LM-Cookery Grade 9 Past Paper PDF

LM-Cookery Grade 9 TABLE OF CONTENTS EXECUTIVE SUMMARY ………………………………….…………………..4 INTRODUCTION ………..…………………………………………………...5 OBJECTIVES ………………………………………………………….....6 DIAGNOSTIC TEST ……………………………………………………...

LM-Cookery Grade 9 TABLE OF CONTENTS EXECUTIVE SUMMARY ………………………………….…………………..4 INTRODUCTION ………..…………………………………………………...5 OBJECTIVES ………………………………………………………….....6 DIAGNOSTIC TEST …………………………………………………………...7 PART I PERSONAL ENTREPRENEURIAL COMPETENCIES..……..…………..12 PART II UNDERSTAND BUSINESS ENVIRONMENT AND BUSINESS IDEAS.…………………………………………….21 PART III PROCESS AND DELIVERY.....……………………………………………..28 Quarter I Lesson 1 CLEAN AND MAINTAIN KITCHEN TOOLS, EQUIPMENT AND INCLUDING KITCHEN PREMISES (KP).…………………..28 Learning Outcome 1 Clean, Sanitize and Store Kitchen Tools and Equipment...……...30 Learning Outcome 2 Clean and Sanitize Kitchen Premises……………………………….62 Lesson 2 PREPARE APPETIZERS ……………………………………………………69 Learning Outcome 1 Perform Mise’en Place..………………………………………………70 Learning Outcome 2 Prepare a Range of Appetizers..…………………………………….84 Learning Outcome 3 Present a Range of Appetizers..……………………………………..91 Learning Outcome 4 Store Appetizer.………………………………………………………..94 1  LM-Cookery Grade 9 Quarter II Lesson 1 PREPARE SALAD AND DRESSING ….……………………………….98 Learning Outcome 1 Perform Mise’ En Place…………………………………………….101 Learning Outcome 2 Prepare a Variety of Salad and Dressing…………………………109 Learning Outcome 3 Present a Variety of Salads and Dressings………………………127 Learning Outcome 4 Store Salads and Dressings………………………………………..132 Quarter III Lesson 1 PREPARE SANDWICHES…………...…………………………………137 Learning Outcome 1 Perform Mis En Place………………...………………………….140 Learning Outcome 2 Prepare a Variety of Sandwiches………..……………………..154 Learning Outcome 3 Present a Variety of Sandwiches.………………………………178 Learning Outcome 4 Store Sandwiches………...……………………………………...182 Quarter IV Lesson 1 PREPARE DESSERT……….………………………….…………….…187 Learning Outcome 1 Perform Mise’en Place…………………………….…………….190 Learning Outcome 2 Prepare desserts and sweet sauces……….…………….….…201 Learning Outcome 3 Plate/present desserts…………………………………………...216 Learning Outcome 4 Store desserts…………………………………………………….221 Lesson 2 PACKAGE PREPARED FOODS...…………………………………...223 2  LM-Cookery Grade 9 Learning Outcome 1 Select Packaging Materials…………………………………………...224 Learning Outcome 2 Package Food Items…………………………………………………..228 SUMMATIVE ASSESSMENT……………………………………………….236 SYNTHESIS ………..…………………………………………………….241 GLOSSARY OF TERMS.………………………………………………….242 REFERENCE …….…………………………………………….248 KEY TO CORRECTION ………….……………………………………….252 3  LM-Cookery Grade 9 Executive Summary The Learners’ Material in Technology and Livelihood Education, Home Economics, a course focus on Cookery for Grade 9 junior high school students is a vehicle towards the attainment on the realization of the overall goal of the K to 12 Basic Education Program which is the holistic development of every Filipino learner equipped with 21 st century skills that is adequately prepared for work, start a business, acquire middle level skills and capable of having absorbed in higher education. The material includes information and activities to develop desirable values, skills and understanding through authentic tasks on how to clean, maintain and sanitize kitchen tools, equipment and working premises which is an important routine 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 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 is also included for lifelong learning. The lesson on Personal entrepreneurial competencies (PECs) will 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 4  LM-Cookery Grade 9 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 member of the society. Introduction Technology and Livelihood Education (TLE) is one of the nomenclature in the implementation of the K to 12 Basic Education Program (BEP) composed of four components; namely, Agri-Fishery Arts, Home Economics, Industrial Arts and Information and Communication Technology. In this module, the focus is on Home Economics course – Cookery. In this course, varied and relevant activities and opportunities are provided to demonstrate your understanding of concepts and core competencies as prescribed in TESDA Training Regulation in Cookery and provides quality foods and services to target clients. This will also be a venue for you to assess yourself and identify aspects of business that you need to strengthen and safeguard before you become a part of the workforce. Today in the world of work, the number of available jobs is scarce and the Department of Education is revitalizing its resources to lead the young minds and to prepare them skillfully as future Chef. It is in honing the skills that learners can assure to have an edge of surviving the daily needs of oneself and of others. It seeks to provide the learners with the knowledge, attitude, values and skills in the field of Cookery. 5  LM-Cookery Grade 9 This module is specifically crafted to focus on the different activities that will assess your level in terms of skills and knowledge with the expectation to demonstrate through the learning materials. Learning procedures are divided into different sections - What to Know, What to Process, What to Reflect and Understand, and What to Transfer. Read and answer the suggested tasks and accomplish them to practice developing a sustainable program, prioritizing needs and building a vision. So, explore and experience the K to 12 TLE module and be a step closer to a successful Chef. After finishing all the activities in this module, expect job opportunities and experience to set up a business enterprise which will generate jobs for others 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 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; 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; 6. Store appetizers; salad and dressing; sandwiches; desserts; and 7. Package prepared foods 6  LM-Cookery Grade 9 Diagnostic Test A. Multiple Choice. Directions: Read the following questions carefully and choose the letter that best describes the statement. Write your answer on your test notebook. 