Q3 Lesson Exemplar for TLE Grade 7 - 2024-2025 PDF

7 Quarter 3 Lesson Exemplar Lesson for TLE 7 IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM Lesson Exemplar in TLE Grade 7 Quarter 3: Lesson 7 (Week 7) SY 2024-20...

7 Quarter 3 Lesson Exemplar Lesson for TLE 7 IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM Lesson Exemplar in TLE Grade 7 Quarter 3: Lesson 7 (Week 7) SY 2024-2025 This material is intended exclusively for the use of teachers participating in the implementation of the MATATAG K to 10 Curriculum during the School Year 2024-2025. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction, distribution, modification, or utilization of this material beyond the designated scope is strictly prohibited and may result in appropriate legal actions and disciplinary measures. Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain permission to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim ownership over them. Development Team Writer: Eddilyn A. Buniel-Plaza, PhD (North Eastern Mindanao State University – Cantilan) Validator: Victor S. Rosales, PhD (Mindanao State University – Iligan Institute of Technology) Management Team Philippine Normal University Research Institute for Teacher Quality SiMERR National Research Centre Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call the Office of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at [email protected]. TLE/ QUARTER 3/GRADE 7 I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES A. Content Demonstrate an understanding of the fundamentals of the hospitality and tourism industry. Standards B. Performance The learners apply skills in food preparation and services following safety precautions. Standards C. Learning Learning Competency: Competencies Discuss the principles of food selection and preparation. and Objectives Lesson Objectives: After the day’s lessons, the learners are expected to: 1. Identify the various guidelines for food selection and preparation. 2. Distinguish the principles of cooking using heat transfer. 3. Demonstrate food preparation at home or school while following safety precautions. 4. Value the significance of food selection, preparation, and cooking principles in day-to-day living. D. Content Food Selection, Preparation, and Cooking Guidelines in food selection Guidelines in food preparation Principles of Cooking Heat transfer Effects of heat E. Integration SDG 4: Quality Education: 4.1 Ensure all girls and boys complete free, equitable, quality primary and secondary education, leading to relevant and effective learning outcomes. SDG 12: Responsible Consumption and Production: 12.2 Achieve the sustainable management and efficient use of natural resources. Grade 7 learners will learn the appropriate selection, preparation, and cooking of food that may ensure the good health and well-being of individuals of all ages. It also ensures sustainable consumption and avoids unnecessary food waste and natural resources. 1 II. LEARNING RESOURCES Food Slide The Hotel Management Kitchen. (n.d.). Methods of Cooking Videos. YouTube. https://www.youtube.com/@Food_slide Flores, Eva N. (2014). Food Selection, Preparation and Cooking 2nd Edition. Wiseman's Books Trading, Incorporated. Quezon City, Metro Manila Tan, N. (2013, August 22). K to 12 basic education curriculum TLE learning module: Commercial cooking. SlideShare. https://k-to-12-commercial- cooking-learning-module Food Slide The Hotel Management Kitchen. (2018a, June 18). Methods of cooking Part 1 || Dry Methods Of Cooking || Types of Cooking Methods | cooking technique [Video]. YouTube. https://www.youtube.com/watch?v=14qc7F_rJcY Food Slide The Hotel Management Kitchen. (2018b, June 24). Methods of Cooking Part 2 || Moist Method Of cooking || Moist Cooking Techniques || Types Of Cooking [Video]. YouTube. https://www.youtube.com/watch?v=NU07K-QFK8Y Healthy Lifestyle Community. (2014, August 28). How an unhealthy diet affects your body [Video]. YouTube. https://www.youtube.com/watch?v=hy1JHN_yFVc NHLBI. (2012, December 3). Basic food preparation techniques [Video]. YouTube. https://www.youtube.com/watch?v=Gk-znewUD64 Science Journal for Kids. (2022, July 13). E46: What makes you choose the food you eat? [SJK Audio Edition] [Video]. YouTube. https://www.youtube.com/watch?v=nizD88jGAbE III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS A. Activating Prior DAY 1 The teacher will ask the students Knowledge to analyze the photos and 1. Short Review identify the names of the napkin Matching Type folds as shown in the picture. Direction: Identify each table napkin fold with answers in column B. Answer key: Column A Column B 1. B. Pyramid Napkin Fold 2. C. Shirt Napkin Fold 3. A. Bishop’s hat Napkin Fold 4. E. Pocket Napkin Fold A. Bishop’s hat Napkin Fold 5. D. Envelope Napkin Fold 1. 2  B. Pyramid Napkin Fold 2. C. Shirt Napkin Fold 3. D. Envelope Napkin Fold 4. E. Pocket Napkin Fold 5. 2. Feedback Do you still have other queries or clarification about our previous lessons? B. Establishing 1. Lesson Purpose The teacher could either play the Lesson Purpose Healthy Lifestyle Community. (2014, August 28). How an unhealthy diet video showing how improper affects your body [Video]. YouTube. food selection, preparation, and https://www.youtube.com/watch?v=hy1JHN_yFVc cooking affect human health or ask the students to describe the 3  photos posted offering two types of food. Then, connect the video being A B watched or the photos being described on the day’s topic lesson. 