LAAK INSTITUTE FOUNDATION INC.

Poblacion, Laak, Davao De Oro

Learning Module in
Edukasyong Pantahanan
at Pangkabuhayan I
 LAAK INSTITUTE FOUNDATION INC.
Poblacion, Laak, Davao De Oro

Learning Module in
Edukasyong Pantahanan
at Pangkabuhayan I

Prepared by:
JHANNIEN A. ALGODON, LPT

The compiler has no ownership over the content in this learning module. Proper
credit and recognition are attributed to the authors, internet sources, and
researchers mentioned on the reference page. These sources are specifically
utilized for elaborating on concepts and should not be attributed to the compiler or
the school. The inclusion of diagrams, charts, and images is solely for
educational purposes. This instructional material aims to support independent
learning and is not intended for any commercial purpose as it is not available for
sale.
 FOREWORD

This module is designed for Bachelor of Elementary Education (BEEd) students who
are undertaking their course in Edukasyong Pantahan at Pangkabuhayan I. Given the
continuous development in this field, encompassing both knowledge, theories and
practical applications, the compiler strives to present ideas, concepts, and principles in
a readily understandable manner. This has been meticulously crafted to provide the
students with a comprehensive understanding of pedagogical content, knowledge, and
skills essential for teaching and learning in the diverse domains of EPP/ TLE mainly
focusing on the fields of Home Economics and Information and Communications
Technology.
The primary objectives of this module are to delve into the intricacies of pedagogical
content knowledge, offering the students the tools to demonstrate a profound
understanding of technology and livelihood education, as well as to design instructional
materials tailored for TLE, honing your ability to create engaging and effective
resources. Moreover, they will also explore the core components of Home Economics
and ICT, delving into the underlying principles, characteristics, and practical applications
of each.
In recognizing the importance of hands-on, experiential learning, this course places a
distinct focus on fostering an environment where students can not only acquire
theoretical knowledge but also immerse themselves in practical applications. The fusion
of theory and practice is key to developing a well-rounded and effective approach to
teaching and learning EPP/TLE in elementary level.
It's crucial to highlight that there is no assertion of originality. The module incorporates
content from diverse sources, with minimal revisions. The compiler extends gratitude to
the authors for their ideas, concepts, and principles, which have been integrated to
enrich the content of this module.

Jhannien A. Algodon
 TABLE OF CONTENTS
Title Page
Module 1: Introduction to EPP
Nature, Scope and Components of EPP/TLE 1
Curriculum Framework of TLE 3
The Legal Basis of Teaching EPP and TLE 5
Philippine Qualification Framework 5
TVET in the Philippines 6
TVET Governance Authorities 8
Intended Outcomes of teaching EPP and TLE Learning Area Standard 9
Guidelines and Guiding Principles in teaching EPP/TLE 11
Module 2: Home Economics
History and Concepts of Home Economics 15
Home and Family Living 17
Types of Nutrients and their Sources 19
Food Pyramid and Family Meal Planning 21
Handicrafts and its Contribution to economy 23
Indigenous materials used for handicrafts 25
Elements and Principles of Design 27
Basic stitches in Embroidery 30
Module 3: Food Trade
Kitchen tools, utensils and equipment 35
Cleaning care and maintenance of kitchen appliances and fixtures 36
Selecting, Preparing and Cooking Meat 38
Prepare and Cook Poultry and Seafood 40
Methods on Food Preservation 43
Principles and Skills in Food Preservation 44
 Cooking Native Delicacies 45
Plating and Presenting Desserts 48
Module 4: Information and Communications Technology
Understanding the basic concepts in ICT 54
History of Information and Communications Technology 55
Safe and responsible use of ICT 57
Gathering and organizing data using ICT 58
The Use of MS Word and MS Excel 60
Producing a PowerPoint Presentation 65
Non-digital or Traditional Utilization of ICT Tools 66
Use of Digital tools in Teaching and Learning 68
Module 5: Teaching of EPP in the Classroom
Learning Theories and Their Impact to EPP 73
Teaching Methods, Techniques and Strategies in TLE/EPP 75
Lesson Planning in Home Economics and ICT Subject 77
Creating Instructional Materials in Teaching EPP 80
References 85
 MODULE 1: INTRODUCTION TO EPP

Objectives:
o Explain the nature, scope and components of EPP/TLE
o Discuss the curriculum framework of EPP/TLE
o State the legal basis of teaching EPP and TLE
o Discuss the Philippine qualification framework.
o Differentiate community-based, center-based, school-based TVET.
o Determine the government agencies handling TVET programs.
o Examine the alignment of objectives, standards and content in the teaching of
EPP and TLE.
o Discuss the guidelines and guiding principles in teaching EPP