1. A sweet course or dish which is usually served at the end of a meal. a. Sauce c. Stock b. Dessert d. Appetizer 2. All of the following are characteristics of good fruit desserts, EXCEPT a. appetizing aroma c. simple and attractive b. slightly chilled temperature d. moderately sweet 3. What is the process of putting your product into containers for easy distribution? a. Packaging c. Wrapping b. Labeling 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 d. Safeguard the food during distribution 5. In plating and presenting food, which among the following statement is related to texture? a. Enhances plate presentation b. Plays important part in plate presentation c. Adds visual interest to the food d. Serves as frame of the presentation 6. It is the most important principle for sandwich safety after preparation to avoid spoilage. a. 4 – 40 - 140 c. 140 – 4 - 40 b. 4- 140 – 40 d. 40 – 140 - 4 7. Which of the following considerations are essential in choosing ingredients for high quality salads? a. quality and quantity c) freshness and variety b. texture and color c) 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  LM-Cookery Grade 9 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 c. Hors D’ Oeuvres b. Cocktail d. Canapé 11. Aling Pelita finds it hard to remove tough soils from the used pots and 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. Detergents b. Acid Cleaners d. Solvent Cleaners 12. Your younger sister accidentally swallowed poison. What first aid treatment should you do? 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. 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 14. Which of the following is the proper order/steps in cleaning kitchen premises. a. Rinse all surfaces with cold to hot waterto remove thoroughly all remaining chemical solution and food soil residues. b. Remove residual food soils from equipment surfaces c. Scrape and Pre-rinse d. Rinse all equipment surfaces with sanitizing agent a. 2 4 13 b. 3 1 4 2 c. 3 2 1 4 d. 1 2 3 4 8  LM-Cookery Grade 9 B. Directions: 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) A B 1. 2. 3. 4. 5. 9  LM-Cookery Grade 9 6. 7. 8. 9. 10. 10  LM-Cookery Grade 9 C. Directions: 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. ______ 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 chili or turmeric powder. ______ 3. Assemble necessary tools, equipment, oven, and toaster. ______ 4. Top the meat with another slice of cheese. ______ 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, red 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. D. Directions: 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. ______ 5. Run oiled cloth over top of range ______ 6. Scrape grease from curbs and openings hinges. ______ 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. 11  LM-Cookery Grade 9 E. Directions: Draw/illustrate the structure of a plated salad and label its parts. Write your answer on your test notebook. Your answer will be rated using the rubric below. 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 1 Untidy done and no label 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. 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! 12  LM-Cookery Grade 9 CONCEPT REVIEW Entrepreneur An entrepreneur is comprehensively defined by Zimmerer & 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 ideas. Personal Entrepreneurial Competencies There have been many studies to characterize “the entrepreneurial personality”; although there is no isolated set of traits that guarantee success, 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 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 act 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.  Commitment to work contract - Entrepreneur 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. 13  LM-Cookery Grade 9  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 - Entrepreneur knows how to set specific, measurable, attainable, realistic, and time-bound (SMART) goals. It is easy for them to divide large goals into short-term goals.  Information seeking - Entrepreneur update themselves with new information about her customers, the market, suppliers, and competitors. This is rooted to their innate sense of curiosity.  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. Power Cluster  Persuasion and networking - Entrepreneurs know how to use the right strategies to influence or persuade other people. They have naturally established a network of people who they can turn to in order to 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 ability to complete a difficult task or meet a challenge. Assess your Personal Entrepreneurial Competencies by answering the items in the next page. Personal Entrepreneurial Competencies (PECs) Self-rating Questionnaire 14  LM-Cookery Grade 9 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 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. ________ 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. ________ 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. ________ 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 working on. ________ 19. I think about the advantages and disadvantages or different ways of accomplishing things. ________ 20. I do not spend much time thinking how to influence others. ________ 21. I change my mind if others disagree strongly with me. ________ 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. ________ 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. 15  LM-Cookery Grade 9 ________ 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. ________ 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. ________ 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 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. ________ 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. ________ 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 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. 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. 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. 16  LM-Cookery Grade 9 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. 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 Efficiency (4) (15) (26) (37) (48) & Quality - + + + + 6 = Risk taking (5) (16) (27) (38) (49) - + + + + 6 = Goal setting (6) (17) (28) (39) (50) + - + + + 6 = Information seeking (7) (18) (29) (40) (51) + + - + + 6 = Systematic planning (8) (19) (30) (41) (52) & monitoring - + + + + 6 = Persuasion & (9) (20) (31) (42) (53) Networking - + + + + 6 = Self-confidence (10) (21) (32) (43) (54) - - - + + 18 = Correction Factor (11) (22) (33) (44) (55) 17  LM-Cookery Grade 9 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. 