Q3 Lesson Exemplar for TLE Grade 7 Lesson 8 (Week 8) PDF

7 Quarter 3 Lesson Exemplar Lesson for TLE 8 IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM Lesson Exemplar in TLE Grade 7 Quarter 3: Lesson 8 (Week 8) SY 2024-20...

7 Quarter 3 Lesson Exemplar Lesson for TLE 8 IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM Lesson Exemplar in TLE Grade 7 Quarter 3: Lesson 8 (Week 8) 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 Convert unit of measurement. and Objectives Lesson Objectives: After the day’s lessons, the learners are expected to: 1. Identify the units of measurement for food materials and distinguish the various food material measuring techniques; 2. Demonstrate appropriate measurement of dry and liquid ingredients using the measuring techniques; 3. Execute basic calculation and conversion of food materials using the English and Metric system; and 4. Value the significance of measuring food materials appropriately. D. Content Kitchen Math English and Metric System E. Integration SDG 4: Quality Education. 4.6 Ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy. SDG 12: Responsible Consumption and Production. 12.8 Ensure that people everywhere have the relevant information and awareness for sustainable development and lifestyles in harmony with nature. Acquiring knowledge of the unit of measurement for kitchen ingredients is highly beneficial for daily life, particularly in cooking and meal preparation. By integrating knowledge of units of measurement into our daily lives, we not only enhance our culinary skills but also make the cooking process more efficient, enjoyable, and tailored to our specific needs and preferences. 1 II. LEARNING RESOURCES Fayed, S. (2022). Cooking techniques and tips: Metric conversion. The Spruce Eats. https://www.thespruceeats.com/metric-conversions-for- cooking-2355731 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 The Fisher Village College. (n.d.). Measuring techniques in food selection and preparation. Studocu. https://www.studocu.com/ph/document/the-fisher-valley-college/hotel-and-restaurant-management/food-selection-and-preparation- part1/55535045 III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS A. Activating Prior DAY 1 The teacher will ask the Knowledge students to analyze the photos 1. Short Review and identify the names of the Identification cooking methods as shown in Direction: Identify each picture based on our previous lesson. the picture. Answer key: 1. Baking 2. Sautéing 1. https://www.freepik.com/premium-photo/hand-oven- muffins-baking-food-cooking-sweet-delicious-cakes-tray- 2. 3. 3. Deep-frying home-kitchen-hands-baker-taking-hot-muffin-baked-meal- treat-delight-pastry-making-house_37463500.htm https://www.britannica.com/quiz/from-athena- to-zeus-basics-of-greek-mythology https://www.youtube.com/watch?v=1T 4. Pan-frying AMKPySBro 5. Grilling 6. Boiling 4. 5. 6. https://www.quora.com/What-are-your-best-simple- recipes-for-baking-grilling-broiling-or-pan-searing-salmon- https://www.quora.com/What-is-the- https://www.onceuponachef.com/how- Minimal-preparation-under-30-minutes-Prefer-to-cook- difference-between-grilling-and-baking to/how-to-make-soft-boiled-eggs.html fresh-wild-caught-salmon-with-skin-on-one-side 2. Feedback Do you still have other queries or clarification about our previous lessons? 2 B. Establishing 1. Lesson Purpose Lesson Purpose The teacher will ask the students to describe the photos posted showing the possible effects of miscalculating food ingredients. https://m.facebook.com/womanofskillh https://www.quora.com/When-a-chicken-is-removed-from- an-oven-its-temperature-is-measured-at-300-F-Three- https://cemas.global/en/cemas- ub/photos/a.102407601266467/54900 2973273592/?type=3&locale=ms_MY minutes-later-its-temperature-is-200-F-How-long-will-it-take- for-the-chicken-to-cool-off-to-a-room-temperature-of-70-F magazine-12/ Then, connect the photos A B C described on the day’s topic/lesson. 