INTRODUCTION
Welcome to the exciting world of Edukasyong Pantahanan at Pangkabuhayan
(EPP) or also known as Technology and Livelihood Education (TLE). This module is
designed to equip you with practical skills and knowledge essential for both personal
growth and professional success. TLE encompasses a diverse range of fields, including
home economics, industrial arts, information and communication technology, and
entrepreneurship. It empowers you to engage with real-world applications and hands-on
experiences, preparing you for various aspects of life and work.
Throughout this module, you will embark on a journey of discovery, navigating
the nature, scope and components of EPP, its curriculum framework, and the legal
basis of teaching EPP and TLE. Additionally, this module also discusses the Philippine
qualification framework, the background and concepts of TVET in the country, as well
as the standards, guidelines and principles in teaching EPP. Get ready for a
transformative learning experience that will not only enrich your academic journey but
also empower you for the challenges and opportunities that lie ahead.
ANALYSIS
Nature, Scope and Components of EPP/TLE
Technology and Livelihood Education otherwise known as TLE is considered as
the real-life related subject for it entails lessons that are relevant to practical ways of life
as in the house, in business and at work. It covers an array of topics and ideas on
livelihood and technology that can be used in the future.
 TLE by its nature is dominantly a skill subject hence the teacher must engage the
student in an experiential, contextualized and authentic teaching-learning process. TLE
has the best features that students could avail for their best benefits. TLE and its
features are bringing huge contributions to the livelihood of each individual in our
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society.
Both EPP and TLE are dominantly skills subjects, hence the teacher must have
background knowledge of the curriculum framework and has undergone trainings on
skills and processes to carry out the expected technical skills, values and attitudes that
the learners should acquire to improve their future personal life, family and community.
EPP and TLE are skills-based subjects, therefore the teacher must bear in the
principles in teaching these subjects.
 Adopt an environment that equips the learners with appropriate facilities
and equipment.
 Engage learners in an experimental, contextualized and authentic
teaching-learning process.
 Apply integrative teaching and learning approaches.
Scope of EPP/TLE
TLE is divided into four major strands these include Agri-Fishery Arts, Home
Economics, Industrial Arts, and Information Communication Technology (ICT). Agri-
Fishery was designed for hands-on learning associated with agriculture and
aquaculture. Home Economics caters livelihood projects in the community and at home.
Industrial Arts provide skills and knowledge on the repair, assembly, masonry, and
creation of valuable products made of metals and woods. Information and
Communication Technology which encourage to utilize the technology by enhancing
and supporting the delivery of information.
TLE encompasses the components or field of Home Economics (H.E.); Industrial
Arts (IA); Agri-Fishery Arts (AFA); and Entrepreneurship & Information Technology
(ICT). Home economics is sometimes known as family and consumer sciences, and it
is the study and profession that deals with the management and economics of
the community and the home. It is a field of formal study that includes topics like
institutional management, consumer education, interior design, cleaning, home
furnishing, cooking, food preservation, child development, hygiene, family relationships
as well as managing money. Industrial art is actually an umbrella term that
originates in the late 19th century. It is used describe an educational
program that includes the fabrication of objects made out of wood, metals or other
materials. The subject can sometimes include the repairing of small engines, and
general automobile maintenance, making TLE a great subject for life skills. Agri-fishery
arts is a component designed for hands-on learning and application of skills that are
related to the fields of agriculture (crops and livestock) and aquaculture (fish and other
aquatic organisms). Entrepreneurship is concerned with the process by which an