18  LM-Cookery Grade 9 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. Subtract the following If the correction factor is: number 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 PECs Original Correction Corrected Score Opportunity seeking - = Persistence - = Commitment to work contract - = Demand for quality & efficiency - = Risk taking - = Goal setting - = Information seeking - = Systematic planning & monitoring - = Persuasion & networking - = Self-confidence - = 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, Inc. in cooperation with UP-ISSI. pp: 44-45. 19  LM-Cookery Grade 9 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. SAMPLE PECs PROFILE Opportunity seeking X Persistence X Commitment to work contract X Demand for quality & efficiency X Risk taking X Goal setting X Information seeking X Systematic planning & monitoring X Persuasion & networking X Self-confidence X 0 5 10 15 20 25 Interpretation A lower score means a ‘weak’ performance and a higher score translates to a ‘strong’ performance on a particular competency. A ‘weak’ 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 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, Inc. in cooperation with UP-ISSI. pp: 45-46. 20  LM-Cookery Grade 9 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 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 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 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. 21  LM-Cookery Grade 9 Natural & Physical Demography Environment Potential target Living conditions, client, migration Facilities, Barriers pattern Culture Government YOUR Sub-culture, Regulations BUSINESS Race, Emotional Policies environment 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 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. 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. 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. 22  LM-Cookery Grade 9 Culture. Culture or sub-culture, being the totality of the way of life, ideas and customs of 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 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 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 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 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 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 good; (b) Unemployment rate which indicates that more unemployed people usually signal an economy getting worse; and (c) Price Indexes and Inflation rates which determine the buying power of consumers. 23  LM-Cookery Grade 9 The existing enterprises, who are either direct or indirect competitors, 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 differentiating your product quality or price. The key concept to think about is acquiring a reasonable market share despite of the competition. Technology. 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 at a lesser cost. It can be observed that sending message through e-mail 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 relevant at the start of the venture – during the business idea generation and opportunity identification stage. A concise 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. 24  LM-Cookery Grade 9 Idea Generation 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). 1. Personal hobbies and interests 2. Everyday experiences, travel, and adventures 3. Suggestions from family members and friends 4. Problems that need solutions 5. Problems with existing products 6. Books, magazines, news 7. Observing, listening around you Screening Business Ideas Once you have generated a number of business opportunities and 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 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 d. Sustainability 25  LM-Cookery Grade 9 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 Strengths Weaknesses set of problems, positive factors that difficulties or contribute to the shortcomings favorability of a Controllable encountered by the business opportunity Factors business Examples: Examples: Cheap raw materials Inexperienced owner Skilled employees Lack of working Ease of management capital Small capital outlay Poor location Opportunities Threats positive factors that negative factors that are not within the are beyond the control of the business. control of the business Uncontrollable Examples: Factors Absence of similar Examples: products in the market Rising costs New markets being Raw material developed shortages Growing demand for Too many similar products competitors Favorable government policy Remember to refer back to these guidelines and tools when you are ready to think of your next business ideas! 26  LM-Cookery Grade 9 REFERENCES: Histrich, R., Peters, M., & Shepherd, D. (2008). Entrepreneurship. New York: McGraw-Hill. Liberal, A.E. (2007). Appraising and developing yourself for an entrepreneurial career. In T. Maghirang, P. Librando, D. Esguerra, & D. Recio (eds.), Introduction to entrepreneurship (2nd ed.). Quezon City: Small Enterprises Research and Development Foundation, Inc. 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 business management. 4th 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 27  LM-Cookery Grade 9 Quarter I Lesson 1 CLEAN AND MAINTAIN KITCHEN TOOLS, EQUIPMENT INCLUDING KITCHEN PREMISES (KP) (2 WEEKS) Objectives At the end of the lesson, you are expected to: 1. clean, sanitize and store kitchen tools and equipment and 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 foods as well as its premises should be cleaned and sanitized, and store properly after each use. Pre - Test A.) Direction: Below are jumbled letters. Write the correct spelling opposite the scrambled letters. Write your answer on your test notebook. 