2. Unlocking Content Area Vocabulary Calculation is the process of performing mathematical operations to determine a result or solve a problem. It involves manipulating numerical or symbolic information according to predefined rules or algorithms for a meaningful outcome. Conversion – refers to changing something from one form, use, or state to another. This could include converting units of measurement, transforming data from one format to another, or changing the purpose or function of something. Dry ingredients – typically refer to solid, non-liquid components used in cooking and baking. These ingredients are measured by volume or weight and include various items commonly found in the kitchen. English System – the term "English system" can refer to various systems, but one common interpretation is the system of units used in the United States and some other countries. Food Material – generally refers to the raw or unprocessed substances used to prepare food. These are the basic ingredients that form the foundation of dishes and recipes. Food materials can be of plant, animal, or mineral origin and are transformed into finished meals through various cooking and culinary processes. Kitchen Mathematics – refers to applying mathematical principles and concepts in cooking and food preparation. It involves using mathematical skills to measure ingredients, adjust recipe quantities, understand cooking times, and make conversions. 3  Liquid ingredients – are substances that are in a fluid state and are commonly used in cooking and food preparation. These ingredients contribute moisture, flavor, and sometimes nutritional value to recipes. Measuring Techniques – refer to the methods and procedures used to quantify and accurately determine the quantity of ingredients in cooking and baking. These techniques are essential for achieving consistent and successful results in the kitchen. Different ingredients, such as dry and liquid components, require specific measuring approaches. Metric System – is an international decimal measurement system widely used worldwide for scientific, industrial, and everyday purposes. It provides a consistent and logical framework for expressing measurements, and its units are based on powers of ten, making conversions between different units straightforward. The metric system is also known as the International System of Units (SI), the modern form of the metric system. Unit of Measurement – is a standardized quantity used to express a physical quantity. It provides a reference for comparing and quantifying the magnitude of a particular attribute, such as length, mass, time, temperature, electric current, and more. C. Developing and SUB-TOPIC 1: Kitchen Math – English and Metric System Deepening (Good for two meetings) Understanding 1. Explicitation: The teacher will discuss the What is kitchen Math all about? measuring techniques for food materials and the conversions 2. Worked Example: of units from the English/US Present and discuss to the class the techniques for measuring food materials System to the Metric System and convert them using English and Metric Systems. with the class. The English and Metric System The English system of kitchen measurement, also known as the Imperial system, is a set of units used for measuring ingredients in cooking and baking. While many countries, including the United Kingdom, have transitioned to the metric system, the Imperial system is still used in some places, especially in traditional recipes and the United States. Here are some common units in the 4 English system of kitchen measurement: a) Volume: Teaspoon (tsp) Tablespoon (tbsp or T) Fluid ounce (fl oz) Cup (c) Pint (pt) Quart (qt) Gallon (gal) b) Weight: Ounce (oz) Pound (lb) c) Dry Measure: Ounce (oz) Pound (lb) The Metric system, also known as the International System of Units (SI), is a decimal-based system of measurement used globally in most countries. It provides a straightforward and consistent way to measure quantities. In the metric system, there are base units for different types of measurements, and multiples or submultiples of these units are used for larger or smaller quantities. Here are some common units in the metric system, particularly those relevant to kitchen measurements: a) Volume: (Continuation of discussion) Milliliter (ml) Liter (L) b) Weight: Gram (g) Kilogram (kg) c) Length: Millimeter (mm) Centimeter (cm) Meter (m) 5 In the metric system, conversions between units are based on powers of 10, which makes calculations and conversions relatively easy. For example, there are 1,000 milliliters in a liter and 1,000 grams in a kilogram. When using the metric system in the kitchen, ingredients are typically measured in grams or milliliters. For example, a recipe might call for 250 grams of flour or 500 milliliters of water. The metric system is widely used in the culinary world because of its precision and simplicity in scaling recipes. It's important to note that the conversion factors between units are not always straightforward (e.g., fluid ounces to ounces in weight), so using the correct unit for the measured ingredient is