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individual produces goods and services to improve man’s quality of life. On the other
hand, ICT is the study of technology that allows learners to store, transmit and distribute
information.
TLE as a course has two streams‐‐‐ the TR based TLE and the Entrepreneur
based TLE ‐‐‐ and every school has a choice as to which stream to offer, with
consideration for faculty, facilities and resources. Both streams are based on the
training regulations, but the Entrepreneur based TLE embeds entrepreneurship
concepts in the teaching of the various subjects in HE. IA, AFA, and ICT.
TLE is geared toward the development of technological proficiency and is
anchored on knowledge and information, entrepreneurial concepts, process and
delivery, work values and life skills. This means that the TLE that works is one which is
built on adequate mastery of knowledge and information, skills and processes, and the
acquisition of right work values and life skills.
The TLE that is functional is one which equips students with skills for lifelong
learning. TLE that is concerned only with mere definition of terms is meaningless and
shallow. TLE that is focused on mastery of skills and processes without right work
values is anemic and dangerous. An effective TLE is one that is founded on the
cognitive, behavioral or psychomotor and effective dimensions of human development.
Teaching TLE means FACTS, CONCEPTS, SKILLS and VALUES is there entirely.
Curriculum Framework of TLE
 According to the TLE Framework, Technology and Livelihood Education is
geared toward the development of technological proficiency. To become technologically 3
proficient is the main goal of TLE to produce globally competitive individual that can
proudly face the whole world that brings the knowledge, skills, and attitude needed in a
certain field of work. It also involves updated qualifications such as trainings and
assessment that they can acquire national certificates and modern technologies to be
technological proficient. The TLE conceptual framework gives emphasis to the four
components of the TLE namely Agriculture and Fishery Arts, Industrial Arts, Home
Economics and Information and Communication Technology which is expected to lead
to the technological proficiency. In Agriculture and Fishery Arts it includes Horticulture,
Agriculture, Machinery Production, Fish Processing and etc. The second component is
Industrial Arts that involves SMAW, Automotive Servicing, EIM, Carpentry and etc.
Next, Home Economics comprises the courses such as Cookery, Beauty Care,
Handicraft, Tailoring, Dressmaking, Bartending and etc. Lastly, ICT encompasses the
Animation, Computer System and Service, Programming, Java Application and etc.
TLE by its nature is dominantly a skill subject hence the teacher must engage
student in an experiential, contextualized and authentic teaching learning process. It is a
subject in which students learn best by doing. It is integrative in approach for instance; it
integrates entrepreneurship with all the areas of TLE. It integrates concepts, skills, and
values. The TLE framework gives importance to the different theories specifically
authentic learning, experiential, integrative, contextualization, constructivism and
entrepreneurial learning in the delivery of the TLE curriculum. An effective TLE is one
that is founded on the cognitive, behavioral or psychomotor and effective dimensions of
human development. The TLE framework is anchored on knowledge and information,
entrepreneurial concepts, process and delivery, work values and life skills. This means
that the TLE that works is one which is built on adequate mastery of knowledge and
information, skills and processes, and the acquisition of right work values and life skills.
The TLE framework emphasized the assessment and feedback in the curriculum.
When we assess, we used different kinds of assessment to determine the success and
failure of our learning competencies. Meanwhile, the importance of giving feedback is to
measure the mastery of the learning competencies and the least learned that the
students need to remediate in order to meet all the required competencies. According to
the TLE framework, there are four exits that the graduate students will possibly achieve.
“Handa sa trabaho, handa sa negosyo, handa sa kolehiyo and handa sa mundo”.
First exit is the “employment” which a student will have an opportunity to get
employed easily in the industries because they are capable to work in the industry
world. Second exit is the “entrepreneurship” where they can start to create and build
their own business which is relevant to their chosen track. Third exit is the “middle level
manpower” where they can now face the whole world and get along with people not
only locally but also globally. Last exit is the “higher education” which a student can
pursue his/her bachelor’s degree in his/her chosen field or course. As a conclusion, we
must follow and be guided with the Technology and Livelihood Education framework in
our curriculum and day-to-day teaching and learning processes in order to produce a
globally competitive individual that can proudly face the whole world bringing all the
knowledge and information, entrepreneurial concepts and mind set, work values and the
life skills needed to prepare them to the real world of work.
The Legal Basis of Teaching EPP and TLE
It is a declared policy of the state to “give priority to education, science and
technology, arts, culture, and sports to foster patriotism and nationalism, accelerate
social progress, and promote total human liberation and development.” (1987 Philippine
Constitution. Article II, Section 17).
RA 10647, an Act Strengthening the Ladderized Interface Between Technical-
Vocational Education and Training in Higher Education which was signed into law on
November 24, 2014 states: "It is hereby declared the policy of the state to
institutionalize the ladderized interface between technical-vocational education and
training and (TVET) and higher education to open the pathways of opportunities for
career and educational progression of students and workers, create a seamless and
borderless system of education, empower students, and workers to exercise options or
to choose when to enter and exit in the education ladder, and provide job platforms at
every exit as well as the opportunity to earn income.
Philippine Qualification Framework
The Philippine Qualifications Framework was established in 2012 through
Executive Order No. 83. While its governance is stipulated in the Ladderized Education
Act of 2014, the passage of the PQF Act in January 2018 provided the legal support for
its full implementation.
The PQF aims to benefit various sectors and stakeholders of education and
training by encouraging lifelong learning of individuals; providing employers specific
training standards and qualifications that are aligned to industry standards; ensuring
that training and educational institutions adhere to specific standards and are
accountable for achieving the same; and providing the government with common
standards, taxonomy, and typology of qualifications as bases for granting approvals to
stakeholders.
Its specific objectives are as follows:
 to adopt national standards and levels of learning outcomes of education;
 to support the development and maintenance of pathways and equivalencies that
enable access to qualifications and to assist individuals to move easily and
 readily between the different education and training sectors and between these
sectors and the labor market; and
 to align domestic qualification standards with the international qualifications
framework thereby enhancing recognition of the value and comparability of
Philippine qualifications and supporting the mobility of Filipino students and
workers.
The PQF has eight (8) Levels of qualifications differentiated by descriptors of5
expected learning outcomes along three domains: knowledge, skills and values;
application; and degree of independence. It has sub-frameworks corresponding to the
subsystems of the education and training system. For example, the TVET subsystem
covers National Certificates (NC) I through IV corresponding to the first four levels while
the Commission on Higher Education Subsystem covers Baccalaureate, Postgraduate
Diploma, Masters, and Doctorate that correspond to Levels VI to VIII. The two Sub-
systems interfaces in the provision of qualifications at level V.

