Cookery Manual PDF (2016)

Module 1 of 2 Cookery PY Manual...

Module 1 of 2 Cookery PY Manual O C E D EP This learning resource was collaboratively developed and reviewed by educatorsDepartment of Education from public and private schools, colleges, Republic of the Philippines and/or universities. We encourage teachers and other education stakeholders to email their feedback, comments, and D recommendations to the Department of Education at [email protected]. We value your feedback and recommendations. Department of Education Republic of the Philippines All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016. Technical Vocational Livelihood Education – Cookery Module 1 Manual First Edition 2016 ISBN: 978-971-9601-84-5 Republic Act 8293. Section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties. Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names, trademarks, etc.) included in this learning resource are owned by their respective copyright holders. DepEd is represented by the Filipinas Copyright Licensing Society (FILCOLS), Inc. in seeking permission to use these materials from their respective copyright owners. All PY means have been exhausted in seeking permission to use these materials. The publisher and authors do not represent nor claim ownership over them. Only institutions and companies which have entered an agreement with FILCOLS and only within the agreed framework may copy from this learning resource. Those who have not entered in an agreement with FILCOLS must, if they wish to copy, contact the O publishers and authors directly. Authors and publishers may email or contact FILCOLS at [email protected] or (02) 435-5258, respectively.. C Published by the : Department of Education Secretary : Br Armin A. Luistro FSC D Undersecretary : Dina S. Ocampo, PhD E Development Team of the Cookery Manual Authors: Aniceta S. Kong and Anecita P. Domo Editor: Merlyn Lee EP Reviewer: Maila A. Dogelio Illustrator: Henry Allen M. Arcos Cover Artist: Ricardo Jose V. Santillan III Management Team of the Cookery Manual D Bureau of Curriculum Development Bureau of Learning Resources Printed in the Philippines by: Sunshine Interlinks Publishing House, Inc. 3F Maine City Tower, 236 Tomas Morato Avenue, Brgy. South Triangle, Quezon City Department of Education- Bureau of Learning Resources (DepEd-BLR) Office Address: Ground Floor Bonifacio Building, DepEd Complex, Meralco Avenue, Pasig City, Philippines 1600 Telefax: (02) 634-1072; 634-1054; 631-49-85 Email Address: [email protected] * [email protected] All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016.  TABLE OF CONTENTS PAGE INTRODUCTION…………………………………………………… 1 OBJECTIVES………………………………………………………. 2 DIAGNOSTIC TEST………………………………………………. 2 LEARNING OUTCOME 1: ……………………………………….. 8 Asses Personal Entrepreneurial Competencies LEARNING OUTCOME 2: ……………………………………….. 16 Understand Business Environment and Business Ideas PY QUARTER 1 21 Lesson 1…………………………………………………. 21 O Learning Outcome 1………………………………………………. 24 Clean and Maintain Kitchen Tools, Equipment C Including Kitchen Premises Learning Outcome 2 ……………………………………………… 50 Clean and Sanitize Kitchen Premises D Lesson 2 ……………………………………………….. 58 E Prepare Appetizers EP Learning Outcome 1……………………………………………… 59 Perform Mise en place Learning Outcome 2 …………………………………………….. 72 Prepare a Range of Appetizer D Learning Outcome 3 …………………………………………….. 78 Present a Range of Appetizers Learning Outcome 4 ……………………………………………. 82 Store Appetizer 1 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016. QUARTER 2 89 Lesson 1 ………………………………………………......... 89 Prepare Salad and Dressing Learning Outcome 1……………………………………………………. 92 Perform Mise en place Learning Outcome 2 …………………………………………………… 96 Prepare a Variety of Salad and Dressing s Learning Outcome 3 …………………………………………………… 114 PY Present a Variety of Salad and Dressings Learning Outcome 4 …………………………………………………… 117 Store Salads and Dressing QUARTER 3 O 121 C Lesson 1 ……………………………………………………. 121 D Prepare Sandwiches Learning Outcome 1…………………………………………………… 123 E Perform Mise en place Learning Outcome 2 ………………………………………………….. 134 EP Prepare a Variety of Sandwiches Learning Outcome 3 ………………………………………………….. 150 Present a Variety of Sandwiches D Learning Outcome 4 ………………………………………………….. 154 Storing Sandwiches 2 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016.  QUARTER 4 157 Lesson 1 …………………………………………………………..157 Prepare Desserts Learning Outcome 1 …………………………………………………… 161 Perform Mise en place Learning Outcome 2 …………………………………………………… 170 Prepare Desserts Learning Outcome 3 …………………………………………………… 182 PY Plate/Present Desserts Learning Outcome 4 …………………………………………………… 185 Storing Desserts O Lesson 2 …………………………………………………….. 187 Package Prepared Food Stuff Learning Outcome 1 …………………………………………………… C 187 Select Packaging Materials D Learning Outcome 2 …………………………………………………… 191 Package Food Items E SUMMATIVE ASSESSMENT ……………………………………….. 198 EP GLOSSARY OF TERMS ………………………………………………. 204 REFERENCE ………………………………………………………….. 208 D 3 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016. Introduction The Technology and Livelihood Education (TLE) for junior high school and Technical-Vocational-Livelihood Education (TVL) for senior high school is one track in the implementation of the K to 12 Basic Education Program (BEP). The TLE/TVL Track has four strands, namely: Agri-Fishery Arts, Home Economics, Industrial Arts, and Information and Communication Technology. Learners in Grades 7 and 8 take exploratory courses under the track; tackling common competencies that they would need, helping them pursue a career in TVL. Their learnings and competencies are further enhanced in Grades 9 and 10, up to Senior High. PY This learning resource focuses on the course [Cookery (National Certificate Level II)] under the [Home Economics] strand of the TVL track. The Department of Education aims that this learning resource contributes to the attainment of the realization of the overall goal of the K to 12 Basic Education Program, which is the holistic development of every Filipino learner: equipped O with 21st century skills, adequately prepared for work, and has gained the right knowledge, attitude, values and skills to start a business, acquire middle level skills, and to advance in higher education. Cookery Module 1 of 2 C This is the first of two modules that make up the Cookery Manual. It D includes information and activities to develop desirable values, skills and understanding through authentic tasks on [how