt.
How should we use and store iodized salt?
Remember:
• Iodine dissolves easily in liquids
• Iodine evaporates easily
• Iodine is destroyed easily by heat and during cooking
Storage:
Always keep iodized salt in a closed and dry container, so that the iodine in the salt will be
preserved.
Usage:
Add iodized salt to food on the table or when it is nearly cooked to avoid destroying the iodine.

Lesson.2 Eating A Well-Balanced Diet

Eating a well-balanced diet can help you get the calories and nutrients you need to fuel
your daily activities, including regular exercise. (Healthline, 2019)When it comes to eating foods to
fuel your exercise performance, it’s not as simple as choosing vegetables over doughnuts. You
need to eat the right types of food at the right times of the day.

Learn about the importance of healthy breakfasts, workout snacks, and meal plans.

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Get off to a good start
Your first meal of the day is an important one.
According to an article published in Harvard Health Letter. (Healthline, 2019), eating breakfast
regularly has been linked to a lower risk of obesity, diabetes, and heart disease. Starting your day
with a healthy meal can help replenish your blood sugar, which your body needs to power your
muscles and brain.
Eating a healthy breakfast is especially important on days when exercise is on your
agenda. Skipping breakfast can leave you feeling lightheaded or lethargic while you’re working
out (Healthline, 2019)
Choosing the right kind of breakfast is crucial. Too many people rely on simple
carbohydrates to start their day. A plain white bagel or doughnut won’t keep you feeling full for
long.In comparison, a fiber- and protein-rich breakfast may fend off hunger pangs for longer and
provide the energy you need to keep your exercise going (Healthline, 2019)
Follow these tips for eating a healthy breakfast:
• Instead of eating sugar-laden cereals made from refined grains, try oatmeal, oat bran, or
other whole-grain cereals that are high in fiber. Then, throw in some protein, such as milk,
yogurt, or chopped nuts.
• If you’re making pancakes or waffles, replace some of the all-purpose flour with whole-
grain options. Then, stir some cottage cheese into the batter.

• If you prefer toast, choose whole-grain bread. Then pair it with an egg, peanut butter, or
another protein source. (Healthline, 2019)

Count on the right carbohydrates. (Healthline, 2019)

Thanks to low-carb fad diets, carbohydrates have gotten a bad rap. But carbohydrates are your
body’s main source of energy. According to the Mayo Clinic, about 45 to 65 percent of your total
daily calories should come from carbohydrates. This is especially true if you exercise.

Consuming the right kind of carbohydrates is important. Many people rely on the simple
carbs found in sweets and processed foods. Instead, you should focus on eating the complex
carbs found in whole grains, fruits, vegetables, and beans.

Whole grains have more staying power than refined grains because you digest them more
slowly.They can help you feel full for longer and fuel your body throughout the day. They can also

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help stabilize your blood sugar levels. Finally, these quality grains have the vitamins and minerals
you need to keep your body running at its best. . (Healthline, 2019)

Pack protein into your snacks and meals. (Healthline, 2019)

Protein is needed to help keep your body growing, maintained, and repaired. For example,
the University of Rochester Medical Center reports that red blood cells die after about 120 days.

Protein is also essential for building and repairing muscles, helping you enjoy the benefits of your
workout. It can be a source of energy when carbohydrates are in short supply, but it’s not a major
source of fuel during exercise.

Adults need to eat about 0.8 grams of protein per day for every kilogram of their body weight,
reports Harvard Health Blog. That’s equal to about 0.36 grams of protein for every pound of body
weight. Exercisers and older adults may need even more.

Protein can come from: . (Healthline, 2019)

• poultry, such as chicken and turkey
• red meat, such as beef and lamb
• fish, such as salmon and tuna
• dairy, such as milk and yogurt
• legumes, such as beans and lentils
• eggs
For the healthiest options, choose lean proteins that are low in saturated and trans fats. Limit the
amount of red meat and processed meats that you eat.
Boost your fruit and vegetable intake
Fruits and vegetables are rich sources of natural fiber, vitamins, minerals, and other compounds
that your body needs to function properly. They’re also low in calories and fat.
Aim to fill half your plate with fruits and veggies at every meal, recommends the United States
Department of Agriculture. . (Healthline, 2019)
Try to “eat the rainbow” by choosing fruits and veggies of different colors. This will help you enjoy
the full range of vitamins, minerals, and antioxidants that the produce aisle has to offer.
Every time you go to the grocery store, consider choosing a new fruit or vegetable to try. For
snacks, keep dried fruits in your workout bag and raw veggies in the fridge. . (Healthline, 2019)

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Choose healthy fats. (Healthline, 2019)
Unsaturated fats may help reduce inflammation and provide calories.
While fat is a primary fuel for aerobic exercise, we have plenty stored in the body to fuel even the
longest workouts. However, getting healthy unsaturated fats helps to provide essential fatty acids
and calories to keep you moving.
Healthy options include:
• nuts
• seeds
• avocados

• olives

• oils, such as olive oil

Fuel up before exercise (Healthline, 2019).