TVET in the Philippines

There are four types of TVET in the Philippines, respectively, school-based
TVET, center-based TVET, community-based TVET, and enterprise-based TVET. By
sources of funding, TVET institutions can be classified into public TVET institutions and
private TVET institutions. According to the length of education, TVET programs can be
classified into short-term programs (within 3 months), mid-term programs (3–9 months),
and long-term programs (1–3 years). By July2015, a total of 4609 TVET institutions
(including school-based and center-based TVET institutions) were certified by the
Technical Education and Skills Development Authority (TESDA), offering 20,329 TVET
programs.
School-based TVET in the Philippines includes short-term, mid-term, and long-
term programs, of which most programs are long-term programs, while short-term and
mid-term programs account for a small part. Long-term TVET programs provided by
TVET schools may be classified into one-year, two-year, and three-year programs. Of
the long-term school-based TVET, different schools offer certificate programs and
diploma programs based on their respective orientations.
Center-based TVET in the Philippines mainly offer short-term and mid-term
courses, ranging from 3 to 6 months, generally not exceeding one year. There are 60
training centers affiliated to the TESDA, including 15 regional training centers and 45
provincial training centers. Compared with regional training centers, provincial training
centers are smaller and provide fewer training programs and contents. Besides training
centers in the charge of the TESDA, some training centers affiliated to state ministries
and commissions also provide TVET.
Community-based TVET is an informal form of education in the Philippines,
mainly dedicated to the training of vocational skills, and the targets of training are mainly
poor people and marginal groups, such as young school leavers and unemployed
adults; most community-based training programs are mainly based on local demands
and resources, providing trainees with some basic vocational skills. These public
programs aim to help marginal groups increase their employment opportunities and also
support local government’s assistance of poor people to engage in productive work,
thus promoting community development. Community-based TVET mainly has four
different types of education providers and types, namely community training and
employment centers, NGOs, local governments, and government organs.
Enterprise-based TVET aims to combine the training at workplaces and
theoretical teaching at schools. Course systems are established according to
enterprises’ talent demands to train qualified talents meeting enterprise demands. There
are three training modalities being implemented in partnership with
companies/establishments. These are Apprenticeship Program, Learnership Program,
and Dual Training System (DTS)
Apprenticeship Program is a mode of TVET implemented through enterprises
providing apprenticeship positions. The length of study for apprenticeship training in the
Philippines is four months at the shortest and six months at the longest. Only
enterprises whose apprenticeship programs are approved by and registered with the
TESDA can employ apprentices. This kind of training aims to provide a mechanism to
ensure the training of qualified technical workers meeting the needs of industries and
enterprises. Its aim is to provide well-trained skilled talents by the participation of
employers, workers, the government, and NGOs to establish a state apprenticeship
programs and develop standards for apprentice training.
Learnership Program is an in-service training program. The length of the study
generally does not exceed six months, and trainees may be employed by the enterprise
after passing periodical assessment and acquiring a qualification certificate. Only
enterprises approved by and registered with the TESDA can recruit trainees. Dual
Training System is another form of enterprise-based TVET in the Philip-pines. Trainees
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study alternatively between a training center (school) and an enterprise for a period
from one and a half years to two years. By close cooperation between enterprises and
vocational schools, appropriate employees are provided to enterprises. The advantage
of dual system training is that apprentices may shift between enterprise practices and
school study, which promote each other.
Dual Training System mainly helps apprentices improve their work style, increase
their professional knowledge, and improve their work competency by providing high-
quality training and necessary skill training, to offer better opportunities for post-
mobilization. Meanwhile, such training helps enterprises to improve workers’ skills, work
efficiency and quality, and save production cost. The dual system training can help
students to be familiar with reducing the sense of unfamiliarity with complex equipment
and facilities, maximize the use of equipment and facilities, and provide good
employment opportunities for graduates.
TVET Governance Authorities
According to the Law on Technical Education and Skills Development, the
Philippine government established the Technical Education and Skills Development
Authority (TESDA) in 1994, as a special government agency for supervising and
managing TVET in the Philippines. The TESDA plays an important role in establishing
standards and systems, providing policy guidance, preparing development plans, and
regulating training organizations for TVET in the Philippines. Besides, the TESDA also
cooperates with the Philippine government, enterprises, and training organizations to
provide the society with industrial information and support young people’s employment
and entrepreneurship. The main functions of the TESDA are as follows:
(1) Competency Standards Development
The TESDA develops competency standards for targets of education, describing
work by way of competency units. Competency units may be integrated into
qualifications, corresponding to relevant occupations and key jobs in the society, as well
as the relevant grades in the Philippine TVET Qualification Framework. The national
training regulations (including competency standards, training standards, and
assessment process) issued by the TESDA are the basis for competency assessment,
course setup and registration and certification of TVET programs.
(2) Competency Assessment and Certification
 The TESDA assesses and certificates applicants’ competency mainly through the
Philippine TVET Competency Assessment and Certification System, to see if students
have met relevant competency requirements. The TESDA has set up a special inquiry
system, providing the certification information of people in various vocational fields
nationwide. The TESDA has set up an assessment center and appraiser to provide
competency assessment services to people applying for certification.20 Accord-ing to
statistics, the TESDA has conducted competency assessment for 1,521,530person-
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times, of which 1,398,780-person times were passed, with a pass rate of 91.9%.21.
(3) Program Registration and Accreditation
TVET institutions in the Philippines, whether public or private, have to complete
compulsory registration with the Unified TVET Program Registration and Accreditation
System, which has been set up for the purpose of ensuring that learners reach the
minimum standards required in the training regulations wherever they receive their
training, thus ensuring training quality. Therefore, TVET institutions should be registered
with the TESDA before providing learners with training programs. After completing all
registration steps, they will acquire a certificate of program registration, and this training
program will be formally listed in the TESDA’s register. Should any problem arise in this
training program or any complaint is lodged against it, the TESDA will regulate and audit
it.
Intended Outcomes of teaching EPP and TLE or Learning Area Standard
As the framework of TLE Teaching indicates that the teaching and learning of
TLE ultimately leads to higher education, middle level power, entrepreneurship and
employment. In fact, this is the learning area standard of TLE.
If you study the diagram of the framework for teaching EPP and TLE curriculum,
the study of the areas of TLE namely Agricultural and Fishery Arts Industrial Arts Home
Economics ICT is expected to lead to technological proficiency.
What is Technological Proficiency? It is the ability to apply the technical
knowledge and skills and values learned in the four areas of TLE. The student must be
able to demonstrate mastery of specific behavior or skill measured against establish
standards in various levels such as Level 1 and Level 2.
Key Stage Standards
 The learner demonstrate a understanding of the basic knowledge and skills in
Gra entrepreneurship & ICT, Agriculture, Home Economics, and Industrial Arts towards the
des
improvement of personal life, family, and community.
4 to
6
The learner demonstrate and understanding of the basic concepts of selectef TLE course in
Home Economics, Industrial Arts and ICT competencies common to TLE courses such as use of
Gra and maintenance of tools, observing, safety in the work place, mensuration and calculation, and
des interpreting technical drawings: and gain socialized knowledge and skills in at least one TLE that
7 to whould enable his/her to obtain NC II.
10
Gra The learner demostrate specialized technical skills that would enable him/her to obtain NC
des II.
11
to
12