2. Unlocking Content Area Vocabulary Food Selection – refers to the process of choosing and deciding which foods to consume. It involves deciding the types of foods, ingredients, and dishes that individuals or communities will include in their diet. Various factors, including personal preferences, cultural practices, nutritional needs, health considerations, availability of food, and economic factors influence food selection. Food Preparation – refers to the actions and processes involved in transforming raw ingredients into a finished dish ready to be consumed. It encompasses various activities, from cleaning and chopping ingredients to cooking, seasoning, and presenting the final product. Food preparation is a crucial aspect of culinary arts and integral to home cooking and professional food service. Principles in Cooking – refer to fundamental guidelines and concepts that form the basis for creating successful and well-executed dishes. These principles guide cooks and chefs in food preparation, helping them understand the science, techniques, and artistry involved in the culinary process. Heat transfer – is the process by which thermal energy is exchanged between two physical systems or regions due to a temperature difference. The fundamental principle behind heat transfer is that heat flows from areas of higher temperature to lower temperature regions. The primary methods of heat transfer are conduction, convection, and radiation. Conduction – is the transfer of heat through direct contact between particles within a substance. In materials such as metals, where particles are closely packed, the kinetic energy of heated particles is transferred to neighboring particles, causing them to vibrate and pass on the heat. Good conductors, like metals, allow heat to travel efficiently. 4  Convection – involves the transfer of heat through the movement of fluids (liquids or gases). When a fluid is heated, it becomes less dense and rises, creating a flow. As the fluid moves, it carries heat with it. The fluid becomes denser and sinks in a cooling process, completing the convection cycle. Convection is commonly observed in activities such as boiling water or the circulation of air currents. Radiation – is the transfer of heat in the form of electromagnetic waves without needing a medium. Unlike conduction and convection, which require a material medium, radiation can occur through a vacuum. The Sun's energy reaching the Earth is an example of radiation. All objects above absolute zero emit thermal radiation, and the emission rate depends on the object's temperature and surface properties. C. Developing and SUB-TOPIC 1: Guidelines in Food Selection (Good for one meeting) Deepening Understanding 1. Explicitation: What are the things that need to be considered when selecting food? The teacher will explain the five (5) guidelines for food selection. 2. Worked Example: Present and discuss the various guidelines or factors in selecting food for the class. 2.1 (a) Sensory: Choosing foods based on how they look, feel, sound, taste, and smell are all ways in which we may be influenced. Again, these may be done consciously or unconsciously. Smell: How food smells. Is this good? Bad? Does the scent drive you away or pull you in? Taste: Do you remember how the food tastes? Perhaps based on prior experiences and the smell of the food, you can guess that it will taste good. Enjoying the taste of a food is a major driver for choosing that food again. Meanwhile, disliking how a food tastes is another major driver for not selecting that food again if offered. Texture: Have you ever craved something crunchy? If you have, you may have picked up a bag of chips, crackers, or pretzels to satisfy that craving. In this example, you were driven to choose a food based on texture criteria. Mouthfeel of 5  a food would also fit into this category. For instance, diet colas would taste flat if bulking agents were not added in to simulate the effect sugar has on the mouthfeel. No one would want to drink it if those were omitted. Sight: We use our eyesight to help us make many everyday decisions, such as which direction to take, what to wear, and, given our current discussion, what to eat. We can use our sense of sight to see if food has spoiled or gone bad or looks good to eat. Sometimes, all it takes is a picture, so advertisers spend lots of money making their food look the best in their ads using specialized techniques. Cheers also uses garnishes on plates or strategic plating methods to make the food look as visually appealing as possible. Sound: Sounds that food makes is a lesser thought of sensory aspect to food choice but is a driver in the reasons behind making some food choices. The sound a bag of chips makes is an example that may make you want to snack on a crunchy snack. We can also tell if soda is flat if noise is absent. 2.2 (b) Nutritional: Both perceived and verified nutrition is the second most significant motivator in food preference and selection. Perhaps someone has made weight loss goals or is on a specialized diet due to allergies. These individuals will choose foods that fit their lifestyle and dietary needs. 