Commission on Diocesan Schools

SAINT CHRISTOPHER ACADEMY

Central East #1, Bangar, La Union
Tel. No. (072) 619-6949
Email: [email protected]
DepEd School ID: 400082 || ESC School ID: 0100068

LEARNING PLAN

TOPIC: Fundamentals of Food Preparation and Services

CONTENT STANDARD: PERFORMANCE STANDARD:
The learners demonstrate an
understanding of the fundamentals The learners apply skills in food preparation and services, following safety
of food preparation and services. precautions.

EXPLORE
Introduction: The Fundamentals of Food Preparation and Service and the Hospitality and Tourism
Industry Learning Plan will walk you through the fundamental ideas and procedures of both fast-paced
industries. This learning plan will provide you with a strong foundation for success in this fascinating and
expanding field, from investigating the various facets of the hospitality and tourism industry to improving
our abilities in food preparation and service. Throughout this journey, we will explore the essential
question: "How can we ensure a safe and enjoyable experience for guests and tourists?" This question
lies at the heart of the hospitality and tourism industry, guiding us as we seek to create memorable and
positive experiences for visitors from around the world.

Activity # 1: "Exploring Guest Experience: Mapping Conceptual Change"

Directions: Watch the video ( https://www.youtube.com/watch?v=ijmgS6L6bt4 ) As you watch the
video, think about the essential question. After watching the video, take a moment to reflect on your initial
thoughts and ideas about the essential question. Write down your initial answer in the "Before" part of
the map of conceptual change provided.

Learning Firm-up Acquisition

Competency
LC 1 (A) Recognize the seven Introduction: In this activity, you will be learning about the seven
principles of HACCP in food principles of HACCP. These principles act as a guide, outlining the steps
preparation and service. and measures that need to be taken during food preparation and
__________________ service to prevent potential hazards. From the farm to the table,
Learning Target(s): understanding and applying these principles will empower you to be a
● I can recognize the food safety champion.
seven principles of
HACCP in food
preparation and service. Question/s to Answer:
Success Criteria: ● What does each letter in HACCP stand for?
In my Mind Map Activity, I ● What do think about food safety in a kitchen?
can: ● What is HACCP or food safety in the kitchen?
● list the principles of ● What do you think might be some hazards in a kitchen that could
HACCP in food affect the safety of the food?
preparation and Formative Assessment
service. Directions: Tell whether the following statement is TRUE or FALSE.
● write down key details Write your answer in the space provided. (5 pts.)
with the specific __________1. The acronym HACCP stands for Hazardous Actions
principle; Concerning Culinary Procedures and Precautions.
● achieve the mind map __________2. HACCP is a set of principles designed to ensure food
activity within the given safety by identifying and controlling potential hazards in the
time food preparation and service process.
__________3. The first principle of HACCP involves conducting a
hazard analysis to identify potential risks in the food handling
process.
__________4. HACCP principles are only applicable in large
commercial kitchens and don't matter for home cooking.
__________5. HACCP is a one-time process, and once the principles
are implemented, there's no need to revisit or update
them.

Activity: Conduct a Hazard Analysis

Gather participants and divide them into small groups to collaboratively identify
potential hazards in assigned food items, creating a hazard analysis chart. Each
group should then map out the food preparation process, highlighting critical
control points (CCPs) using a flowchart. Next, they will establish specific critical
limits for each CCP and document them in a list, followed by developing
monitoring procedures and creating a log template. Groups will define corrective
actions for potential deviations and outline verification steps, designing a checklist
for regular reviews. Finally, they will create a record-keeping template for logs and
corrective actions. Each group will present their findings for discussion, concluding
with a reflection on applying HACCP principles in real-world scenarios.

LC2(A): Introduction: In this engaging exercise, we'll delve into the essential
Identify the tools and equipment used in the food preparation and service industry.
common tools and equipment As aspiring culinary experts, it's crucial to master the names, functions,
used in food preparation and and appearances of these items, as they form the foundation of your
service industry. skills in the kitchen. Get ready to explore the world of kitchen essentials
and sharpen your ability to identify and use these tools effectively!
Learning Question/s to Answer:
Target(s): ● What comes to mind when you think about cooking or preparing
I can identify the common food?
tools and equipment used in ● Have you ever tried helping out in the kitchen at home? If so,
food preparation and service what tools did you use?
industry. ● Can you name any tools or equipment you've seen in a kitchen,
either at home or on TV cooking shows?