Grades 4 to 6 TLE concerned with the study of basic knowledge, skills and
attitudes in ICT, Agriculture and Fisheries, Industrial Arts, Home economics and 9
entrepreneurship. The five areas are introduced in EPP. From Grade 7 to 10, the TLE
students deal with the same technical vocational areas but more advanced concepts in
entrepreneurship. In Grade 7 and 8, the TLE courses are exploratory in nature. The
students are required to take at least (4) different TLE courses supposed to be from
each of the four areas so that the students will be oriented to several areas – one from
home economics, one from agriculture and fishery arts, another from ICT and still
another one from Industrial Arts. In this way, the students will truly be given the
opportunity to explore various courses and choose a specialization from among them
for Grades 9 and 10.
Four exploratory TLE courses in Grade 7 and another four in Grade 8 mean a
total of eight exploratory courses before they specialize -starting Grade 9.
Entrepreneurial concepts beginning with the basics are also introduced from Grades 7
to 10. In Grades 7 and 8, the students are expected to master five common
competencies presented in context. These common competencies that the Grades 7
and 8 students are expected to master are: 1) use of tools; 2) maintenance of tools; 3)
observing safety in the workplace;4) mensuration and calculation and 5) interpreting
technical drawings.
This means that all of these common competencies are taught in all the four TLE
courses offered by the school. They are taught in the context of the technical vocational
course being offered. This means that if the students take up tailoring under Home
Economics, they are taught the use and the maintenance of tools in tailoring like a
sewing machine, safety in the workplace, mensuration and calculation in tailoring and
interpreting technical drawings such as design of polo or barong.
The context of teaching the competencies will differ depends on the area. Fish
preservation which is under agriculture and fishery arts differs from that of dressmaking
just like how fishing tools and equipment differ from the tools in tailoring. Mastery of
these common competencies may pave the way to a certificate of Competency which
will eventually lead to a National Certificate Level I (NC I) leads to an NC II, which is
expected to be earned by the TLE student in Grades 11 and 12.
What is these NC I and NC II?
These are different levels of national certificates awarded by the Technical Skills
and Development Authority (TESDA)to student who passes the assessment given by
the same agency. The national certificate levels refer to the four (4) qualification levels
defined in the Philippine Technical and Vocational Education and Training. The two
levels (NCI and NC II), which are expected to be earned in Grades 9 and 10 and in
Grades 11 and 12, respectively, are explained below.
A student who obtains an NC I mean that he/she is able to “perform routine and
predictable tasks, has little judgment and works under supervision.” A holder of NC II is
one who can perform a prescribed range of functions involving known routines and
procedures. He/she has limited choice and complexity of functions and has little
accountability.”
In Grades 8 to 10, Personal Entrepreneurial Competencies (PECs), the10
environment and market, process/production and delivery are discussed in the context
of the specialization that the student has chosen. In Senior High School, the student is
expected to demonstrate specialized skills that enable them to obtain National
Certificate Level II. The specialization which the students have chosen beginning Grade
9, after the exploratory courses in Grades 7 and 8, may be continued in Senior High
School, Grades 11and 12. This enables the TLE student to earn at least NC II.
In Senior High School, Entrepreneurship is a separate applied track subject.
Based on the Grade level standard below, Entrepreneurship as a separate subject in
Senior High School will dwell on preparing and applying a creative and innovative
business plan, simple accounting and financial plans to determine the feasibility and
viability of the business of one’s technology and vocational specialization.
Here is a summary of how EPP and TLE are taught in K TO 12 Curriculum.
Grade Level What are taught?

Grade 4 Basic concepts in agriculture, entrepreneurship and ICT, home

economics, industrial arts to improve self and family life.
Grade 5 Increase knowledge in agriculture, entrepreneurship and ICT,
home economics, industrial arts to improve family life and the
community.
Grade 6 Enhanced and expanded knowledge in agriculture,
entrepreneurship and ICT, Home Economics, Industrial arts to
improve family life and community.
Grade 7 and 8 Exploratory courses in at least 8 subjects (4 subjects in Grade 7
and 4 in Grade 8) in the TLE areas – agriculture, ICT, home
 economics Focus is on common competencies – use and
calculation, interpreting drawing, occupational safety and health
Personal Entrepreneurial Competencies only in Grade 8.
Grade 9 and 10 Specialization with Personal Entrepreneurial Competencies,
environment and market, process/production and delivery.
Grade 11 Continuation of specialization started in Grade 9; with preparing
and implementing a business plan, simple accounting and
financial plan to determine the feasibility and viability of one’s
business.

Grade 12 Continuation of specialization and entrepreneurship as an

applied track subject.

Guidelines and Guiding Principles in teaching EPP/TLE

1. Cover the four TLE areas in Grades 7 and 8 for exploratory purposes agriculture and
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fisheries, ICT, home economics and industrial arts. This means that the TLE students
must be given the opportunity to explore various TLE subjects before they finally choose
their TLE specialization in Grades 9 and 10.
To fulfill the exploratory purpose of Grades 7 and 8 TLE, the school must offer at
least four different TLE subjects preferably on each from the four areas – agriculture,
home economics ICT and industrial arts. If not possible or perhaps due to school
location, a school far from the sea may not offer a fishery course. The school must offer
at least TLE course from 3 areas. To offer TLE courses from the same area must be
avoided. This will defeat the purpose of the TLE exploratory courses.
2. Develop student’s entrepreneurial mindset. Teach entrepreneurial concepts as early
as Grade 4. The teaching of entrepreneurial concepts continues and become more
complex across the Grades.
3. Do contextualized teaching. Teach entrepreneurial concepts in the context of the TLE
student’s specialization in Grade 9 to 12. This also means that the five common
competencies that are taught in Grades 7 and 8 must be contextualized. The use and
maintenance of tools, mensuration, drawing and occupational safety and health must be
taught in relation to ICT if one teaches an ICT course or in relation to dressmaking.
4. TLE is a skill- dominated subject. Therefore, teaching TLE must make use of
experiential learning.
5. Subject offering must be done systematically from Grades 7 to 12 to enable TLE
student to obtain an NC I in Grade 10 NC II in Grade 11.
6.The teaching of TLE is focused on knowledge and information, entrepreneurial
concepts including process and delivery, work values and life skills. This means that
there is no true teaching if you teach without integrating work values and life skills. Work
values as a strong work ethic, dependability and responsibility, positive attitude,
adaptability, honesty, self-motivation, love for continuing self – development and lifelong
learning, self-confidence, professionalism and loyalty are usually the top work values
that employers seek in their workers.
Life skills enable students to survive in the classroom and in the world beyond
the classroom. Life skills enable them to develop their potential to the full and live a
fulfilling life. These are self-awareness, empathy, effective communication, creative
thinking, critical thinking, problem-solving, decision-making, understanding one’s
emotion, coping with stress, interpersonal skills, and productive or entrepreneurial skills.
The last set of skills is the main concern of TLE. (The Education Council, Experiential
Learning Courses, 2009).