2.3 (c) Cultural/Religious: More than 4,000 recognized religions are worldwide, so it would be impossible to cover them here. How does or would religion alter food choice? Religions may have different "rules" regarding what is acceptable to eat (or not) and how the food is prepared. Sometimes, there are rules about where the food is prepared and by whom. It is important to recognize that not everyone who follows or observes a certain religion follows all of the (or any) dietary recommendations. Some individuals are considered devout and closely follow the written or established doctrine; others choose not to follow any. 2.4 (d) Sociological and Psychological: Peer pressure falls into this category, as well as hospitality norms and choices. These two are listed together instead of separately because the two categories often overlap. These are often intertwined with cultural norms as well. 2.5 (e) Budget and Costs: Food costs have skyrocketed over the past couple of years with increased inflation. At-home food costs, meaning food bought at the grocery 6  store to prepare at home, increased 12.4% from October 2021 to October 2022. In comparison, food inflation costs from 2019-2020 were around 3.4%, and before the COVID-19 pandemic, the average food cost increase was around 1.2% per year. With increasing costs, many individuals are now choosing their foods based on cost alone or higher towards the top of the list. 3. Lesson Activity: Students are going to watch videos on what makes people choose the food they The teacher will present/show eat using the link below: the video on what makes people Science Journal for Kids. (2022, July 13). E46: What makes you choose the choose the food they eat and ask food you eat? [SJK Audio Edition] [Video]. YouTube. processing questions to help the https://www.youtube.com/watch?v=nizD88jGAbE (10minutes) students digest the discussed topic. Processing Questions: 3.1 Any reaction to the video presented? 3.2 As an individual, how do you choose the food you consume? 3.3 Now that you know the factors or guidelines in selecting food, how can you help your neighbors or the community select food that’s best for them? DAY 2 SUB-TOPIC 2: Guidelines in Food Preparation (Good for one meeting) 1. Explicitation: What are the various guidelines for preparing food? 2. Worked Example: Present and discuss the guidelines for preparing food. (a) Cleaning and Washing: This involves washing and cleaning raw ingredients, such as fruits, vegetables, and meat, to remove dirt, The teacher will present and contaminants, and bacteria. discuss the guidelines for (b) Cutting and Chopping: Ingredients are often cut or chopped into smaller preparing food. The teacher may pieces to facilitate cooking and enhance the overall presentation of the dish. opt to present it with pictures (c) Measuring and Mixing: Accurate measurement of ingredients and thorough related to it for better mixing is essential for achieving the desired flavor and texture in visualization of the students. the final dish. 7  (d) Cooking: Applying heat to raw ingredients makes them edible, improves flavor, and kills harmful bacteria. Cooking methods vary, including boiling, baking, grilling, frying, and steaming. (e) Seasoning: Adding herbs, spices, salt, and other flavorings enhances the dish's taste. Seasoning is a crucial step in food preparation to achieve a well- balanced and appetizing flavor profile. (f) Assembling and Plating: For dishes with multiple components, assembling involves combining different elements to create the final presentation. Plating refers to arranging the food attractively on a plate for serving. (g) Preservation and Storage: Some food preparation may involve preserving or storing food for later use. This can include methods like refrigeration, freezing, canning, or drying. Effective food preparation requires attention to hygiene, proper cooking techniques, and creativity. Providing nutritious, delicious, and safe meals is vital at home, school, or a professional kitchen. 3. Lesson Activity: The students will watch a video on the basic food preparation technique using the link below: NHLBI. (2012, December 3). Basic food preparation techniques [Video]. YouTube. https://www.youtube.com/watch?v=Gk-znewUD64 (3 minutes) Processing Questions: 3.1 What can you say about the video presentation or pictures presented? 3.2 In your respective homes, how do you prepare your food? What are the processes that you usually execute when you’re preparing your food? 3.3 What do you think is the importance of the food preparation guidelines and the basic cooking techniques in preparing food? SUB-TOPIC 3: Principles of Cooking - Heat Transfer and Effects of Heat (Good for two meetings) 1. Explicitation: What do you mean by cooking, and what are its methods? The teacher may show a video on the basic food preparation 2. Worked Example: technique or present related The teacher will define cooking and discuss the cooking methods through heat pictures. 