to clean, maintain and sanitize E kitchen tools, equipment, and working premises which are important routines after each preparation of foods in the kitchen. It also contains step-by-step procedures and helpful techniques and guidelines on how to prepare, present EP and store appetizers, salads and salad dressings, sandwiches and desserts, all of which do not require heat in preparation]. Provisions for practical application to real life situation are also included for lifelong learning. The lesson on Personal Entrepreneurial Competencies (PECs) will D help learners to determine their abilities that need to be enhanced and weaknesses to be improved in order to attain success. The market and environment lessons on the other hand, will show them how to identify needs and wants of people in the community for possible business opportunity. All of these expose learners to a wide variety of experiences and opportunities to acquire work skills, work values and expertise which will help learners in choosing an occupation or career and/or eventually put up his or her own business in line with cookery thus, making learners self-reliant and productive members of the society. 4 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016.  To the Learner: This manual provides varied and relevant activities and opportunities to determine your understanding of the key concepts and to demonstrate core competencies as prescribed in the TESDA Training Regulation in Cookery. This manual is specifically crafted to focus on the different activities that will assess your level in terms of skills and knowledge necessary to get a Certificate of Competency and/or National Certification (NC II). Successful completion of this specialization ensures that you have acquired the essential skills to be on your way to becoming a certified chef. PY O C After finishing all the activities in this module, you can expect to end up with job opportunities and experiences to set up a business enterprise which will generate jobs for others. E D EP D 5 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016. Content Standard The learner demonstrates understanding of core concepts and theories in cookery lessons. Performance Standard The learner independently demonstrates core competencies in cookery as prescribed in the TESDA Training Regulation. Objectives PY At the end of this module, you are expected to: 1. Recognize the Personal and Entrepreneurial characteristics (PECs); 2. Identify job opportunities through customers’ needs and wants and/market analysis; O 3. Clean, sanitize and store kitchen tools, equipment, and premises; 4. Prepare appetizers; salad and dressing; sandwiches; desserts; 5. Present appetizers; salad and dressing; sandwiches; desserts; C 6. Store appetizers; salad and dressing; sandwiches; desserts; and 7. Package prepared foods D Diagnostic Test E A. Read the following questions carefully and choose the letter that best describes the statement. Write your answer on your test notebook. EP 1. A sweet course or dish which is usually served at the end of a meal. A. sweet B. dessert C. stock D D. appetizer 2. All of the following are characteristics of good fruit desserts, Except A. appetizing aroma B. slightly chilled temperature C. simple and attractive D. moderate sweet 6 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016.  3. What is the process of putting your product into containers for easy distribution? A. packaging B. labeling C. wrapping D. storing 4. Which of the following sanitary practices is not true in storing desserts? A. Wash utensils and equipment thoroughly. B. Keep away from food when you are ill. C. Store foods and ingredients in a dry place. PY D. Safeguard the food during distribution. 5. In plating and presenting food, which among the following statements is related to texture? O A. enhances plate presentation B. plays important part in plate presentation C. adds visual interest to the food D. C serves as frame of the presentation 6. It is the most important principle for sandwich safety after preparation to avoid spoilage. D A. 4 – 40 – 140 B. 4 – 140 – 40 E C. 140 – 4 – 40 D. 40 – 140 – 4 EP 7. Which of the following considerations are essential in choosing ingredients for high quality salads? A. quality and quantity B. texture and color D C. freshness and variety D. crispiness and taste 8. Which of the following guidelines is not included in making vegetable salad? A. cooked to a firm, crisp texture and good color B. cooked until completely tender and overcooked C. thoroughly drained and chilled before using D. marinated or soaked in a seasoned liquid 7 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016.  9. Which of the following procedures for quantity green salad production is the last step to do? A. Arrange salad plates on worktables. B. Add dressing before serving. C. Prepare all ingredients. D. Refrigerate until serving. 10. Which of the following appetizers are made out of thin slices of bread in different shapes. A. relish PY B. cocktail C. hors d’ oeuvres D. canapé 11. Aling Pelita finds it hard to remove tough soils from the used pots and O pans, it does not respond to different cleaning agents she used, if you will help her which of the following will you recommend that will surely solve her problem?. A. abrasives C B. acid cleaners C. detergents D D. cleaners 12. Your younger sister accidentally swallowed poison. What first aid E treatment should you do? EP A. Read the label of the poisonous material. B. Remove anything remaining in the mouth. C. Give her a glass of water or any fruit juice. D. Give her a spoonful sugar or any kind of sweets. D 13. Which of the following is the proper order in washing the dishes? A. chinaware, utensils, silverware, glassware B. utensils, silverware, glassware, chinaware C. silverware, chinaware, glassware, utensils, D. glassware, silverware, chinaware, utensils 8 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016.  14. Which of the following is the proper order/steps in cleaning kitchen premises. 1. Rinse all surfaces with cold to hot water to remove thoroughly all remaining chemical solution and food soil residues. 2. Remove residual food soils from equipment surfaces. 3. Scrape and pre-rinse. 4. Rinse all equipment surfaces with sanitizing agent. A. 2 4 1 3 B. 3 1 4 2 C. 3 2 1 4 PY D. 1 2 3 4 B. Identify the following tools and equipment in column B. Write your answers in column A with a short description of the uses or functions. Write your answers on your test notebook. (2pts. each) O A. C B. 1. E D EP 2. D 3. 