Success Criteria:
Formative Assessment
In my Tool Exploration Directions: Match the tools and equipment listed in Column A with
Activity, I can: their corresponding descriptions in Column B. (10 pts.)
● name the tools Column A
presented at the ______1. Chef's Knife
exploration stations; ______2. Whisk
● categorize tools based ______3. Saucepan
on their functions, such ______4. Pastry Brush
as cutting, measuring, ______5. Ladle
mixing, or serving ______6. Cutting Board
______7. Tongs
______8. Rolling Pin
______9. Colander
______10. Peeler

Column B

A. A long-handled tool with a

rounded end, used for turning
and serving food.
B. A large, flat surface for
chopping, slicing, and
preparing ingredients.
C. A utensil with a handle and
a wire loop, is used for
beating and
mixing
ingredients.
D. A flat, circular tool used to
flatten and shape dough for
baking.
E. A sharp knife with a broad
blade, is used for various
kitchen tasks, including
chopping and slicing.
F. A deep, usually metal,
container with a handle and a
spout for pouring sauces or
soups.G. A tool with small, sharp
holes, used for draining
liquids from cooked food.
H. A utensil with bristles is
used for spreading liquids or
glazes onto food.
I. A deep, round container
with a handle and a long
stem, used for serving soups
and stews.
J. A tool with a blade for
removing the outer layer of
vegetables or fruits.

Activity: Tool Exploration Stations

Directions: Divide the students into small groups, assigning each
group to a starting station. Students will rotate through each station in a
predetermined order. At each station, students should carefully
examine the tools and equipment. Use the labels and descriptions to
identify each item. Encourage hands-on exploration, but remind
students to handle tools with care. Students are only given 2-3 minutes.
to identify the tools before they proceed to the next station.

Clickable Link/s:
https://www.theanimatedteacherblog.com/station-activities-in-the-classroom/

Answer the following questions:

 1. What is the name of this tool?
2. What is the primary function of this tool?’
3. How would you use this tool in food preparation?

LC3 (A): Enumerate the Introduction: You'll learn the art of transforming simple napkins into
basic table napkin folds. elegant table decorations. Throughout this session, you'll discover
various folding techniques that not only serve a functional purpose but
also contribute to the overall aesthetic appeal of your table setting. Get
Learning Target(s): ready to elevate your dining ambiance and impress your guests with
I can lists the basic table your newfound expertise in creating beautifully folded napkin designs.
napkin folds.
Success Criteria: Question(s) to Answer:
In my napkin fold ● Can you name some table napkin techniques you have tried or
challenge, I can: seen before?
● list the basic table ● What is a table napkin and when should you use it?
napkin folds; ● Do you think learning how to fold napkins in creative ways could
● name the basic table be a cool hobby? Why or why not?
napkin folds provided in
the game; Formative Assessment
● engage with team Directions: Write down the names of the basic table napkin folds
members in guessing based on your understanding from the Fold and Dine discussion. Use
and drawing napkin the proper enumeration format below. (5 points)
folds.
Basic Table Napkin
1. _______________
2. _______________
3. _______________
4. _______________
5. _______________

Pictionary Activity: Napkin Fold Challenge

Directions: Test your knowledge of basic table napkin folds by
drawing and guessing each fold within 1 minute. Divide the students
into teams of 3-4 members.

Materials:
● Whiteboard or flip chart paper
● Markers
● Timer
● List of basic table napkin folds

Mechanics:
1. Each team takes turns selecting a card without revealing the
name to the other teams.
2. The selected team member must draw the chosen napkin fold
on the whiteboard or flip chart paper without using any letters,
numbers, or verbal clues.
3. The other teams have to guess the name of the napkin fold
based on the drawing.
4. If a team guesses correctly within the time limit, they earn a point.

