School Del Carmen Integrated School Grade Level 6

DAILY LESSON LOG Teacher Patricia C. Tungul Learning Area TLE-HE

Teaching Date & Time July 16-20, 2018 Quarter First Quarter

Monday Tuesday Wednesday Thursday Friday

July 16 July 17 July 18 July 19 July 20
I. Objectives
A. Content Standards Demonstrates an understanding of and skills into the basics of food preservation

B. Performance Standards Preserves food/s using appropriate tools and materials and applying the basics of food

C. Learning Competencies/ TLE6HE-Og-11 3.2.1 Identifies the tools/utensils and equipment

Objectives 3.2 Uses the tools/utensils and 3.2.1 Prepares plan on preserving/processing food
equipment and their substitutes
(Write the Code)
in food preservation /
processing.

II. Content Food Preservation (Tools, Utensils and Equipment and Their Substitutes in Food Preservation)
III. Learning Resources

A. References
1. Teacher’s Guide Pages

2. Learner’s Materials Pages

3. Textbook Pages

4. Additional Materials from Learning Resources

(LR) Portal

B. Other Learning Resources Bantigue, R.M. and Pangilinan, https://food-

J.P. (2014) Growing up with Home hacks.wonderhowto.com/how-to/10-
Economics and Livelihood brilliant-substitutions-for-specialized-
Education. FNB Educational, Inc. kitchen-tools-0150526/
QC. https://www.youtube.com/watch?
v=N0Y2QlMO4Uw
https://www.youtube.com/watch?
v=KjG28t1iGQI
IV. Procedures
A. Review previous lessons lesson or Recap of previous lesson Recap of previous lesson Recap of previous lesson. Recap of previous lesson. Mention that yesterday, the class
Last week, the discussion was on Yesterday, the class was able to There were exercises or activities on There were presentation of started with the planning for the
presenting the new lesson food preservation, the benefits identify different tools/instruments the use of the different possible substitutes for kitchen presentation of preserved/processed
derived from it as well as its and equipment used in food tools/instruments and equipment in tools/instruments. There was a food.
different types. We also conducted preservation. food preservation / food processing,. video presentation of these Today, they will continue to prepare
an inventory of food that can be substitutes and how they can be for the assignment next week.
preserved and processed. The class was able to distinguish the The class was asked if they could used.
difference between tool/instruments think of possible substitute/s for The class was also informed that
This week’s lesson is on the and equipment. tools//instruments. they willl present by group
tools/instruments/utensils and processed/preserved food next
equipment that we use for food week.
preservation. The class started with their
planning for the project and the first
step was to identify a food item.
B. Establishing purpose for the Lesson Ask the learners on the importance Our lesson for today is a Ask the learners why there is a need The eight (8) groups will present Continue with group discussion on
of familiarizing the learners with the continuation of the discussion to think of substitutes for their plans. project.
tools/utensils and equipment in yesterday because the class will be instruments/tools in the kitchen. There is emphasis on non- The class discussed with their
food preservation. asked to present the recipes of Emphasize the need to be duplication of food items with the individuall group their chosen recipe,
preserved foods/processed foods resourceful for the learners same mode of food preservation. tools and equipment, tasks for each
and identify the tools/instruments member of the group, workplan, and
and equipment used to complete the the budget for the project.
process.
C. Presenting examples /instances of Ask the difference between Individual class presentation. With reference to the assigned task After presentation, the teacher will The group representative will check
tools/instruments and equipment. The other members of the class will to the learners, the teacher will call ask the class to group themselves with the HE room if the tools and
the new lessons Before the difference is provide feedback on the on learners to provide examples of again then discuss the following: equipment needed are available.
determined, ask the learners to presentation. substitutes.  Choosing a recipe. If the tools are not available, the
give examples of tools / Show photos to the class.  Identifying tools and learners will bring them to class.
instruments and equipment. Knife sharpener - sharpen your knife equipment that will be used in Bring the needed ingredients for the
with a ceramic bowl or mug completing the process project..
Egg separator – water bottle  Listing the steps in
Jar opener – duct tape preserving/processing of food
Burger press – measuring cup, jar  Assigning tasks for each
lids group member
Double boiler – two saucepans or  Designing a work plan
one pan and a mixing bowl  Preparing a budget
 Documenting photos
D. Discussing new concepts and Ask the learners examples of these Play a video clip on food Show a video on substitute for The teacher will explain each of the The eight (8) groups will provide
tools/instruments: preservation / food processing. The kitchen tools/instruments. items that will be included in the updates on the status of preparation
practicing new skills #1. Response may include knives, video contains the specific steps https://www.youtube.com/watch? presentation: for their assignment.
fork, spoon, whisk, spatulas, undertaken for the completion of the v=N0Y2QlMO4Uw  Recipe of the
graters, wooden mallets, process. The use of the tools / https://www.youtube.com/watch? preserved/processed food
containers, plastic bins with airtight utensils/ instruments and equipment v=KjG28t1iGQI  Tools / instruments used in
lids, ceramic dishes with plastic lids are very evident in the video. Think of other substitute for the activity
and foil containers, jars, bag, food tools/iinstrument.  Equipment used in the
brushes, measuring cups, activity
colander, strainer, timer, weighing  Steps in
scale, measuring spoons, preserving/processing of food
handheld can opener, cooking  Role of each member of the
thermometer, etc. group
Ask the learners examples of
equipment used in food
preservation: juicer, mixer, electric
can opener, blender, refrigerator,
stove, oven.
What then is the difference
between tools and equipment?
One major difference is the use of
 electricity.
E. Discussing new concepts & practicing The teacher will show photos or The contents of the video will be The teacher will inform the class that Tell the class that it might be the
drawings of examples of processed by the class. by next week, they will be bringing first time that they have heard of
new skills #2 tools/instruments and equipment. preserved/processed foods which the following:
The teacher will ask the learners they themselves will prepare.  Work plan
the use of each tool/instrument and The class will be divided into eight  Budget
equipment. (8). With reference to the lessons  Photo Documentation
The teacher will then present a last week on the methods of food
photo where the specific tool or preservation, assign two groups per (not included in the CG)
equipment is used or being used. method.
Group 1 - Drying
Group 2 - Salting
Group 3 - Freezing
Group 4 –Processing
Group 5 – Drying
Group 6 – Salting
Group 7 - Freezing
Group 8 - Processing
F. Developing Mastery /Leads to The class will prepare Pickled Presentation of another video clip on Each group will identify what food Define, explain and provide
Papaya. What processing/preservation of food. item they will work on. There should examples.
Formative Assessment tools/utensils/instruments will be be no duplication of food items for
used? Midway in the presentation, the groups who will be working on the Workplan – is the list of tasks that
 Grater teacher will pause the video then same method. need to be done for a specific
 Bowl ask the class what the next steps The individual group will plan on the activity. It indicates the day and
 Jar will be. preserved/processed food which time and the task that will be done.
 Teaspoon The video presentation will be they will prepare. Budget – is the list of the expenses
 Cup played again. or costs of items used in the
 Muslin bag activity.
 Squeezer Photo Documentation – are
 Collander pictures taken before, during and
 Tray or bilao after the activity. These are action
 Sauce pan shots e.g. discussing, marketing,
food preparation, of cooking until
 Knife the final product is ready for
 Slicer presentation.
G. Finding Practical Applications of Describe how the above The teacher will ask the learners
tools//instruments will be used? what process in the video is very
concepts and skills Ask the class what equipment will important in food preservation / food
be used in the preparation of processing. Ask them why.
Pickled Papaya?
Answer: Gas stove or gas range
Ask the class when it will be used.