9 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016.  4. 5. PY 6. O C D 7. E EP 8. D 10 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016.  9. 10. PY O C. Arrange the following steps in preparing hamburger in proper sequence. Use A for the first step, B for second and so on. Write your answers on your test notebook. C ______ 1. Cover the cheese with meat like roast beef, turkey, or sliced ham. ______ 2. Sprinkle a bit of spice, fresh basil or parsley and dried spices like D chili or turmeric powder. ______ 3. Assemble necessary tools, equipment, oven, and toaster. E ______ 4. Top the meat with another slice of cheese. EP ______ 5. Toast the bread lightly and place it on a clean sheet with the cut side up. ______ 6. Add your choice of vegetable like red onion, tomatoes, and red D peppers. ______ 7. Finish the sandwich with another piece of bread and put it in a pre- heated 350 F oven for about 5 minutes. ______ 8. Put two slices of cheese on the bread like cheddar, Swiss, mozzarella or any cheese combination desired. ______ 9. Prepare and assemble all ingredients; sandwich breads like hamburger buns, sliced cheeses, vegetables and meats. 11 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016. D. Arrange the following steps in cleaning and sanitizing range in proper sequence. Use A for the first step, B for second and so on. Write your answer on your test notebook. ______ 1. When cool, wash top of range ______ 2. Before replacing, rub with oil-damped cloth ______ 3. Remove all burnt sediments and wipe grease from top of range after each use. ______ 4. Clean oven by removing grates, scraping off food deposits, washing and drying. PY ______ 5. Run oiled cloth over top of range ______ 6. Scrape grease from curbs and openings hinges. O ______ 7. Keep burners clean. Gas burners can be soaked and scrubbed with stiff brush while electric burners should be cleaned with a brush or with a damp cloth. C B. Draw/Illustrate the structure of a plated salad and label its parts. Write your answer on your test notebook E D Your answer will be rated using the rubric below. EP SCORE CRITERIA 5 Very creatively done and able to label all the parts correctly. 4 Very creatively done and able to label 2-3 parts correctly. 3 Creatively done and able to label 2-3 parts correctly. 2 Less creatively done and able to label 1 part correctly. D 1 Untidy done and no label. 12 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016.  CONCEPT REVIEW LEARNING OUTCOME 1: ASSESS PERSONAL ENTREPRENEURIAL COMPETENCIES At the start of your journey in learning Cookery, the Personal Entrepreneurial Competencies and entrepreneurial mindsets were introduced. PY In this concept review, you will be reminded of these lessons and you get to assess whether or not you have the competencies found among entrepreneurs. In addition, a brief lesson on the Business Environment and Idea Generation is provided to help contextualize how your skills might be useful for an entrepreneurial venture. Read on to find out O Entrepreneur An entrepreneur is comprehensively defined by Zimmerer & C Scarborough (2005) as someone who “creates a new business in the face of risk and uncertainty for the purpose of achieving profit and growth by identifying significant opportunities and assembling the necessary resources to capitalize on them” (p.3). They are the ones who act on their business D ideas. E Personal Entrepreneurial Competencies There has been many studies to characterize “the entrepreneurial personality”; although there is no isolated set of traits that guarantee success, EP there were identified behaviors found common to most successful entrepreneurs. There is a well-known research on human behavior done by McClelland and McBer which identified 10 behavioral patterns organized into three general clusters: the achievement, planning, and power clusters (SERDEF, 2007; 1998). It was found out that these behaviors were also D typical entrepreneurial behaviors. The entrepreneurial qualities, more known as the Personal Entrepreneurial Competencies (PECs) are as follows: Achievement Cluster  Opportunity seeking – Entrepreneurs have a good eye for spotting business opportunities and acts on these opportunities appropriately.  Persistence - Entrepreneurs do not easily give up in the face of obstacles. They will take repeated or different actions to overcome the hurdles of business. This includes making a personal sacrifice or extraordinary effort to complete a job. 13 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016.   Commitment to work contract - Entrepreneurs do their best to satisfy customers and to deliver what is promised. They accept full responsibility for problems when completing a job for customers.  Risk-taking - Entrepreneurs are known for taking calculated risks and doing tasks that are moderately challenging.  Demand for efficiency and quality - Entrepreneurs see to it that the business meets or exceeds existing standards of excellence and exerts efforts to improve past performance and do things better. They set high but realistic standards. Planning Cluster  Goal setting - Entrepreneurs know how to set specific, measurable, PY attainable, realistic, and time-bound (SMART) goals. It is easy for them to divide large goals into short-term goals.  Information seeking - Entrepreneurs update themselves with new information about their customers, the market, suppliers, and competitors. This is rooted to their innate sense of curiosity. O  Systematic planning and monitoring - Entrepreneurs develop and use logical, step-by-step plans to reach their goals. They monitor progress towards goals and to alter strategies when necessary. C Power Cluster  Persuasion and networking - Entrepreneurs know how to use the right D strategies to influence or persuade other people. They have naturally established a network of people who they can turn to in order to E achieve their objectives.  Self-confidence - Entrepreneurs have a strong belief in themselves and their own abilities. They have self-awareness and belief in their own EP ability to complete a difficult task or meet a challenge. D Assess your Personal Entrepreneurial Competencies by answering the following items. Personal Entrepreneurial Competencies (PECs) Self-rating Questionnaire Read each statement carefully and answer honestly based on how well it describes you. There are five choices as follows: Please write the number you have selected on the space before each statement. Some statements 14 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016.  