School: TAGAWISAN ELEMENTARY SCHOOL Grade Level: VI
GRADES 1 to 12 JONEL GREG S. QUEBRAL
Teacher: Learning Area: TLE-HE
DAILY LESSON LOG Teaching Dates and
Time: Quarter: 1ST QUARTER
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
Objectives must be met over the week and connected to the curriculum standards. To meet the objectives,necessary procedures must be
followed and if needed, additional lessons,exercises and remedial activities may be done for developing content knowledge and competencies.
I. OBJECTIVES
These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and competencies and enable
children to find significance and joy in learning the lessons.Weekly objectives shall be derived from the curriculum guides.
A. Content Standards Demonstrates an understandiing of and skills in the basics of food preservation
B. Performance Standards Preserves food/s using appropriate tools and materials and applying the basics of food preservation
TLE6HE-Oh-12 3.3.1. selects food to be preserved/processed based 3.3.2 observes safety rules in food
C. Learning Competencies /
3.3 preserves food applying on availability of raw materials, market preservation/processing
Objectives
principles and skills in food demands, and trends in the community
Write the LC code for each
preservation/processing
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a
II. CONTENT week or two.
Food Preservation
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning.Ensure that
III. LEARNING RESOURCES
there is a mix of concrete and manipulative materials as well as paper-based materials. Hands-onl earning promotes concept development.
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from MISOSA-VI Pagimbak at
Learning Resource (LR)portal Preserbatiba (not accessible)
Preservation of Fruits
B. Other Learning Resources and Vegetables (1977)
Bureau of Plant Industry
IV. PROCEDURES
A. Reviewing previous lesson Recap of previous lesson. Recap of what happened Recap of the previous Recap of the previous Recap of the previous
or presenting the new lesson Last week, the class prepared for the previous day. lesson. lesson. lesson.
the presentation of Mention the names of
processed/preserved products. the group who The teacher again The teacher mentions The teacher mentions
Today, the class will present by completed their congratulates the class that yesterday, they that yesterday the
group. presentation. for a job well done. The discussed the several class discussed the
As mentioned, the presentation The presentation of the teacher underscores the factors that need to be practices to ensure
will contain the following: rest of the groups willl importance of food considered in the sanitation and safety
Recipe of the continue (Groups 5-8). preservation. selection of food items of
preserved/processed food to be processed: processed/preserved
foods.
Tools / instruments used in Raw materials
the activity. Market Demands The class was asked to
Trends in the bring photos or
Equipment used in the activity Community. drawing illustrating
measures to ensure
Steps in preserving/processing safety and sanitation
The class also has
of food in food
learned that if the three
factors were considered processing/preservatio
Name and role of each n.
this would be a good
member of the group
source of income for the
learners.
The teacher suggested the
inclusion of a workplan, cost
estimates, photo documentation.
This is optional. .
.
B. Establishing a purpose for Tell the class that on one hand Can you identify the Today’s lesson will be on The teacher will
the lesson through the activity, each learner processed/preserved observing safety rules in emphasize that if the
will gain insights from each food items that were food preservation / learners fail to
group. On the other hand, the presented during the last processing. practice safety and
members of the group continue two days? sanitation in food
to learn from each other through The teacher asks the preparation, all the
collaborating and working with The possible answers are class: “What did they do efforts will be in vain
one another. fish, meat, fruits, to observe safety rules in because it often leads
vegetables etc. food processing while to food spoilage or
working on their food contamination.
How about the rest of project?” Original File Submitted
the ingredients that and Formatted by
were DepEd Club Member -
visit depedclub.com
used? for more
The teacher requests the class to Ask the class if it is easy Based on the response of The class will bring out
give each of their group a name. for them to come up the learners, provide a their assignments. The
with the needed food segue to the following: teacher will call some
The following are the 8 groups items for their project. If learners to tell
who will present the answer is either yes Did you use caps or something about the
Group 1 - Drying or no, request the head bands? pictures or drawings
Group 2 - Salting learners to explain why. Did you wash your they have brought to
Group 3 - Freezing hands properly class.