1. AINSZTEI - ________________________ 2. PENMEQUTI - ________________________ 3. NGILCAEN - ________________________ 4. CNKTIEH - ________________________ 5. LCEHIMAC - ________________________ 6. PERAETPIZ - ________________________ 7. ELSHERIS - ________________________ B.) Directions: Multiple Choice. Read the following statements carefully.Choose the letter that best describes the statement. Write your answer on your 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 c. Cast Iron b. Aluminum d. Stainless Steel 2. Which of the following appetizers are made out of thin slices of bread in different shapes? a. Relish C. Hors D’ Oeuvres b. Cocktail d. Canapé 28  LM-Cookery Grade 9 3. Aling Tessie find it hard to remove tough soils from the used pots and 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. Abrasive c. Detergent b. Acid Cleaner d. Solvent Cleaner 4. It is small pieces or portions of highly seasoned food, usually served before a meal to induce and stimulate one’s appetite. a. Appetizer c. Hamburger b. Dessert d. Salad dressing 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 materials the next day. This kind of character shows that he is a. creative c. motivated b. passionate 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 7. Which of the following knife is used for trimming and paring fruits and vegetables? a. Butcher knife c. Paring knife b. French knife d. Shears 8. Which of the following appetizers are made of seafood or fruit, usually with a tart or tangy sauce? a. Canapé c. Relish b. Cocktail d. Salad 9. Your younger sister accidentally swallowed poison. What first aid treatment should you do? 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 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 b. silverware, utensils, glassware, chinaware c. chinaware, glassware, utensils, silverware d. glassware, silverware, chinaware, utensils 29  LM-Cookery Grade 9 11. 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 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 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 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 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. 30  LM-Cookery Grade 9 Tools/Equipment Description Cooking Materials Aluminum is mostly used in the kitchen and most popular because it is lightweight, attractive and less expensive. It requires care to keep it shiny and clean. It also gives even heat distribution no matter what heat temperature 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, 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. Glass is use 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? 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 nylon scrub. 31  LM-Cookery Grade 9 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 using. Double boiler is used when temperature must be kept below boiling, such as for egg sauces, puddings, and to keep food warm without overcooking. 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 take care not to scratch the Teflon coating with sharp instrument such as knife or fork. Use wooden or plastic spatula to turn or mix food inside. Care of the Cooking Ware After using any cookware, they must be allowed to cool before washing and soaking to prevent accidental burns from handling and to prevent damage. They should be free from all grease, food, etc. by washing them using warm soapy water and rubbing them with a steel wool cleaner and rinse thoroughly with warm water. Drying them using a cloth after washing may preserve its appearance. If food or grease is badly burned on the surface of a utensil, the pan should be filled with water and allowed to boil hard for five minutes. This will loosen the burned food and the pan may be clean in the usual manner. 32  LM-Cookery Grade 9 Kitchen Tools Can opener is used to open a food containers. Colanders also called a vegetable strainer which are essential for various tasks from cleaning vegetables to straining pasta or contents. Plastic and Hard Rubber are used for cutting and chopping. They are dull than knives. Plastics are greatly durable and cheap but may not last long. Cutting boards are wooden or plastic board where meat, fruits and vegetables are cut. Using plastic cutting board is more sanitary than wooden board as it does not absorb food juices that can serve as medium for bacterial growth. 33  LM-Cookery Grade 9 Funnels – are used to fill jars, made of various sizes of stainless steel, aluminum, or of plastic. Garlic Press is a kitchen tool which is specifically designed for the purpose of pulping garlic. Graters are used to grate, shred, slice and separate foods such as carrots, cabbage and cheese. Kitchen shears. They are practical for opening food packages, cutting tape or string or simply remove labels or tags from items. Other cutting tools such as box cutters are also handy for opening packages. Potato masher is used for mashing cooked potatoes, turnips, carrots or other soft cooked vegetables. 34  LM-Cookery Grade 9 Rotary egg beater – used for beating small amount of eggs or batter. The beaters should be made of stainless steel. Scraper- a rubber or silicone tool used to blend or scrape the food from the bowl. Serving spoons- a small, shallow bowl on a handle used in preparing, serving, or eating food. Serving tongs used to grab and transfer food items, poultry or meat portions to a serving platter, hot deep fryer, and plate. It gives you a better grip especially when used with a deep fryer, a large stock pot or at the barbecue. Spatula – is used to level off ingredients when measuring and to spread frostings and sandwich fillings. 35  LM-Cookery Grade 9 Spoons – 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 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 or stand in ovens or refrigerators to check the accuracy of the equipment’s thermostat. Whisks. It is used for blending, mixing, whipping eggs or batter, and for blending gravies, sauces, and soups. The beaters are made of looped, steel piano wires which are twisted together to form the handle. Wooden spoons are made of hard wood which are used for creaming, stirring, and mixing. 