may be similar but no two are exactly alike. Please go through each statement and answer all the items. 5 = Always 4 = Usually 3 = Sometimes 2 = Rarely 1 = Never ________ 1. I look for things that need to be done. ________ 2. When I am faced with a difficult problem, I spend a lot of time trying to find a solution. ________ 3. I complete my work on time. ________ 4. It bothers me when things are not done very well. ________ 5. I prefer situations in which I can control the outcomes as much as possible. ________ 6. I like to think about the future. PY ________ 7. When starting a new task or project, I gather a great deal of information before going ahead. ________ 8. I plan a large project by breaking it down into smaller tasks. ________ 9. I get others to support my recommendations. ________ 10. I feel confident that I will succeed at whatever I try to do. ________ 11. No matter whom I’m talking to, I’m a good listener. O ________ 12. I do things that need to be done before being asked to by others. ________ 13. I try several times to get people to do what I would like them to do. ________ 14. I keep the promises I make. C ________ 15. My own work is better than that of other people work with. ________ 16. I don’t try something new without making sure I will succeed. ________ 17. It’s a waste of time to worry about what to do with your life. ________ 18. I seek the advice of people who know a lot about the tasks I am D working on. ________ 19. I think about the advantages and disadvantages or different ways of accomplishing things. E ________ 20. I do not spend much time thinking how to influence others. ________ 21. I change my mind if others strongly disagree with me. EP ________ 22. I feel resentful when I don’t get my way. ________ 23. I like challenges and new opportunities. ________ 24. When something gets in the way of what I’m trying to do, I keep on trying to accomplish what I want. ________ 25. I am happy to do someone else’s work if necessary to get the job done on time. D ________ 26. It bothers me when my time is wasted. ________ 27. I weigh my chances of succeeding or failing before I decide to do something. ________ 28. The more specific I can be about what I want out of life, the more chances I have to succeed. ________ 29. I take action without wasting time gathering information. ________ 30. I try to think of all the problems I may encounter and plan what to do if each problem occurs. ________ 31. I get important people to help me accomplish my goals. ________ 32. When trying something challenging, I feel confident that I will succeed. ________ 33. In the past, I have had failures. ________ 34. I prefer activities that I know well and with which I am comfortable. 15 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016. ________ 35. When faced with major difficulties, I quickly go on to other things. ________ 36. When I am doing a job for someone, I make a special effort to make sure that person is happy with my work. ________ 37. I am never entirely happy with the way things are done; I always think there must be a better way. ________ 38. I do things that are risky. ________ 39. I have a very clear plan for my life. ________ 40. When working on a project for someone, I ask many questions to be sure I understand what that person wants. ________ 41. I deal with problems as they arise, rather than spend time trying to anticipate them. ________ 42. In order to reach my goals, I think of solutions that benefit. ________ 43. I do very good work. PY ________ 44. There have been occasions when I took advantage of someone. ________ 45. I try things that are very new and different from what I have done before. ________ 46. I try several ways to overcome things that get in the way of reaching my goals. ________ 47. My family and personal life are more important to me than work O deadlines I set for myself. ________ 48. I find ways to complete tasks faster at work and at home. ________ 49. I do things that others consider risky. C ________ 50. I am as concerned about meeting my weekly goals as I am for my yearly goals. ________ 51. I go to several different sources to get information for tasks or projects. D ________ 52. If one approach to a problem does not work, I think of another approach. ________ 53. I am able to get people who have strong opinions or ideas to change E their minds. ________ 54. I stick with my decisions even if others disagree strongly with me. ________ 55. When I don’t know something, I don’t mind admitting it. EP Please proceed to the next section where you may determine your score. The point system will indicate whether you manifest strong tendencies or weak inclinations towards a particular behavior. D Source: Liberal, AE. E. (2007). Appraising and developing yourself for an entrepreneurial career. (Eds.) Maghirnf, T., Librando, P., Esguerra, D., & Recio, D. In Introduction to Entrepreneurship. Quezon City: Small Enterprises Research and Development Foundation, Inc. in cooperation with UP-ISSI. pp: 41-43 PEC’s Scoring Sheet Please enter your ratings in the PECs scoring sheet. The number in parenthesis corresponds to the questionnaire item number. Notice that the item numbers are listed consecutively for each column. Perform the addition and subtraction as indicated in each row to compute for each PEC. 16 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016.  Rating of Statements Score PECs + + - + + 6 = Opportunity (1) (12) (23) (34) (45) Seeking + + - + + 6 = Persistence (2) (13) (24) (35) (46) + + + - + 6 = Commitment to (3) (14) (25) (36) (47) work contract + + + - + 6 = Demand for PY Efficiency (4) (15) (26) (37) (48) & Quality - + + + + 6 = Risk taking (5) (16) (27) (38) (49) O - + + + + 6 = Goal setting (6) (17) (28) (39) (50) + - + C+ + 6 = Information seeking (7) (18) (29) (40) (51) + + - + + 6 = Systematic planning D (8) (19) (30) (41) (52) & monitoring E - + + + + 6 = Persuasion & (9) (20) (31) (42) (53) Networking EP - + + + + 6 = Self-confidence (10) (21) (32) (43) (54) - - - + + 18 = Correction Factor (11) (22) (33) (44) (55) D Source: Liberal, AE. E. (2007). Appraising and developing yourself for an entrepreneurial career. (Eds.) Maghirang, T., Librando, P., Esguerra, D., & Recio, D. In Introduction to Entrepreneurship. Quezon City: Small Enterprises Research and Development Foundation, Inc. in cooperation with UP-ISSI. pp: 43-44. The PECs Scoring Sheet with Correction Factor The Correction Factor is used to provide a more accurate assessment of the PECs of each respondent. If the total score of items 11, 22, 33, 44, and 55 is 20 or greater, then the total score on the ten PECs must be corrected. Use the table below to determine the corrected score. 