essential. Additionally, when following recipes, it's advisable to use the system of measurement specified in the recipe to ensure accuracy. English to Metric Volume Conversions US Customary Quantity (English) Metric Equivalent 1 teaspoon 5 ml (Continuation of discussion) 1 tablespoon 15 ml 2 tablespoons 30 ml 1/4 cup or 2 fluid ounces 60 ml 1/3 cup 80 ml 1/2 cup or 4 fluid ounces 125 ml 2/3 cup 160 ml 3/4 cup or 6 fluid ounces 180 ml 1 cup or 8 fluid ounces or 1/2 pint 250 ml 1 ½ cup or 12 fluid ounces 375 ml 2 cups or 1 pint or 16 fluid ounces 500 ml 3 cups or 1 ½ pints 700 ml 4 cups or 2 pints or 1 quart 950 ml 6  4 quarts or 1 gallon 3.8 L 1 ounce 28 grams 1/4 lb. (4 ounces) 112 grams 1/2 lb. (8 ounces) 225 grams 3/4 lb. (12 ounces) 337 grams 1 lb. (16 ounces) 450 grams When a high level of precision is not required, basic equivalents may be used as follows:1 cup ≈ 250 mL1 pint ≈ 500 mL1 quart ≈ 1 L1 gallon ≈ 4 L US to Metric Weight Conversions US Customary Quantity Metric Equivalent (English) 1 ounce 28 grams 4 ounces or ½ lb. 113 grams 1/3 lb. 150 grams 8 ounces or ½ lb. 230 grams 2/3 lb. 300 grams The teacher can also make use 12 ounces or ¾ lb. 340 grams of this conversion table: 16 ounces or 1 lb. 450 grams https://www.thecookierookie.c 32 ounces or 2 lbs. 900 grams om/wp-content/uploads/2017 /07/kitchen-conversions-chart- The ounces referred to in this weight conversion table are not fluid ounces. pic-768x991.png DAY 2 Measuring Food Materials Using standard measuring equipment and standard measuring techniques will help ensure successful products. To achieve consistent results each time a particular recipe is used, identical measuring procedures must be followed. Every major ingredient, dry or liquid, requires a special measuring technique. Liquids are measured in standard glass or clear plastic cups with the exact 7 capacity specified in a recipe. If it is necessary to weigh foods, use a weighing scale. Measuring Techniques (a) How to measure Liquids: Place a liquid measuring cup on a level surface. Have the measuring line at eye level to ensure the exact measurement. (b) Dry Ingredients or Powdered Materials: Gently spoon the ingredients into the cup, piling high or filling the cup to overflowing; then level off with a metal spatula or straight-edged knife. Powdered materials, such as baking powder, baking soda, salt, etc., must be stirred first to break up any lump. Dip a dry spoon in the powder and level off with the edge of the spatula or the knife. (c) Sugar: Sift granulated or refined sugar if lumpy. Spoon into the measuring cup and level off. Do not pack or tap the sugar down. Brown sugar is packed firmly into the cup with a finger until even with the rim. (Continuation of discussion) When the cup is inverted, brown sugar will hold its shape. (d) Solid shortening: With a rubber spatula, pack into the cup. Run spatula through shortening to release air; fill again and level off. (e) Butter or margarine: Cut the desired amount when using a bar or stick of butter. Use these equivalents: 1/2 lb. — 1 cup; 1/4 lb. — 1/2 cup. (f) Shredded cheese: Lightly place the shreds in a dry measuring cup until even with its rim. Do not pack the cheese into the cup. (g) Spices: To measure less than 1/4 teaspoon, use your finger or divide 1/4 teaspoon in half. This is usually referred to as a dash or a pinch. Abbreviations used in measuring ingredients. a) t or tsp. (teaspoon) b) lb. (pound) c) T or tbsp. (tablespoon) d) oz. (ounce) Measurements and Conversions 8  Heat Fahrenheit Centigrade/Celsius Very Cool 230 110 Cool or Slow 275-300 135-150 Moderate 350 175 Hot 425 220 Very Hot 450 230 Conversion of Temperature Measurement: CENTIGRADE = 5/9 (°F – 32) or (°F – 32) x 5 9 FAHRENHEIT = (9 x °C)/5 + 32 or 1.8 x °C – 32 Weight and Measure Equivalent: Dash = less than 1/8 teaspoon 3 Teaspoons (tsp.) = 1 Tablespoon (Tbsp.) 2 Tbsp. = 1/8 cup (1 fl. oz) 4 Tbsp. = 1/4 cup (2 fl. oz) 8 Tbsp. = 1/2 cup (4 fl. oz) 16 Tbsp. = 1 cup (8 fl. oz) 1 gill = 1/2 cup 2 cups = 1 pint 2 pints = 1 quart 4 quarts = 1 gallon 8 quarts = 1 peck 4 pecks = 1 bushel Approximate Mass and Measures Handy Measures Ingredients (Rounded) 1 Teacup 1 Tablespoon Flour 100 grams 25 grams Raisins 100 grams 25 grams Corn flour (cornstarch) 100 grams 25 grams Rice 100 grams 25 grams Cheese (grated) 50 grams 25 grams 9  Liquid (milk, water) 150 ml. 15 ml. DAY 3-4 3. Lesson Activity: The teacher will teach the class how to measure dry and liquid ingredients appropriately. Once the teacher is done, it’s the students' turn to perform the