36  LM-Cookery Grade 9 Measuring Tools Measuring cup for liquid ingredients – are commonly made up of heat-proof glass and transparent so that liquid can be seen. Household Scales – are used to weigh large quantity of ingredients in kilos, commonly in rice, flour, sugar, legumes or vegetables and meat up to 25 pounds. Scoops or dippers – are used to serve or scoop soft foods, such as fillings, ice cream, and mashed potato. Measuring Spoons come in variety of sizes, shapes, materials and colors. These are used to measure smaller quantities of ingredients called for in the recipe like: 1 tablespoon of butter or 1⁄4 teaspoon of salt. 37  LM-Cookery Grade 9 Kinds of knives according to use: French knife – or commonly called as chief’s knife is used to chop, dice, or mince food. Heavy knives have a saber or flat grind. Fruit and salad knife – is used to prepare vegetables, and fruits. 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. Citrus knife –has a two-sided blade and serrated edge. It is used to section citrus. Paring knife – is used to core, peel, and section fruits and vegetables. Blades are short, concave with hollow ground. Vegetable peeler is used to scrape vegetables, such as carrots and potatoes, and to peel fruits. The best ones are made of stainless steel with sharp double blade that swivels. 38  LM-Cookery Grade 9 Equipment Equipment may refer to a small electrical appliance, such as a mixer, or a large, expensive, power-operated appliance such a range or a refrigerator. Equipment like range, ovens, refrigerators (conventional, convection and microwave) are mandatory pieces in the kitchen or in any food establishment. Refrigerators/freezers are necessary in preventing bacterial infections from foods. Most refrigerators have special compartment for meat, fruits and vegetables to keep the moisture content of each type of food. Butter compartment holds 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. Oven- a chamber or compartment used for cooking, baking, heating, or drying. Microwave ovens used for cooking or heating food. Blenders are used to chop, blend, mix, whip, puree, grate, and liquefy all kinds of food. A blender is a very useful appliance. They vary in the amount of power (voltage/wattage). 39  LM-Cookery Grade 9 Care of Kitchen Tools and Equipment Any kitchen tools and equipment will last long if given proper care. The stove, sink and cabinets should be cleaned and sanitized regularly. The garbage can should be kept covered, cleaned and emptied often. Small tools and equipment such as paring and butcher knives, kettles, pots and other tools should receive regular care by cleaning and sanitizing them after using. Warm water will facilitate removing of grease. The use of vinegar added to water is very good disinfectant and stain/grease remover. Be sure to air dry them before storing because moist utensils will attract cockroaches and wet shelves can develop disagreeable odor. Factors that influence the cleaning process  Soil – varying degrees of food soil will be deposited on the equipment during production. These food soils will require complete removal during the cleaning process and will affect the cleaning compound used, along with the method of cleaning.  Time – the longer a cleaning solution remains in contact with the equipment surface, the greater the amount of food soil that is removed. More time in contact with the soil reduces the chemical concentration requirements.  Temperature – soils are affected by temperature in varying degrees. In the presence of a cleaning solution most soils become more readily soluble as the temperature increases.  Chemical concentrations – it varies depending on the chemical itself, type of food soil, and the equipment to be cleaned. Concentration will normally be reduced as time and temperature are increased.  Mechanical force – is as simple as hand scrubbing with a brush or as complex as turbulent flow and pressure inside a pipeline. This aids in soil removal and typically reduces time, temperature and concentration requirements.  Water – minerals in hard water can reduce the effectiveness of some detergents or a sanitizers. Water pH ranges generally from pH5-8.5. However, highly acidic water may require additional buffering agents. Water used for cleaning and sanitizing must be potable and pathogen free. 40  LM-Cookery Grade 9 Chemicals used in cleaning and sanitizing kitchen tools and equipment. Cleaning is the process of removing food and other types of soil from 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 equipment or utensil that food normally comes into contact.) For example, glass cleaners, some metal cleaners, and most bathroom cleaners cannot be used because they might leave an unsafe residue on the food contact surface. The label should indicate if the product can be used on a food-contact surface. The right cleaning agent must also be selected to make cleaning easy. Cleaning Compound 1. Detergents. These are cleaning agents, solvents or any substance used to wash tablewares, surfaces, and equipment. Example: soap, soap powders, cleaners, acids, volatile solvents and abrasives. 2. Solvent Cleaners commonly referred to as degreasers used on surfaces where grease has burned on. Ovens and grills are examples of areas that need frequent degreasing. These products are alkaline based and are formulated to dissolve grease. 41  LM-Cookery Grade 9 3. Acid Cleaners. Used periodically in removing mineral deposits and other soils that detergents cannot eliminate such as scale in washing machines and steam tables, lime buildup on dishwashing machines and rust on shelving. (Ex.: phosphoric acid, nitric acid,etc.) These products vary depending on the specific purpose of the product. 4. Abrasives – are generally used to remove heavy accumulations of soil that are difficult to remove with detergents, solvents and acids. These products must be carefully used to avoid damage to the surface being cleaned. Other chemicals used for cleaning and/or sanitizing kitchen equipment and utensils are the following: 1. ammonia 2. dish washing liquid 3. chlorine 4. carbolic acid 5. timsen 6. disinfectants 7. soap 42  LM-Cookery Grade 9 Review of Lesson 1 (Learning Outcome 1) A. Direction: Below are pictures of chemicals used to clean and sanitize kitchen tools and equipment. Write your answers in your test notebook. A. Name Me Picture of solvent Picture of detergents Picture of acid cleaner cleaner 1 2 3 Are you ready to clean kitchen tools and equipment? Below are procedures on how to wash dishes. Steps in Washing Dishes 1.) Wear rubber gloves if you have dry hands or other skin problem. If you are wearing long sleeves, roll them up or put them under the gloves. Wear aprons too. 43  LM-Cookery Grade 9 2.) Scrape all the large pieces of food on the dishes and place it in a compost bin or garbage can. 3.) Stack the dishes in the proper order namely: glassware, silverware, chinaware, and utensils. Stack them to the right of the sink so that work progresses from right to left. 4.) Fill the sink with water and add a considerable amount of detergent. The hotter the water, the better it’s sanitizing and grease- cutting properties but use tolerable heat (66oC (150oF) or above.) so not to scald yourself. Use rubber gloves. 