When it comes to fueling up before or after a workout, it’s important to achieve the right balance
of carbs and protein. Pre-workout snacks that combine carbohydrates with protein can make you
feel more energized than junk foods made from simple sugars and lots of fat.
Consider stocking your workout bag and refrigerator with some of these simple snacksBananas.
(Healthline, 2019)Bananas are full of potassium and magnesium, which are important nutrients
to get on a daily basis. Eating a banana can help replenish these minerals while providing natural
sugars to fuel your workout. For added protein, enjoy your banana with a serving of peanut butter.

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Berries, grapes, and oranges (Healthline, 2019)

These fruits are all full of vitamins, minerals, and water. They’re easy on your intestines, give
you a quick boost of energy, and help you stay hydrated. Consider pairing them with a serving
of yogurt for protein.

Nuts (Healthline, 2019)

Nuts are a great source of heart-healthy fats and also provide protein and essential nutrients.
They can give you a source of sustained energy for your workout.

Pair them with fresh or dried fruit for a healthy dose of carbohydrates. However, test these
options to see how they settle. High-fat foods can slow digestion, and they may make food sit in
your stomach too long if your workout is coming up quickly.

Nut butter. (Healthline, 2019)

Many grocery stores carry single-serving packets of peanut butter that don’t require refrigeration
and can be easily stored in a gym bag. For a tasty protein-carbohydrate combo, you can spread
peanut butter on:

• an apple

• a banana

• whole-grain crackers

• a slice of whole-grain bread

If you don’t like peanut butter, try almond butter, soy butter, or other protein-rich
alternatives.Don’t cut too many calories If you’re trying to lose weight or tone your body, you
may be tempted to cut a ton of calories from your meals. Cutting calories is a key part of weight
loss, but it’s possible to go too far. (Healthline, 2019)

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Weight loss diets should never leave you feeling exhausted or ill. Those are signs that you’re
not getting the calories you need for good health and fitness. . (Healthline, 2019)

A diet containing 1,200 to 1,500 daily calories is suitable for most women who are trying to lose
weight safely. A diet with 1,500 to 1,800 daily calories is appropriate for most men who are
trying to shed excess pounds.

If you’re very active or you don’t want to lose weight while getting fit, you may need to eat more
calories. Talk to your doctor or a dietitian to learn how many calories you need to support your
lifestyle and fitness goals.

Balance is key (Healthline, 2019). As you settle into an active lifestyle, you’ll probably discover
which foods give you the most energy and which have negative effects. The key is learning to
listen to your body and balancing what feels right with what’s good for you.

Follow these tips:

• Aim to make breakfast a part of your routine.

• Choose complex carbohydrates, lean protein sources, healthy fats, and a wide variety of
fruits and veggies.

• Stock your fridge and gym bag with healthy workout snacks. The right balance of
carbohydrates, protein, and other nutrients can help fuel your exercise routine.

What local foods are good sources of iron?

What happens to your body if you do not eat enough Iron?

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 • Assessment Task 4.1-2

1.What local foods are good sources of iron? 10 pts

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2 Give atleast 5 Basic Facts about Nutrients their functions and sources

Nutrient Functions Good Sources

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 Summary

We should choose from a wide variety of foods and we should eat them regularly,
throughout the day, every day of the year. Do not forget that we should also enjoy the food that
we eat; it should look, smell and taste good. Without good nutrition, children and young people
cannot develop their potential to the full, and adults will have difficulty in doing their best
For the healthiest options, choose lean proteins that are low in saturated and trans fats. Limit the
amount of red meat and processed meats that you eat. Boost your fruit and vegetable intake

References
Castro, A. (2016 November 20). Food Pyramid. Retrived from
https://www2.slideshare.net/AnaLourdesLpezCastro/food-pyramid

Food and Agriculture Organization of the United Nations (FAO). (n.d.). Food and Nutrition a

Handbook : The Function of Food (n.d.). http://www.fao.org/3/a0104e/a0104e06.htm

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