Direct Method of Instructions

It is important that as a teacher demonstrates a process, he or she cautions
students on steps of a skill where students are most often mistaken or which are most12
often missed. Since TLE is a skill subject, direct instruction is most appropriate. The
demonstration method is a direct method of instruction. It is referred to as the “show and
tell” method.
The teacher simply shows to the students how a thing is done and explains as
he/she demonstrate. For an effective demonstration, it is necessary that the teacher
mentions the dos and don’ts of the process for emphasis and clarity.
It is expected that after the teacher demonstrate a process, the students are
given the opportunity to demonstrate the process or the skill themselves. However,
students should not be expected to demonstrate the process or the skill immediately on
their own after the teacher has shown it. Rather, this has to done gradually.
The following steps should be followed:
 Teacher demonstrate – “Watch me and listen to me”
 Students demonstrate with teacher– “Let’s do it together”
 When students can do the process by himself / herself, student demonstrate the
skill or process – “Do it as I watch”
 Teacher gives more opportunity for practice for skill mastery. Teacher do
assessment in order to determine skill mastery by the students.

ACTIVITY AND ASSESSMENT

Activity 1: What’s on your Mind?
Target Objectives:
 Explain the nature, scope and components of EPP/TLE
 Discuss the curriculum framework of EPP/TLE
 State the legal basis of teaching EPP and TLE
 Discuss the Philippine qualification framework.
Directions: The class will be divided into four groups. Each group will be assigned with a
particular topic. They are task to create a mind map or concept diagram based on their
assigned topic. They are to write it in a ½ sheet of paper.
Group 1: Nature, Scope and Components of EPP/TLE
Group 2: Curriculum Framework of TLE
Group 3: The Legal Basis of Teaching EPP and TLE
Group 4: Philippine Qualification Framework

Activity 2: Research about Me! 13

Target Objectives:
 Differentiate community-based, center-based, school-based TVET and
enterprise-based TVET.
 Determine the government agencies handling TVET programs.
1. In a written report, each student are to compare and contrast the four types of TVET.
They could include their analysis on the differences, advantages, and challenges of
each approach. They could write or print it in a short bond paper.
2. Research about the nature and contribution of TESDA to Philippine education and
economy. Write or print your findings in a short bond paper.
Assessment
Target Objectives:
 Examine the alignment of objectives, standards and content in the teaching of
EPP and TLE.
 Discuss the guidelines and guiding principles in teaching EPP
Directions: Answer the following questions in at least two paragraphs. Write your
answers in a short bond paper.
Questions:
1. Explain the importance of using direct method of instructions in TLE.
2. Imagine you are creating guidelines for assessing EPP projects. How will you ensure
that assessments align with the learning objectives and standards? Explain.
3. Explore the integration of EPP and TLE into a cross-disciplinary curriculum. Explain
how aligning objectives across subjects can enhance students' holistic development.

MODULE 2: HOME ECONOMICS 14

Objectives:
o Define and discuss the history of home economics.
o Enumerate desirable Filipino family values which should be preserved and
observed by family members.
o Plan wholesome and achievable goals for yourself to promote satisfying family
relationships.
o Identify the different types of nutrients needed by the body and its sources.
o Design a simple family meal plan for a week.
o Appreciate the contribution of handicraft to economy.
o Discuss the principles of 5 S Methodology.
o Produce a craft made out of indigenous or recyclable materials.
o Define the different elements and principles of design.
o Craft and embroidered article following the elements and principles of design.

INTRODUCTION
In this module, you will dive into the fascinating realm of Home Economics, a
field that goes beyond the confines of household chores to encompass a holistic
understanding of home and family living. This module delves into essential topics that
form the foundation of a thriving and harmonious household. The journey begins with
the exploration of Home and Family Living, where we examine the dynamics of family
relationships, effective communication, and strategies for creating a nurturing home
environment. We then venture into the realm of Nutrition, unraveling the nature of food
pyramids and secrets of balanced diets, healthy eating habits, and the profound impact
of nutrition on overall well-being.
The course extends to the art of Meal Planning, guiding you in crafting nutritious
and delightful meals that cater to diverse tastes and dietary needs. Finally, we immerse
ourselves in the world of Handicrafts and Embroidery, celebrating the joy of creating
beautiful and functional items that add a personal touch to your home. Gear up yourself
and prepare to explore the multifaceted aspects of Home Economics, fostering skills
and insights that contribute to a fulfilling and vibrant home life.
ANALYSIS
History and Concepts of Home Economics

Home Economics is also known as family and consumer science. It is a field of

education which concerns itself with management and economics of the community and
home. There are other names used for this subject such as: Domestic Economy,
Human Sciences and Home Sciences. 15

History of Home Economics

Catherine Beecher: One of the first to champion the Economics of running a home. She
argues for the importance of domestic life and sought to apply scientific principles to
childbearing, cooking and housekeeping.