H. Making Generalizations and Remember the difference between The class continue with their
tools/instruments and equipment. planning for next week’s
abstractions about the lessons Familiarize yourselves with the presentation
tools/instruments used in the
preservation of food.

I. Evaluating Learning Present a situation wherein the The teacher will go around the eight The teacher will go around the The teacher will advise the group on
tools/instruments needed for a (8) groups to ensure that they are on eight (8) groups to ensure that they how to better prepare for their
specific recipe are not available. the right track. are on the right track. presentation next week.
Ask the learners to think of a Clarifications by the learners will be Clarifications by the learners will be Clarifications by the learners will be
substitute. addressed by the teacher. addressed by the teacher. addressed by the teacher.
J. Additional activities for application or Bring recipes on preserved foods. Submit photos of possible
Identify the equipment and substitutes for kitchen
remediation tools/instruments that will be used tools/instruments.
to complete the process.
V. Remarks

VI. Reflection
A. No.of learners who earned 80% in the
evaluation

B. No.of learners who requires additional acts.for

remediation who scored below 80%

C. Did the remedial lessons work? No.of learners

who caught up with the lessons

D. No.of learners who continue to require

remediation

E. Which of my teaching strategies worked well?

Why did this work?

F. What difficulties did I encounter which my

principal/supervisor can help me solve?
G. What innovations or localized materials
did I used/discover which I wish to share
with other teachers?