17 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016.  If the correction Subtract the following factor is: numbers from each PECs score: 24 or 25 7 22 or 23 5 20 or 21 3 19 or less 0 Correct each PECs score before using the Profile Sheet: Corrected Score Sheet PY PECs Original Correction Corrected Score Opportunity seeking - = Persistence - = O Commitment to work contract - = Demand for quality & efficiency C - = Risk taking - = Goal setting - = Information seeking - = D Systematic planning & - = monitoring E Persuasion & networking - = Self-confidence - = EP Corrected Total Score: Source: Liberal, AE. E. (2007). Appraising and developing yourself for an entrepreneurial career. (Eds.) Maghirang, T., Librando, P., Esguerra, D., & Recio, D. In Introduction to Entrepreneurship. Quezon City: Small Enterprises Research and Development Foundation, D Inc. in cooperation with UP-ISSI. pp: 44-45. Personal Entrepreneurial Competencies (PECs) Profile Sheet Transfer the corrected PECs score to the profile sheet by marking an “X” at the appropriate point on the horizontal line provided for each PEC category. After plotting your PECs score, connect all the “Xs” with a heavy line. 18 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016.  SAMPLE PECs PROFILE Opportunity seeking X Persistence X Commitment to work contract X Demand for quality & efficiency X Risk taking X Goal setting X PY Information seeking X Systematic planning & monitoring X O Persuasion & networking X X Self-confidence C 0 5 10 15 20 25 Interpretation D A lower score means a ‘weak’ performance and a higher score translates to a ‘strong’ performance on a particular competency. A ‘weak’ E performance should be regarded as a challenge or an opportunity for improvement rather than a cause for worry. Improving a competency entails enough determination, correct practice and strategies, and time for EP maturation. Source: Liberal, AE. E. (2007). Appraising and developing yourself for an entrepreneurial career. (Eds.) Maghirang, T., Librando, P., Esguerra, D., & Recio, D. In Introduction to Entrepreneurship. Quezon City: Small Enterprises Research and Development Foundation, D Inc. in cooperation with UP-ISSI. pp: 45-46. 19 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016.  LEARNING OUTCOME 2: UNDERSTAND BUSINESS ENVIRONMENT & BUSINESS IDEAS Business Environment and Market The study of the business environment in a particular location has far- reaching and long-term effects on a small or micro enterprise’s viability. In fact, business ideas and opportunities are partly shaped or determined by the business location. Unless it is possible to migrate to more favorable PY locations, the ideas and opportunities for business will oftentimes be delimited to the surrounding areas. The business environment consists of both the tangible and intangible factors that affect either the external or internal business operations. They may include the land area available for economic zones, the physical layout O and barriers such as rivers, parks or lakes, and building obstructions as well as the transportation network; all of which are considered tangible factors. They also include the demography of clients and suppliers, the competitors in C the locale/area and the available technology for production. The intangible factors, on the other hand, include the sub-culture, industry trends, economic and government activity or the political situations in the area. D Natural & Physical Demography E Environment Potential target Living conditions, client, migration Facilities, Barriers pattern EP Culture Government YOUR Sub-culture, Regulations BUSINESS Race, Emotional Policies environment D Economy National Technology International Trend - Competitors Production Natural and Physical Environment. This concerns the physical location of a business’ store. The natural environment also pertains to the natural and man-made structures that may enhance the beauty of the location, such as a park or a sea front view, or 20 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016.  serve as barrier to the location, such as a dump site or high rise structures that obstruct a view. The living condition in an area also serves as a standard for the ambience you want to create for your store. There is also a phenomenon referred to as clustering, where a particular type of product is offered within the same area. For instance, most guitar shops are clustered along the intersection of V. Mapa and Aurora Avenue in Metro Manila; Filipino craft stores crowd the area under the Quiapo Bridge; or car accessories are found in Banawe area. The key word to have in mind when scanning the physical environment is the visibility of your intended store to the potential clients. PY Demography This pertains to the number of people living in the area, their age, gender, socio-economic status, family size, religion, and even growth trends. O These are invaluable information that can help entrepreneurs in matching their product to the target market, in deciding for the marketing strategy, pricing and product packaging among others. Culture C Culture or sub-culture, being the total way of life, ideas and customs of D a set of people or society, primarily influence the types of products that are acceptable to a particular locality. For example, the influence of the E Japanese culture gave rise to minimalist designs. A sub-culture also shapes the ‘emotional’ environment of an area. For instance, the feeling of ‘fear’ for a specific location may serve as a barrier for a business; a place where one EP does not feel safe because of the prevalence of crime will discourage entrepreneurs. Changes in the lifestyle, which is brought about by changes in the population demography and the economy, also affect a business. These D lifestyle changes may be the increase of women’s participation in the world of work, change in buying patterns and shift in tastes. Government Regulations The laws and policies of the national and local government units also influence the business operations. Some examples of policies that directly affect