5.) Wash the lightest soiled items first. Start with glasses, cups, and flatware. Soap each piece individually and rinse in hot water. 6.) Wash plates, bowls, and serving dishes. Remember to scrape these items before washing. Soap each piece gently and individually and rinse in hot water. Remember to keep an eye when you should change the dish washing water. 44  LM-Cookery Grade 9 7.) Wash pots and pans last. Soak them first. Wash the pans thoroughly and don’t forget to clean the bottoms. If anything was burnt or overcooked to pots or casserole dishes, put a little extra soap and water in it and let it stand while you wash the other dishes. Take note that any oil residue left will lead to burn food during the next cooking session. 8.) Lay your dishes out on a rack to air-dry or wipe them clean with a towel. 9.) There should be no visible matter and no "greasy" feel. Run a hand over the dish to ensure that they are thoroughly cleaned. If there are still some grease remaining, consider rewashing the item. 10.) Rinse out brush, sponge and allow to dry. Sterilize your equipment often using boiling water with bleach. When a sponge or brush starts to smell unpleasant, throw it away. 11.) Wipe down the sink and your tools. Wipe down the sink, dish drainer, and dishpan. Any rags, dish cloths, or sponges need to be left out to air dry, or thrown into the washing machine. Remember to replace sponges and rags frequently. 45  LM-Cookery Grade 9 Tips and warnings to observe in washing the dishes  Wash glassware first, before greasy pots and pans.  Rubber gloves will protect hands and manicures, and allow you to use hotter water for washing and/or rinsing.  Dishes may be hand dried with a clean cloth.  Try adding a tablespoon of baking soda to soapy water to soften dirt while cutting grease.  Never dump sharp knives into soapy dishwater where they cannot be seen.  Laundry detergents or automatic dishwater detergents should not be used for hand washing dishes.  Keep dishwashing liquid out of the reach of children. Tips: 1. Dishes can be washed easily if you keep them under the water while scrubbing them for particles to lift away. Bring the dish out of the water to check for any missed spots. 2. Stacking a few dishes in the sink at a time allows dishes a few minutes of soaking time while you wash another dish. 3. Try drying pots and pans with a paper towel to reduce residue from the pan which causes staining the dishcloth. 4. Don’t soak aluminum while dishwashing for it may cause darkening. Dish washing silverware can be tricky. Use a lint free cloth for drying silverware. Washing with the Dishwasher Load it up. 46  LM-Cookery Grade 9 Fill your dishwasher logically. Establish a routine, and stick with it for most loads. Things to consider: Many dishwashers have a variety of spacing]s to accommodate large bowls, small bowls, utensils, dishes, and plates of varying sizes—on the bottom shelf. The top shelf is given to shorter items such as glasses, mugs, jars, and long utensils such as spatulas and stirring spoons. Don't crowd the dishes. Fill your dishwasher full, but not crammed—you'll maximize the cleaning capacity of your dishwasher and minimize excessive water usage. Add detergent. Fill the detergent dispenser with cleanser either liquid or powder and close it up. o You can add extra cleanser in a secondary cup should your dishes be excessively filthy. o Add a rinsing agent to prevent spotting, if necessary. Turn it on. Set the timer as necessary. A shorter time for lightly-soiled dishes, or a longer time for heavily- soiled pots, pans, and dishes. 47  LM-Cookery Grade 9 Dry the dishes. You can use a heated dry (but be careful of plastic dishes or containers), or use air drying. Dishes will still dry relatively quickly, as dishwasher water is usually heated to 140°F. How to Clean, Remove Stains, Sanitize, and Store Your Cutting Board The kitchen cutting board gets a lot of use and this means that it gets a lot of exposure to bacteria. Proper cleaning of the cutting board is essential to your good health. Whether you use a wood or a plastic cutting board, you should clean and sanitize it after every use. Cleaning the Cutting Board After you used the cutting board for slicing, dicing, or chopping all kinds of neat goodies, use a metal scraper or spatula to scrape away any remaining bits and pieces of food. Throw the scrapings into the garbage disposal, garbage receptacle, or trash bin. Scrub the board with hot, soapy water thoroughly. If your dishwasher reaches a temperature of at least 165°F, then you can probably place a high-density plastic cutting board into the dishwasher. Moreover, if your dishwasher has an antibacterial cycle, use it to wash the cutting board. Otherwise, scrub it by hand. Allow the board to air dry. Removing Stains from the Cutting Board To remove stains from the cutting board, you can use the following procedure: wet the stained area with water and sprinkle it with vinegar, kalamansi and allow to melt undisturbed for twenty-four hours. Stains can also better removed by using diluted bleaching agent or natural acid like calamansi or vinegar. 