8  transfer and the effects of heat in cooking. Cooking is the term applied when heat is used in preparing foods. The different cooking methods can be grouped according to how heat is applied to food. Two methods are commonly used: Moist Heat Cooking and Dry Heat Cooking. Heat is transferred by water, water-based liquid, or steam in Moist Heat Cooking, while heat is transferred by air, radiation, fat, or metal in Dry Heat Cooking. The following diagram shows the different classifications of cooking methods: COOKING The teacher will discuss the Using Moist Heat Using Dry Heat principles of cooking, methods of Scalding Baking cooking through heat transfer, Simmering Broiling and the effects of heat in cooking Braising Frying food. Parboiling Stir-frying Steaming Deep-frying Poaching Roasting Stewing Grilling Boiling Sautéing Blanching Pan broiling Use of Heat in Cooking Heat is used in preparing food by cooking and toasting. Cooking is the term applied when heating affects the entire mass of food, while toasting primarily concerns heat's effects on the surface. Without heat, foods that are unpalatable or unsanitary when raw could not be included in the daily diet. The changes produced in foods by heat depend upon the methods of heat transfer, the heating time, and the temperature reached by the food itself. (Continuation of the discussion) Purpose of Cooking Food is cooked to make its maximum nutritional value available in a palatable form. To develop, enhance, or alter its flavor to improve digestibility to improve its palatability by improving its color, texture, or taste and to destroy pathogenic organisms and harmful substances that may be found in raw food. DAY 3-4 Cooking Mediums The cooking methods can be classified according to the cooking medium: air, water, steam, fat, or a combination of one or more of these mediums. 9 1. Air and Heat as Cooking Mediums Boiling, roasting, and baking are cooking methods with heat as a medium. Without heat, food is unpalatable or unsanitary when raw cannot be included in the daily diet. Many foods are cooked by conduction or heat flow from one material to another. Metals are conductors of heat; thus, metal pans are widely used in cooking. Foods are also cooked by convection currents or kinetic energy transfer by heated air or liquid and by radiation or kinetic energy transfer by waves. (a) Broiling is cooking over or under a source of direct heat such as coals, a gas burner, or a glowing electric unit. Much of the heat is derived from radiant energy; some is conducted from the air and the boiler rack. (b) Roasting is cooking on a spit before an open fire or covering it with hot coals. Nowadays, the term is used synonymously with baking in a meat cooker. (c) Baking is cooking in an oven, whereby convection currents aid in heating the air and equalizing the oven temperature. 2. Water as a Cooking Medium Cooking with water as the medium is boiling, simmering, and stewing. (a) Boiling is cooking in water at boiling point. This temperature may be (Continuation of the discussion) recognized by many steam bubbles rising to the top and breaking. Incomplete cooking by boiling is called parboiling. It is used when another method is employed for the remainder of the cooking time or when strongly flavored or other water-soluble constituents are removed and fresh water added for continued cooking by boiling. (b) Simmering is cooking in a water bath below the boiling point of 180 to 210 degrees F (89-99 Degrees C). The presence of bubbles of steam, which disappear before they can reach the surface, indicates this range. (c) Stewing is simmering or boiling enough water to cover the ingredients. 3. Steam as a Cooking Medium The cooking methods with steam as the cooking medium are steaming, waterless cooking, and pressure cooking. (a) Steaming refers to cooking in steam arising from added water. Waterless cooking is cooking in steam formed from the water originally in food. Pressure cooking is cooking with steam under pressure; since the heat of 10  vaporization does not escape, the temperature rises steadily to a high point. This type of cooking requires the use of a pressure cooker, a special type of cooking utensil. 4. Fat as Cooking Medium Fat is used as the cooking medium in sautéing, deep-fat frying, and pan broiling. (a) Sautéing is cooking in a lightly greased pan, allowing the product to be turned over and “flipped” for complete cooking. (b) Deep-fat frying refers to cooking in fat sufficient for food immersion. The temperature required for frying runs as high as 385 degrees F to 196 (Continuation of the discussion) degrees. 5. Combination of Cooking Mediums A combination of multiple methods is used in braising, fricasseeing, and pot roasting. (a) Braising represents a combination of sautéing and subsequent cooking in a small amount of liquid in a covered utensil. (b) Fricasseeing is almost similar to braising. Braising and fricasseeing are, in fact, synonymously applied to meat and poultry. 3. Lesson Activity: The teacher will present the class videos related to the different cooking methods. Dry methods of cooking: Food Slide The Hotel Management Kitchen. (2018, June 18). Methods of cooking Part 1 || Dry Methods Of Cooking || Types of Cooking Methods | cooking technique [Video]. YouTube. https://www.youtube.com/watch?v=14qc7F_rJcY Moist methods of cooking: Food Slide The Hotel Management Kitchen. (2018b, June 24). Methods of Cooking Part 2 || Moist Method Of cooking || Moist Cooking Techniques || Types Of Cooking [Video]. YouTube. https://www.youtube.com/watch?v=NU07K-QFK8Y After the video presentations or pre-demonstration of the teacher, the students will perform any of the methods (individually or by group, depending on the availability of resources). 