entrepreneurs are the imposition or removal of taxes for products, the establishment of economic zones and assistance in product labeling and packaging of products. In addition, improvement of facilities and roads 21 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016. improve transportation network that facilitates transfer of products from one area to another or promotes accessibility for consumers. Economy This pertains to the management of resources and study of the system of production, distribution, and consumption of goods and services. A country’s economy influences both the entrepreneurs and consumers as it relates to the financial matters of business like taxes and interest rates and to the quality of life, cost of utilities and services among others. Even small scale entrepreneurs must learn to study economic indicators to improve business forecasts; such as when to buy certain materials and supplies, when PY to open a store or introduce new products based on consumer spending, or when to hire employees. Some examples of economic indicators include the (a) Gross Domestic Product (GDP) which increases when a country’s economy is doing well; (b) Unemployment rate which indicates that more unemployed people usually signal an economy getting worse; and (c) Price O Indexes and Inflation rates which determine the buying power of consumers. The existing enterprises, who are either direct or indirect competitors, C are also part of the business environment. It is important to scout for products or services that answer a similar need to what you intend to provide. Think of how you can create a niche that will differentiate your product from the other businesses – either in specifying a target market or in D differentiating your product quality or price. The key concept to think about is acquiring a reasonable market share despite of the competition. E Technology EP Technological changes are inventions based on the application of science that create new product or process improvements. Some examples of technological changes are mobile tools that enable online connection, new business tools for analysis and database, social networks and modern, digital equipment. These advances in technology result to efficiency and productivity D at a lesser cost. It can be observed that sending message through email provides a cheaper and faster means compared to hand-delivered mails (snail mails). An entrepreneur can benefit from technological changes by identifying the appropriate technological solution available in the area or locale. At this point, it must be quite clear why an environment scanning of an area considered as business site is helpful for the entrepreneur. In fact, the impact of the factors in the business environment does not only include the business operation, but is even the relevant start of the venture – during the business idea generation and opportunity identification stage. A concise 22 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016.  guide on how to spot and identify business opportunities are provided in the following section. Keep reading! Spotting and Identifying Business Opportunities Spotting business opportunities is one of the most essential aspects of entrepreneurship. An entrepreneur must have a keen eye for identifying opportunities that can potentially turn into a good product or business venture. At the same time, an entrepreneur should also know which opportunities to drop and which ones to develop. Idea Generation PY The first step in identifying a good business opportunity is to look for many opportunities. This is called the idea generation phase (SERDEF, 2007). The following are good sources of business ideas (Hisrich, Peters, & Shepherd, 2008; Looser & Schlapfer, 2001). O 1. Personal hobbies and interests; 2. Everyday experiences, travel, and adventures; 3. Suggestions from family members and friends; 4. Problems that need solutions; C 5. Problems with existing products; 6. Books, magazines, news; D 7. Observing, listening around you; Screening Business Ideas E Once you have generated a number of business opportunities and EP ideas, the next step is to select and screen these. Though there can be many ways to do this, a good way to proceed is to screen your ideas based on 1) your personality and personal preferences and 2) the characteristics of a good business (SERDEF, 2007). Consider the following criteria: 1. Personality and Personal Preferences D a. Personal Preference b. Education, Skills, and Experience c. Work Experience d. Support from family and friends 2. Characteristics of a good business a. Demand for Product b. Availability of skills, raw materials, technology, and capital c. Profitability 23 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016. SWOT Analysis Once you have chosen your business idea, the next step is to conduct a SWOT analysis in order to determine the Strengths, Weaknesses, Opportunities and Threats of your potential business. This step will help you improve your business of choice and prepare for challenges. The table below will help you differentiate among these four features: Positive Negative Controllable Factors Strengths Weaknesses Positive factors that contribute to Set of problems, difficulties, or the favourability of a business shortcomings encountered by opportunity the business Examples: Examples: PY Cheap raw materials Inexperienced owner Skilled employees Lack of working capital Ease of management Poor location Small capital outlay Uncontrollable Opportunities Threats O factors Positive factors that are not within Negative factors that are the control of the business C beyond the control of the Examples: business Absence of similar products in Examples: the market Rising costs New markets being Raw material shortages D developed Too many competitors Growing demand for similar products E Favorable government policy Remember to refer back to these guidelines and tools when you are ready to think of your next business ideas! EP References: Histrich, R., Peters, M., & Shepherd, D. (2008). Entrepreneurship. New York: McGraw-Hill. nd Introduction to entrepreneurship (2 ed.). Quezon City: Small Enterprises Research and D Development Foundation, Inc. Liberal, A.E. (2007). Appraising and developing yourself for an entrepreneurial career. In T. Maghirang, P. Librando, D. Esguerra, & D. Recio (eds.), Looser, U. & Schläpfer, B. (2001). The new venture adventure. New York: McKinsen and Company. Zimmerer, T. and Scarborough, N. (2005). Essentials of entrepreneurship and small th business management. 