48  LM-Cookery Grade 9 Rinse the salt from the cutting board with clean water. Using the salt and clean water, create a paste. Use a clean nylon scrubbing sponge or a clean toothbrush to scour or scrub the paste on the stained area of the cutting board. Rinse the area clean with fresh water. Repeat the procedure to guarantee that you have removed all of the stain. Rinse the board clean. Scrub the cutting board with hot, soapy water and rinse with clean water. Allow it to air dry. Sanitizing the Cutting Board Plastic and wooden cutting boards can be sanitized using a diluted liquid chlorine bleach solution. For this solution, combine one teaspoon of bleach to one quart of water. Pour the solution onto the entire surface area of the board and allow it to sit undisturbed for several minutes. Rinse the board clean with water. Allow it to air dry or use a clean cloth to dry it. If you prefer, you may use a vinegar solution in place of the bleach solution. Simply combine one part vinegar to five parts water. Use this solution in the same manner as the one explained for the bleach solution. Storing the Cutting Board Once the cutting board has completely dried, store it vertically or in an upright position. This helps to avoid moisture from getting trapped underneath the board and the accumulation of dust or grime. Methods of Cleaning Equipment  Foam – You use this to increase the contact time of the chemical solutions to improve cleaning with less mechanical force. 49  LM-Cookery Grade 9  High Pressure – used to increase mechanical force, aiding in soil removal. In high pressure cleaning, chemical detergents are often used along with an increase temperature to make soil removal more effective.  Clean In Place (CIP) – is utilized to clean the interior surfaces of tanks and pipelines of liquid process equipment. A chemical solution is circulated through a circuit of tanks and or lines then return to a central reservoir allowing the chemical solution to be reused. Time, temperature and mechanical force are manipulated to achieve maximum cleaning.  Clean Out of Place (COP) – is utilized to clean the parts of filters and parts of other equipment. This requires disassembly for proper cleaning. Parts removed for cleaning are placed in a circulation tank and cleaned using a heated chemical solution and agitation.  Mechanical – it normally involves the use of brush either by hand or a machine such as a floor scrubber. Mechanical cleaning uses friction for food soil removal. Fundamental Cleaning Procedures 1. Scrape and Pre-rinse – soiled equipment surfaces are scraped and rinsed with warm water to remove loose food soils. 50  LM-Cookery Grade 9 2. Cleaning Cycle – the removal of residual food soils from equipment surfaces is based on the manipulation of the four basic cleaning factors and the method of cleaning. Typically, alkaline chemical solutions are used for the cleaning cycle. 3. Rinse – rinse all surfaces with cold to hot water, depending on the temperature of the cleaning cycle,to thoroughly remove all remaining chemical solution and food soil residues. 4. Acid Rinse – a mild acid rinse of the equipment neutralizes any alkaline residues left and removes any mineral soil present. 5. Sanitize – all equipment surfaces are rinsed or flooded with a sanitizing agent. Both time and chemical concentration are critical for optimum results. Equipment Sanitation Procedures 1. Range a. Remove all burnt sediments and wipe grease from top of range after each use. b. Scrape grease from curbs and openings hinges. c. When cool, wash top of range d. Run oiled cloth over top of range e. Clean oven by removing grits, scraping off food deposits, washing and drying. f. 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. 2. Dishwashing machine a. Remove strainer pans, wash and stock outside machine until next use. b. Scrub inside frequently with stiff brush. c. Remove and clean the wash and rinse arms and fits daily to remove foreign particles. d. Wash tables and top of machine e. Clean nozzles. f. Do a special periodic cleaning in hard water area. 3. Slicers a. Clean immediately after using, especially after slicing vegetables and nuts. b. Remove all parts to clean c. Dry and cover blades after cleaning with oil-damped cloth. d. Wash carriage slides thoroughly. e. Wipe outside with cloth. 51  LM-Cookery Grade 9 f. Clean table and pedestal under slicers. g. Replace guard after cleaning. 4. Refrigerator 1. Wipe up spilled foods immediately 2. Wash inside shelves and trays at least twice a week with baking soda. 3. Rinse and dry thoroughly 4. Flush drains weekly 5. Sink and Drains 1. Keep outlet screened at all times 2. Flush daily with 1 gal. of solution, made up of strong solution soda (4oz.to 2 gal. of water) 3. Clean and replace greased tray regularly. 4. Use force pump if drain is slow 5. Replace washers immediately on leaking faucets. Time to check your understanding. Ready? Review of Lesson 1 (Learning Outcome 1) A. Test Yourself Directions: Below is a list of competencies in cleaning and maintaining kitchen tools, equipment and kitchen premises. Check the number that corresponds to the extent of knowledge and skill learned. Write your answer in your test notebook. 3 a lot 2 a little 1 not much How skilled am I How interested How much do I in am I in learning Competency know about this? using/performing more about this? this? 1 2 3 1 2 3 1 2 3 52  LM-Cookery Grade 9 Tools and equipment used in the preparation of foods Use of chemicals in cleaning and sanitizing kitchen tools, equipment and working premises Clean and sanitize kitchen tools, equipment and premises Store kitchen tools and equipment in the designated place Kitchen premises to be cleaned Safety and first aid procedure 53  LM-Cookery Grade 9 B. Narrate me a Story Situation: Your mother assigned you to clean all the tools and kitchen utensils used in the preparation of food for lunch. In two or three paragraphs, narrate your experiences in accomplishing the different tasks to be fulfilled/accomplished. Write your answer in your test notebook. Below is the rubric to guide you in assessing the tasks of cleaning and sanitizing kitchen tools and equipment. CRITERIA 4 3 2 1 Exceptionally Generally Lacks clarity, Unclear, Organization clear, easy to clear, able difficult to impossible to understand. to understand understand understand Statement of Given One Two Have not mention Procedures complete procedure procedures are any correct procedures in is lacking in missing in the procedure in accomplishing accomplishi narration accomplishing the the task ng the task task Completeness Able to finish Able to Able to finish Was not able to of Task the task ahead finish the the task late finish the task of time task on time 54  LM-Cookery Grade 9 Finally you’ve done the cleaning but ooops…. not so fast because after cleaning the kitchen tools and equipment the next thing you will do is to sanitize them. How? The next