Harriet Beecher Stowe: She was an American abolitionist and author. She came from
the Beecher family, a religious family, and is best known for her novel Uncle Tom’s
Cabin.

Catherine and Harriet both were leaders in mid-19th century North America in talking
about domestic science. They come from a very religious family that valued education
especially for women.

The Morrill Act of 1862: Propelled domestic science further ahead as land grant
colleges sought to educate farm wives in running their households as their husband
were educated in agricultural methods and processes.

Iowa, Kansas, Nebraska, Illinois, Minnesota, and Michigan were early leaders offering
programs for women which gave birth to the home economics movement in 1889 Lake
Placid Conferences.

Ellen Swallow Richards (1842-1911): She was the first woman to attend Massachusetts
Institute of Technology and later became the first female instructor. She also started
Home Economics Movement wherein she focusses on applying scientific principles to
domestic situations.
 Oekology or the science of right living.
 Euthenics, the science of controllable environment
 “Home economics" was ultimately chosen as the official term in 1899.

Beginning in 1899: Richard, along with Melvin Dewey and other educators and activists,
organized a series of annual gatherings that became known as the Lake Placid
Conferences. Conference participants formed the American Home Economics
Association (AHEA).
In 1993: American Home Economics Association was changed to American Association
of Family and Consumer Sciences during Scottsdale Conference in Scottsdale Arizona.

History of Philippine Home Economics

American methods of instruction were ensured by bringing in hundreds of American

teachers called Thomasites in 1901.
16
Vocational training in housekeeping and household arts was made an important
element of girls’ education in the Philippines.

Elvessa Ann Stewart: She was a graduate of the University of Nebraska. She went to
the Philippines as a teacher in 1913. Later on, she became the Superintendent of
Home Economics in the Bureau of Education in Manila in 1929.

For 20 years, Domestic training had flourished in Filipino Schools starting with “Sewing,
cooking, and housekeeping.”

In 1920, girls in grade 5 to 7 were required to devote 80 minutes a day to home

economics activities which included the following: Cooking, Sewing, Housekeeping,
Sanitation, Home Nursing, Infant Care, Food Selection, Embroider, Lacemaking

During 1941, every secondary girl was required to have at least one year of home
economics before graduation. Required subjects included nutrition and childcare.

Teachers of Intermediate Home Economics were required to be graduates of the

Philippine Normal School or the equivalent, which required 3 years of study beyond
secondary level.

Home Economics: Today and tomorrow

➢ Professionals continue to practice in many venues including secondary teaching,
college and university teaching and research and outreach through cooperative
extension programs and K to 12 Program.
Home and Family Living

Desirable Filipino Family Values

Values are beliefs, ideals or practices considered important by an individual
which guides his decision and his very life. The Filipino home is the first school of life. It
provides the environment where family members learn universal truths, cultural values
and traditions essential to the development of a responsible citizenry. Parents are the
best examples of sound values for the children to emulate such as getting along with
others, respectfulness, and love and concern for family members.
There are values which are distinctly Filipino values, as follows:

Honor and Respect for God

From the time we were baptized, our lives have always been dedicated to God.
Important events in our lives such as birthdays, passing exams, anniversaries, job
promotions, and even recovering from an illness are always celebrated by going to
church for thanksgiving. At home, giving grace before meals is practiced as well as the
recitation of the rosary and prayers before going to bed and upon waking up. Not a
17
minute passes by when we do not acknowledge the blessings of God.

Honor and Respect for Parents and Elders

The practice of kissing the hands of elders or “pagmamano” dates back to the
early Spanish times when children kissed the hands of their parents and elders as a
sign of greeting, respect and obedience, to which parents reply by saying “May God
bless you!” We use “po” and “opo” when addressing or speaking to elders. We offer our
seat whenever older passengers board the bus or jeepney. We seek the advice of
elders on family matters. We look up to them as models after which our lives may be
patterned.

The Value of Education

All parents believe that education is the only inheritance they can offer their
children, something which Filipinos hold high as their family goal. Wealth is not
measured in terms of money but on the number of professionals the family is able to
educate. This accounts for the high literacy rate of our country and the status of
Filipinos as qualified contenders for jobs in the country and abroad.

Strong Family Ties

Filipinos are bonded by strong family ties. See how Filipino family gathers when
someone leaves for abroad, when someone is sick or when a baby is born.
Grandparents, aunts and uncles live with most families. They are sources of affection,
comfort, loyalty and commitment. Hospitality is a distinct Filipino value. In the spirit of
sacrifice and generosity, Filipinos are willing to share whatever little they have to
accommodate a guest or a relative.
Debt of Gratitude (Utang na Loob)
We value any favor that has been extended to us no matter how small or
insignificant. In return, we express gratitude in various ways.

Word of Honor (Palabra de Honor)

Family honor is at stake when we give our word and are willing to sacrifice even
to the disadvantage of our own family just to fulfill our commitment.

Observance of family values fosters family solidarity and preserves the legacy of
the family. These values are passed on from generation to generation and are the
lifeblood of all families.

Setting your Goals

Knowing what you want is not always easy, but setting specific goals can help
you. If you want to excel in computers, perform in the drama club and start your own
fashion jewelry business at the same time, you have to make choices. What you can do
now is to set goals which you can easily achieve as you aspire to achieve more goals.
18
Short-range Goals
A short-range goal is one that can be reached in a brief period of time such as
talking to friend on the internet, finishing your portfolio and trying a new recipe which
you can do in a short period of time. Completion of a task is in sight even when you
have just started.