4 ed. New Jersey: Pearson Education Inc. CREDITS FOR IMAGE USED: Fat Pencil courtesy of OpenClipArt.org Free font “KGWays to Say Goodbye” by Kimberly Geswein at www.dafont.com 24 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016.  QUARTER 1 Lesson 1 CLEAN AND MAINTAIN KITCHEN TOOLS, AND, PREMISES (2 WEEKS) Objectives At the end of the lesson, you are expected to: 1. Clean, sanitize and store kitchen tools and equipment; PY 2. Clean and sanitize kitchen premises. Cleanliness is vital in every kitchen where food is prepared, cooked and served. In order to avoid food contamination, kitchen tools, equipment and other utensils used in the preparation of food as well as its premises should be cleaned and sanitized, and store properly after each use. Pre – Test O C A. Below are jumbled letters. Write the correct spelling opposite the scrambled letters. Write your answer on your test notebook. D 1. AINSZTEI - ________________________ 2. PENMEQUTI - ________________________ 3. NGILCAEN - ________________________ E 4. CNKTIEH - ________________________ 5. LCEHIMAC - ________________________ EP 6. PERAETPIZ - ________________________ 7. ELSHERIS - ________________________ B. Multiple Choice. Read the following statements carefully. Choose the letter that best describes the statement. Write your answer on your D quiz notebook. 1. Which of the following is a material used for salad making and dessert that need great care to ensure long shelf life? A. glass B. aluminum C. cast iron D. stainless steel 25 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016.  2. Which of the following appetizers are made out of thin slices of bread in different shapes? A. relish B. cocktail C. horse d’ oeuvres D. canapé 3. Aling Tessie finds it hard to remove tough soils from the used pots and pans. It does not respond to the different cleaning agents that she has used. If you will help her, which of the following will you recommend that will surely solve her problem? PY A. abrasive B. acid cleaner C. detergent D. solvent cleaner O 4. Small pieces or portions of highly seasoned food, usually served before a meal to induce and stimulate one’s appetite. C A. appetizer B. dessert C. hamburger D D. salad dressing E 5. Sherwin owns a restaurant. He is awake up to 12 midnight in order to supervise the business and sees to it that he has enough supply of EP materials the next day. This kind of character shows that he is: A. creative B. personalize C. motivated D D. committed 6. Which of the following situations is good housekeeping practice best shown? A. Emptying the garbage can every other day. B. Using imported sanitizing and disinfecting materials C. Spraying air freshener before and after leaving the room. D. Planning and implementing a program of regular cleaning of fixtures, furniture and home appliances 26 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016.  7. Which of the following knife is used for trimming and paring fruits and vegetables? A. butcher knife B. French knife C. paring knife D. shears 8. Which of the following appetizers are made of seafood or fruit, usually with a tart or tangy sauce? A. canapé B. cocktail C. relish PY D. salad 9. Your younger sister accidentally swallowed poison. What first aid treatment should you do? A. Read the label of the poisonous material. O B. Remove anything remaining in the mouth. C. Give her a glass of water or any fruit juice. C D. Give her a spoonful of sugar or any kind of sweets. 10. Which of the following is the proper order in washing the dishes? A. Utensils, chinaware, silverware, glassware D B. Silverware, utensils, glassware, chinaware C. Chinaware, glassware, utensils, silverware E D. Glassware, silverware, chinaware, utensils 11. Which of the following is the proper order/steps in cleaning kitchen EP premises? 1. Rinse all surfaces with cold to hot water to remove thoroughly all remaining chemical solution and food soil residues 2. Remove residual food soils from equipment surfaces 3. Scrape and Pre-rinse D 4. Rinse all equipment surfaces sanitizing agent A. 4 3 2 1 B. 2 3 1 4 C. 3 2 1 4 D. 1 2 3 4 12. Which of the following should be practiced when using cutting board to reduce the spread of bacteria? A. Use the same chopping board for different kinds of food. B. Keep separate chopping board for your meat and your vegetables. C. Clean the chopping board if needed. D. Scrape chopping board before using. 27 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016.  Learning Outcome 1 Clean, Sanitize and Store Kitchen Tools and Equipment At the end of this lesson, you are expected to: 1. Recognize kitchen tools and equipment to be cleaned and sanitized; 2. Identify the chemicals to be utilized in cleaning and sanitizing kitchen tools and equipment; 3. Prepare cleaning agents in accordance with the manufacture’s instruction/procedure; 4. Clean and sanitize kitchen tools and equipment; and PY 5. Store cleaned kitchen tools and equipment. Cleaning and sanitizing kitchen tools and equipment must be part of the standard operating procedures that make up your food safety program. Improper cleaning and sanitizing kitchen surfaces allow harmful O microorganisms to be transferred from one food to another. The following are list of cooking materials, kitchen utensils and equipment that are commonly found in the kitchen. C Cooking Materials D Aluminum is mostly used in the kitchen and the most popular because it is lightweight, attractive E and less expensive; It requires care to keep it shiny and clean; It also gives even heat distribution no matter what heat temperature EP you have. It is available in sheet or cast aluminum. Since it is a soft metal, the lighter gauges will dent and scratch easily, making the utensil unusable. Aluminum turns dark when used with alkalis, such as potatoes, beets, D carrots and other vegetables. While acid vegetables like tomatoes will brighten it. Stainless Steel is the most popular material used for tools and equipment, but it is more expensive. It is easier to clean and shine and will not wear out easily. Choose those with copper, aluminum or laminated steel bottoms to spread heat and keep the pot from getting heat dark spots. Stainless steel utensils maybe bought in many gauges, from light to heavy. 28 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016.  