following tasks: Task 1: Measuring Dry ingredients such as: a. Brown Sugar b. White Sugar c. All-purpose Flour d. Baking Soda The teacher will first e. Milk Powder demonstrate how to Task 2: Measuring Liquid ingredients such as: appropriately measure the a. Cooking Oil liquid and dry ingredients. b. Concentrated Milk Once the teacher is done, the c. Water students will be tasked to d. Soy Sauce perform the said tasks. It’s up e. Melted Butter to the teacher if he/she will group the students during the Scoring Rubric: performance or let them perform individually. Outstanding Very Satisfactory Dimensions Satisfactory (6) (10) (8) Important reminders: All tools used in Correct usage of measuring One or two tools are Three or more tools are The teacher must first mistakenly used in mistakenly used in secure the necessary measuring tool ingredients are measuring ingredients measuring ingredients correct measuring tools to perform Execution of All ingredients were One or two ingredients Three or more the tasks. appropriate and measured were not measured ingredients were not accurate appropriately and appropriately and measured appropriately The teacher may opt to measurement accurately accurately and accurately provide the necessary Three or more ingredients to be measured A measuring One or two ingredients Use of ingredients were technique is used were measured without (Ingredients specified in the measuring measured without the when measuring all the use of a measuring technique the ingredients. technique use of a measuring tasks are subject to change technique depending on availability). Total 10  (To apply what the students learned during the lesson, an additional activity will The teacher may create their be given. See worksheet for the activity which students will accomplish.) scoring rubric or use the sample to rate students during the performance task. D. Making 1. Learners’ Takeaways The teacher will ask the Generalizations This can be done by asking the students to share their key takeaways from the students about their key discussion through oral recitation. takeaways from the discussions. 2. Reflection on Learning Important questions to reflect on. 2.1. Why do we need to learn the kitchen unit of measurement? 2.2. What do you think will be the consequence/s if you mistakenly measure or convert a certain measurement of an ingredient? The teacher may also ask about 2.3. As an individual, what do you think is the significance of acquiring knowledge the importance of the topics/ on appropriately measuring and converting measurements of ingredients in lessons in daily life. your day-to-day living? IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS Evaluating Learning 1. Formative Assessment Answer key: (A) A. Conversion 1. 15 ml Direction: Convert the following units of measurement from English to 2. 2 tablespoons Metric system and vice versa. 3. 340 grams No 4. 16 ounces or 1 lb. English System Metric System. 5. 125 ml 1. 1 tablespoon 6. 2/3 cup 2. 30 ml 3. 12 ounces or ¾ lb. 7. 180 ml 4. 450 grams 8. 1/4 lb. (4 ounces) 5. 1/2 cup or 4 fluid ounces 9. 225 grams 6. 160 ml 10. 3/4 lb. (12 ounces) 7. 3/4 cup or 6 fluid ounces 8. 112 grams 9. 1/2 lb. (8 ounces) 10. 337 grams Answer key: (B) 1. Pounds 11  B. Spell it Out 2. Ounce Direction: Spell out the following abbreviations 3. Milliliter 1. lbs 2. oz 3. ml 4. t 5. T 4. Teaspoon 5. Tablespoon 6. c 7. Tbsp 8. tsp 9.g 10. L 6. Cup 7. Tablespoon 8. Teaspoon 2. Homework 9. Grams The teacher will assign the students to list all the measuring tools available in their 10. Liter homes and cite the ingredient/s they usually measure them with. B. Teacher’s Note observations on any The teacher may take note of some Effective Practices Problems Encountered Remarks of the following areas: observations related to the effective practices and problems strategies explored encountered after utilizing the different strategies, materials materials used used, learner engagement and other related stuff. learner engagement/ Teachers may also suggest ways to interaction improve the different activities explored/ lesson exemplar. others C. Teacher’s Reflection guide or prompt can be on: Teacher’s reflection in every lesson Reflection principles behind the teaching conducted/ facilitated is essential What principles and beliefs informed my lesson? and necessary to improve practice. Why did I teach the lesson the way I did? You may also consider this as an input for the LAC/Collab sessions. students 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? 12