topic will lead you the ways…. The following topics are the methods of sanitizing kitchen tools and equipment after cleaning them. Proper sanitation of kitchen tools and equipment after cleaning them is important in order to prevent contamination of foods that may cause foodborne disease (also known as foodborne illness or food poisoning which is any illness that results from eating contaminated food.) and to minimize the chances of transmitting disease organism to the consumer by having bacteria-free and safe processing, preparation, cooking, eating and storing utensils. Harmful bacteria are the most common cause of food poisoning, but other causes include viruses, parasites, toxins and contaminants. The organisms that cause the most illnesses, hospitalizations, and deaths are:  Salmonella  Norovirus  Campylobacter  Toxoplasma  E. coli O157  Listeria  Clostridium perfringens. Sanitizing is done using heat, radiation, or chemicals. Heat and chemicals are commonly used as a method for sanitizing in a restaurant than radiation. The item to be sanitized must first be washed properly before it can be properly sanitized. Some chemical sanitizers, such as chlorine and iodine, react with food and soil and so will be less effective on a surface that has not been properly cleaned. Methods of Sanitizing 1. Thermal Sanitizing. It involves the use of hot water or steam. There are three methods of using heat to sanitize surfaces – steam, hot water, and hot air. Hot water is the most common method used in restaurants. If hot water is used in the third compartment of a three-compartment sink, it must be at least 171F (77C). If a high-temperature ware washing machine is used to sanitize cleaned dishes, the final sanitizing rinse must be at least 180F (82C). For stationary rack, single temperature machines, it must be at least 165oF (74C). 55  LM-Cookery Grade 9 Cleaned items must be exposed to these temperatures for at least 30 seconds. 2. Chemicals. Approved chemicals sanitizers are chlorine, iodine, and quaternary ammonium. Different factors influence the effectiveness of chemical sanitizers. The three factors that must be considered are: a. Concentration. The presence of too little sanitizer will result in an inadequate reduction of harmful microorganisms. Too much can be toxic. b. Temperature. Generally, chemical sanitizers work best in water that is between 55F (13C) and 120F (49C). c. Contact time. In order for the sanitizer to kill harmful microorganisms, the cleaned item must be in contact with the sanitizer (either heat or approved chemical) for the recommended length of time. Characteristics of ideal chemical sanitizer  Approved for food contact surface application  Have a wide range or scope of activity  Destroy microorganisms rapidly  Be stable under all types of conditions  Tolerant a broad range of environmental conditions  Readily solubilized and possess some detergency  Low in toxicity and corrosivity  Inexpensive Don’t you know that heat sanitizing has several advantages over chemical sanitizing agents? It’s because it:  can penetrate small cracks and crevices;  is non-corrosive to metal surfaces;  is non-selective to microbial groups, except for heat resistant microbes;  leaves no residues; and  is easily measurable. Advantages and Disadvantages of Different Chemical Sanitizers 56  LM-Cookery Grade 9 Chemical Concentration Contact Advantage Disadvantage Time Chlorine 50ppm in water 7 Effective on a Corrosive, irritating to between 750F to seconds wide variety of the skin, effectiveness 1000F bacteria; highly decreases with effective; not increasing pH of affected by hard solution; deteriorates water; generally during storage and inexpensive when exposed to light; dissipates rapidly; loses activity in the presence of organic matter Iodine 12.5-25ppm in 30 Forms brown color Effectiveness decreases water that is at seconds that indicates greatly with an oncrease least 75F strength; not in pH most active at pH affected by hard 3.0; very low acting at water; less pH 7.0); should not be irritating to the used in water that is at skin than chlorine; and activity not 120F or hotter; and lost rapidly in the might discolor presence of the equipment and surfaces organic matter. Quaternary U to 200ppm in 30 Non-toxic, Slow destruction of Ammonium water that is at seconds odorless, some microorganisms; Compounds least 75F colorless, non- not compatible with corrosive, non- some detergents and irritating; stable to hard water. heat and relatively stable in the presence of organic matter; active over a wide pH range D. View the Ways Watch a video presentation on how to sanitize kitchen tools and equipment and make a narrative report about what you have learned in the presentation. Be guided by the following questions: 1. What is the video presentation all about? 2. How are kitchen tools and equipment sanitized in the presentation? 3. Why is it important to sanitize kitchen tools and equipment? 4. Is there an appropriate application of safety measures in the presentation? 57  LM-Cookery Grade 9 Of course you will not just leave the cleaned and sanitized kitchen tools and equipment in a place that is exposed to dust and/or microbes, right? The next topic will give you the complete idea on proper storage of kitchen tools and equipment. Proper Storage of Kitchen Tools and Equipment Proper storage and handling of cleaned and sanitized equipment and utensils are very important to prevent recontamination prior to use. Cleaned and sanitized equipment and utensils must be:  stored in clean storage areas; and  handled properly to minimize contamination of food contact surface. 9 Steps in Organizing Kitchen Cabinets Pretend it has a glass door and that everyone is going to see what’s inside. 1. Remove all the equipment and scrub shelves with soapy water. 2. Think about what you reach most often and make sure it gets a position that’s easy to reach. 3. Take a cabinet full of glasses and line them up by color. Make sure all of the front are facing out and straight. (Jeff Lewis-Style) 4. Take a step back after one shelf is done and make someone else look at what you’ve done. 5. They should be stored in a clean dry place adequately protected against vermin and other sources of contamination 6. Cups, bowls, and glasses must be inverted for storage.