Glass is used for salad making and dessert but not practical for top or surface cooking. Great care is needed to ensure for long shelf life. How to take care of Glass? PY 1. To remove stain, use 2 table spoon of liquid bleach per cup of water when soaking and cleaning. 2. Use baking soda to remove grease crust and boiled vinegar as final rinse. 3. Use a nylon scrub. O C Cast Iron is durable but must be kept oiled to avoid rusting. Salad oil with no salt or shortening can be rubbed inside and out and dried. Wash with soap (not detergent) before D using. E EP Double boiler is used when temperature must be kept below boiling, such as for egg sauces, puddings; it is used to keep food warm without overcooking. D Teflon is a special coating applied inside aluminum or steel pots and pans. It prevents food from sticking to the pan. It is easier to wash and clean, but be careful not to scratch the Teflon coating with sharp instrument such as knife or fork. Use a wooden or a plastic spatula to turn or mix food inside. 29 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016.  Kitchen Tools Can opener is used to open food containers. PY Colanders also called a vegetable strainer, are essential for various tasks from cleaning vegetables to straining pasta or contents. O C Plastic and Hard Rubber are used for cutting and chopping. They are duller than knives. Plastics are greatly durable D and cheap but may not last long. E Cutting boards are wooden or plastic EP board where meat, fruits and vegetables are cut. D Funnels – are used to fill jars, made of various sizes of stainless steel, aluminum, or of plastic. 30 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016.  Garlic Press is a kitchen tool which is specifically designed for the purpose of pulping garlic. PY Graters are used to grate, shred, slice and separate vegetables such as carrots, cabbage and cheese. O C Kitchen shears They are practical for opening food packages, cutting tapes or strings or simply remove labels or tags from items. Other cutting tools such as D box cutters are also handy for opening packages. E Potato masher is used for mashing EP cooked potatoes, turnips, carrots or other soft cooked vegetables. D Rotary egg beater is used for beating small amount of eggs or batter. The beater should be made of stainless steel. 31 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016.  Scraper is a rubber or silicone tool used to blend or scrape the food from the bowl. PY Serving spoons are small, shallow bowl on a handle used in preparing, serving, or eating food. O C Serving tongs are used to grab and transfer food items, poultry or meat D portions to a serving platter, hot deep fryer, and plate. They give you a better grip especially when used with a deep E fryer, or a large stock pot or at the barbecue. EP Spatula is used to level off ingredients D when measuring and to spread frostings and sandwich fillings. 32 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016.  Spoons are solid, slotted, or perforated Which are made of stainless steel or plastic. The solid ones are used to spoon liquids over foods and to lift foods, including the liquid out of the pot. Temperature scales are used to PY measure heat intensity. Different thermometers are used for different purposes in food preparation – for meat, candy or deep-fat frying and other small thermometers are hanged O or stand in ovens or refrigerators to check the accuracy of the equipment’s thermostat C Whisks are used for blending, mixing, D whipping eggs or batter, and for blending gravies, sauces, and soups. The beaters are made of looped, steel E piano wires which are twisted together to form the handle. EP Wooden spoons are made of hard D wood which are used for creaming, stirring, and mixing. 33 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016. Measuring Tools Measuring cup for liquid ingredients is commonly made up of heat-proof glass and transparent so that the liquid can be seen. Household Scales are used to weigh large quantity of ingredients in PY kilos, commonly in rice, flour, sugar, legumes or vegetables and meat up to 25 pounds. Kinds of knives according to use: O C French knife is used to chop, dice, D or mince food. Heavy knives have a saber or flat grind. E EP Fruit and salad knives are used to prepare vegetables, and fruits D Kitchen knives often referred to as cook's or chef's tools, used for all types of kitchen tasks such as peeling an onion, slicing carrots, carving a roast or turkey, etc. 34 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016.  Citrus knife has a two-sided blade and serrated edge. It is used to section citrus fruits. Paring knife is used to core, peel, and section fruits and vegetables. Blades are short, concave with hollow ground. PY Vegetable peeler is used to scrape vegetables, such as carrots and O potatoes, and to peel fruits. The best ones are made of stainless steel with sharp double blade that swivels. C Equipment Equipment may refer to a small electrical appliance, such as a mixer, D or a large, expensive, power-operated appliance such as ranges or a refrigerator. E Equipments like ranges, ovens, refrigerators (conventional, convectional and microwave) are mandatory pieces in the kitchen or in any EP food establishment. Refrigerators/freezers are necessary in preventing bacterial infections from D foods. Most refrigerators have special compartment for meat, fruits and vegetables to keep the moisture content of each type of food. Butter compartment hold butter separately to prevent food odors from spoiling its flavor. Basically, refrigerator or freezer is an insulated box, equipped with refrigeration unit and a control to maintain the proper inside temperature for food storage 35 All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016.  Oven is a chamber or compartment used for cooking, baking, heating, or drying. PY Microwave ovens are used for cooking or heating food. O C Blenders are used to chop, blend, mix, whip, puree, grate, and liquify all kinds of food. A D blender is a very useful appliance. They vary in the amount of power (voltage/wattage). E EP Chemicals used in cleaning and sanitizing kitchen tools and equipment. Cleaning is the process of removing food and other types of soil from D a surface, such as a dish, glass, or cutting board. Cleaning is done with a cleaning agent that removes food, soil, or other substances. The right cleaning agent must be selected because not all cleaning agents can be used on food-contact surfaces. (A food-contact surface is the surface of