Clickable Link/s:
https://icebreakerideas.com/pictionary-game/
LC4 (A): Convert units of Introduction: In this session, you'll learn the art of converting various
measurement. units, making you a measurement maestro. From length and weight to
volume and time, you'll be the hero who can seamlessly switch between
Learning units, making math and science a breeze.
Target(s): Question(s) to Answer:
I can convert units of ● Can you think of a situation in your daily life where you might
measurement. need to convert units of measurement? Share an example.
Success Criteria: ● What types of measurements might you need to convert?
In my conversion table, I ● Have you ever come across a recipe that required unit
can: conversions? What types of measurements are commonly
● convert converted in cooking?
measurements from Formative Assessment
one unit to another; Directions: Complete the table below by converting the given
● perform measurements to the specified units. Use the conversion factors
calculations with provided for reference. Feel free to use calculators or other resources
precision; if needed
● collaboratively to
solve conversion
challenges.

Activity: Measurement Relay Race

Directions: The class will be divided into 5 groups. Each group will take
turns sending one representative at a time to complete a challenge at each
station. The representative must correctly solve the unit conversion challenge
before returning to the group and tagging the next member. The faster and
more accurate the conversions, the more points you can get.
Materials Needed:
● Cones or markers for setting up lanes
● Stopwatch or timer
● Index cards with measurement conversion challenges
● Whiteboard or chart to keep score
● Space large enough for students to run safely
Sample Measurement Relay Questions & Set-Up
 Clickable Link/s:
https://www.teacherspayteachers.com/Product/Grams-to-Moles-to-Grams-
Conversion-Relay
Race-ACTIVITY-667089

DEEPEN
LC 5(a) Discuss the fundamentals
of food preparation, food Introduction: Welcome to "Culinary Chronicles," a delectable journey
selection, and service. into the heart of food preparation, selection, and service! In this activity,
we will unravel the fundamentals that make the world of cuisine so
Learning Target(s): fascinating. Get ready to dive into the art and science of creating,
I can discuss the selecting, and serving delicious dishes that captivate the senses.
fundamentals of food Question(s) to answer:
preparation, food ·
selection, and service. What did you find most interesting or surprising about the
fundamentals of food?
Success Criteria: ·
In my essay, I can: How can you guarantee the enjoyment and safety of our
● indicate the main guests during food preparation?
points discussed in Directions: Share what you know about the fundamentals of food
the essay; preparation, food selection, and service. Make an essay following the I
● provide detailed B-C format on 1 whole sheet of paper. Site evidences and reasons in
explanations your essay.
supported by Question:
examples or How can guests’ satisfaction and safety be guaranteed in
personal hospitality and tourism industry?
experiences; Introduction: ___________________________________________
● site various factors ___________________________________________
about the guests’ ___________________________________________
satisfaction and ___________________________________________
safety. ___________________________________________
● follow the IBC Body: ___________________________________________
format in writing the ___________________________________________
essay. ___________________________________________
___________________________________________
___________________________________________
Conclusion:
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
PERFORMANCE TRANSFER
STANDARD: Transfer Goal: The students on their own and in the long run will be
The learners apply skills in able to organize a food exposition or exhibit to educate the people of
food preparation and proper food selection and preparation as well as the importance of
services, following safety proper food handling to prevent food-borne illnesses.
precautions. Performance Task GRASPS:

Performance Task with 21st Century Skills

Unit Topic: Fundamentals of Food Preparation and Service
Content Standard: The learner demonstrates an understanding of the
fundamentals of the hospitality and tourism industry.
Performance Standard: The learners apply skills in food preparation and
service, following safety precautions.
Transfer Goal: The students on their own and in the long run will be able to
select, handle and prepare food for different situations and observe health and
sanitation standards.
Performance task with Differentiated Products and Modalities
Performance Task Analytic Rubric
 Introduction: Our journey doesn't stop here. We will also engage in
reflective practices that allow us to pause, ponder, and make meaning
of our experiences. Let us remember that education is not just about
filling our minds with facts, but also about nourishing our hearts with
values that empower us to lead purposeful and fulfilling lives. So, let us
embark on this journey with open minds, compassionate hearts, and a
commitment to personal and collective growth. Together, we will
discover the transformative power of integrating values and reflection
into our learning experience.
Activity Title: Living Values: A Journey of Reflection and Growth
Directions: Write down your thoughts and responses to the questions
in your learning journal or on a separate sheet of paper. Be prepared to
share your insights and ideas with your peers during our class
discussion.

Prepared by: Checked by:

Venus Joy Ledda Lalaine Mae L. Bucsit
TLE Teacher Principal