Group 4 –Processing Is there a demand for before and after
C. Presenting examples/ Group 5 – Drying the food items? Why or working?
instances of the new lesson Group 6 – Salting why not? Did you refrain from
Group 7 - Freezing talking while
Group 8 – Processing What preserved food working?
items do you think are in Did you wash the
Order of presentation will be demand? tools and equipment
agreed by the class. properly?
In your respective Did you properly
community, what are the wash the ingredients
food trends? before they were
used?
D. Discussing new concepts and The teacher explains that
practicing new skills #1 The teacher presents the there are several factors The teacher will call The teacher will play a
mechanics of the presentation: that need, to be learners to answer the video on the safe
considered in the question. preparation of
Each group will present for a selection of food items processed and/or
maximum of 8 minutes. to be processed: If the answer of the preserved food.
learner is yes, ask
After every presentation, Raw materials him/her to explain why?
clarifications may be raised by Market Demands
the rest of the group (3 minutes) Trends in the
Community.
The teacher will provide
the definition and give
examples as well.
Actual group presentation Mention that food Food for human The teacher will ask
Groups 1 -4 preservation/food consumption should be the learners to
processing can be a produced under comment on the
source of additional conditions of cleanliness video.
income, if the above and hygienic decency.
factors are considered. No consumer would What part in the video
knowingly wish to is the most significant
E.Discussing new concepts and consume food prepared to the learner?
practicing new skills#2 in unhygienic
environment.
Does the video
manifest safety and
sanitation in food
preservation/food
processing?
How?
F. Developing mastery The teacher explains that At your own level,
(Leads to Formative Assessment 3) in our country, there are how will you ensure
provinces which have safety and sanitation
abundance of food in food
items. The teacher gives preservation/food
examples: processing?
General Santos City in
Mindanao – tuna
Guimaras in the Visayas
– mangoes
Pangasinan in Luzon –
milkfish
Cebu in the Visayas -
Rabbit fish with white
dots (danggit)
Ask the learners how the
above food items can be
preserved/processed.
G. Finding practical applications of Engage the learners in Cleanliness and
concepts and skills in daily living the discussion by asking sanitation not only
them, “ when you go to includes maintenance of
the province during clean and well-sanitized
summer, what foods are surfaces of all
abundant in their areas? equipment, but also
proper disposal of
What are done by their wastes.
relatives/friends in
order to preserve them?
H. Making generalizations and Mention that food Think of other ways to Underscore the
abstractions about the lesson preservation/food ensure that processed importance of
processing can be a foods are prepared sanitation and safety
source of additional observing the principles in food processing /
income, if the above of sanitation and safety. food preservation.
factors are considered.
I. Evaluating learning True or False
1. The tools and
equipment stored
in the cabinet need
not be washed
after storage for a
long time.
2. The harvested
fruits and
vegetables in your
own backyard are
clean; hence, they
need not be
washed.
3. The wearing of
hairnet during
cooking of food to
be sold is optional
because of the
climate in the
Philippines.
4. Safety and
sanitation in food
includes proper
waste disposal.
5. The use of plastic
kitchen gloves is
advisable in the
preparation of
food.
J. Additional activities for application Completion of Think of food items Bring photos or drawing
or remediation presentation. which the learner of measures to ensure
wants to preserve and safety and sanitation in
The teacher thanks the possibly provide a food
members of the class for source of income for processing/preservation.
the effort they have them.
exerted.
The teacher mentions
that he/she was
impressed with all of the
presentation. (if
applicable)
Remember that if a
group was not able to
deliver well, it may
reflect on the guidance
provided by the teacher
during the preparation.
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be
VI. REFLECTION done to help the students learn? Identify what help your instructional supervisors can provide for you so when you meet them, you can ask
them relevant questions.