11  The teacher may make use of the following scoring rubric: Highly Skilled Skilled Moderately Skilled CRITERIA (30) (28) (26) 1-2 tools are 3-5 tools are missing Tools are complete Use of tools missing and were and were not properly and properly used. not properly used. used. Followed the steps Failed to follow 1- Failed to follow 3-5 Procedure correctly and 2 steps. steps. systematically. All ingredients Completeness needed for a 1-2 ingredients 3-5 ingredients are of ingredients particular recipe are are missing. missing. complete. The teacher may present the The work was The work was Work needs sample video links provided to Work excellent, and I outstanding, and I improvement, and the the class or present an actual simplification finished the task finished the task task needs to be pre-demonstration of any technique ahead of time. on time. finished on time. cooking methods. (To apply what the students learned during the lesson, an additional activity will be given. See worksheet #1 for the activity which students will accomplish.) D. Making 1. Learners’ Takeaways The teacher will ask the students Generalizations This can be done by asking the students to share their key takeaways from the about their key takeaways from discussion. the discussions. The teacher may also ask about the 2. Reflection on Learning importance of the topics/lessons Important questions to reflect on. in their daily life setting. 2.1 Why do we need to follow the guidelines and the factors to consider in food selection, preparation, and cooking? 2.2 How important are cooking methods in preparing and cooking food for our daily consumption? IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS A. Evaluating 1. Formative Assessment Learning A. Identification Answer key: Direction: Answer the following questions using the words found in the box. 1. Sensory 12  Boiling Food 2. Boiling Sensory Cooking Braising 3. Heat Heat Seasoning 4. Cooking 5. Seasoning 1. We may be influenced in selecting what food to consume by Choosing foods based on how they look, feel, sound, taste, and smell. 2. It refers to cooking in water at boiling point. 3. It is used in preparing food by cooking and toasting. 4. This is applying heat to raw ingredients to make them edible, improve flavor, and kill harmful bacteria. 5. It is a process of adding herbs, spices, salt, and other flavorings to enhance the dish's taste. B. Essay Direction: Concisely answer the following. (5 points each) 1. As an individual, how can you influence others to select the food to The teacher concerned will be consume properly to ensure a healthy and disease-free body? the one to rate the responses made by the students on the 2. Why do we need to study this topic/s, and how is it important? essay part, or he/she can use the sample scoring rubric Scoring rubric on Essay: provided. Criteria 5 4 3 91%-100% of the content is fully 71%-80% of the 81%-90% of the content developed and strongly content is somewhat is well developed and Content on-topic. Students remains on-topic for the developed and remains include personal on-topic some of the most part. opinions, thoughts, and time. feelings in the content. It is somewhat Very legible. Work is illegible, but I can read Fairly legible. Work exemplary; has less some of the writing. Quality of consists of 5 to 9 than four spelling, Work consists of 10 to Responses spelling, grammatical, grammatical, and 15 spelling, and content errors. content errors. grammatical, and content errors. 13  91%-100% of the 81%-90% of the 71%-80% of the responses are correct responses are correct or responses are accurate Accuracy or on point. Very well- on point. Well thought or on point. Fairly well thought-out responses. out. thought out. 2. Homework The teacher will assign the students to list what food they consume for a particular The teacher will collect the day and note the cooking method performed by any of their family members when students' assignments on the preparing food dishes at home. following day. B. Teacher’s Note observations on The teacher may take note of Remarks any of the following Effective Practices Problems Encountered some observations related to areas: the effective practices and problems encountered after strategies explored utilizing the different strategies, materials used, learner materials used engagement and other related stuff. learner engagement/ interaction Teachers may also suggest others ways to improve the different activities explored/ lesson exemplar. C. Teacher’s Reflection guide or prompt can be on: Teacher’s reflection in every Reflection principles behind the teaching lesson conducted/ facilitated is What principles and beliefs informed my lesson? essential and necessary to Why did I teach the lesson the way I did? improve practice. You may also consider this as an input for students the LAC/Collab sessions. What roles did my students play in my lesson? What did my students learn? How did they learn? ways forward What could I have done differently? What can I explore in the next lesson? 14