Long-range Goals
Long-range goals relate to one’s desired work in the future. To keep up the effort
of reaching a long-range goal. One must see the importance of goals. Goals are easier
to achieve if they are approached gradually.

Setting the Goal of Satisfying Family Relationships

You can also set goals for your own family which you can work on together. This
helps build strong family relationships because every member is involved. It also helps
provide a good training ground for the younger members of the family. It is best to open
to possibilities of change without losing sight of the original plan. A long-range goal
gives direction to your choice of a short-range goal, but it should not keep you from
being flexible. Remember that everything can be worked out if every member helps.
Whatever your future will be, the setting of short-range goals in order to reach long-
range goals that will help you and your family.

Types of Nutrients and their Sources

 Nutrients are substances that the body needs for growth, development,
maintenance, and energy. They can be broadly categorized into macronutrients and
micronutrients. Here's an overview of the main types of nutrients and their sources:

Macronutrients:

1. Carbohydrates:
 Function: Provide energy.
 Sources:
 Complex Carbohydrates (Starches): Whole grains (brown rice, quinoa,
oats), legumes, vegetables.
 Simple Carbohydrates (Sugars): Fruits, honey, milk, sugary foods.
2. Proteins:
 Function: Essential for building and repairing tissues.
 Sources:
 Animal Sources: Meat, poultry, fish, eggs, dairy products.
 Plant Sources: Legumes (beans, lentils), tofu, tempeh, nuts, seeds.
3. Fats:
 Function: Provide energy, support cell structure, and aid in the absorption of fat-
19
soluble vitamins.
 Sources:
 Healthy Fats: Avocado, olive oil, nuts, seeds, fatty fish (salmon, mackerel).
 Saturated Fats: Butter, cheese, red meat.
 Trans Fats (Limit Intake): Processed and fried foods.

Micronutrients:

1. Vitamins:
 Function: Regulate various physiological processes in the body.
 Sources:
 Vitamin A: Carrots, sweet potatoes, spinach, liver.
 Vitamin B (B1 - B12): Whole grains, meat, fish, dairy, leafy greens.
 Vitamin C: Citrus fruits, strawberries, bell peppers, broccoli.
 Vitamin D: Fatty fish (salmon, tuna), fortified dairy products, sunlight.
 Vitamin E: Nuts, seeds, spinach, broccoli.
 Vitamin K: Leafy green vegetables, broccoli, Brussels sprouts.
2. Minerals:
 Function: Contribute to various physiological processes, such as bone health,
nerve function, and oxygen transport.
 Sources:
 Calcium: Dairy products, leafy greens, fortified plant milk.
 Iron: Red meat, beans, lentils, spinach.
 Magnesium: Nuts, seeds, whole grains, leafy greens.
  Potassium: Bananas, oranges, potatoes, tomatoes.
 Sodium (in moderation): Table salt, processed foods.
 Zinc: Meat, dairy, nuts, whole grains.
3. Water:
 Function: Essential for various bodily functions, including digestion, nutrient
absorption, and temperature regulation.
 Sources: Water, beverages, moisture-rich foods (fruits, vegetables).
4. Fiber:
 Function: Supports digestive health, regulates blood sugar, and helps with weight
management.
 Sources:
 Soluble Fiber: Oats, beans, lentils, fruits (apples, oranges).
 Insoluble Fiber: Whole grains, vegetables, nuts, seeds.

Considerations for a Balanced Diet:

 Variety: Consume a diverse range of foods to ensure a broad spectrum of
nutrients.
 Moderation: Balance the intake of macronutrients and be mindful of portion sizes.
 Whole Foods: Choose whole, unprocessed foods to maximize nutrient intake. 20
 Hydration: Adequate water intake is essential for overall health.

A well-balanced diet that includes a variety of nutrient-rich foods is key to meeting

the body's nutritional needs and promoting optimal health. Dietary requirements may
vary based on factors such as age, sex, health status, and physical activity levels.

Food Pyramid and Family Meal Planning

Philippine Food Pyramid

 Food Group Description Example
Rice, Grains, Corn, and Represents the base of the Examples include rice,
Root Crops pyramid, indicating that corn, root crops, and whole
these staple foods should grains.
form the foundation of the
diet.

Vegetables Encourages the Includes leafy greens, root

consumption of a variety of vegetables, and other
vegetables, emphasizing locally available21
different colors and types. vegetables.

Fruits Highlights the importance Encourages the intake of

of consuming a variety of locally grown fruits.
fruits regularly.

Meat, Poultry, Fish, Dry Represents a moderate Encourages the

Beans, Eggs, and Nuts portion, emphasizing the consumption of lean
importance of protein meats, fish, eggs,
sources. legumes, and nuts.
 Milk, Yogurt, and Cheese Indicates the need for dairy Encourages the
or dairy alternatives as a consumption of low-fat or
source of calcium and fat-free dairy options.
other nutrients.

Fats, Oils, and Sweets Represents the smallest Encourages the limited
portion at the top of the consumption of fats, oils,
pyramid. and sweets.

General Tips for a Healthy Filipino Diet

Balanced Meals Aim for balanced meals that include a variety of food
groups.
Portion Control Be mindful of portion sizes to avoid overeating.
Hydration Drink plenty of water throughout the day.
Local and Seasonal Include locally available and seasonal foods in the diet.
Foods
Limit Processed Foods Minimize the intake of processed and sugary foods.
Physical Activity Combine a healthy diet with regular physical activity for
overall wellness.

Cultural and Regional Consider cultural and regional dietary preferences while
Variations following the general principles of a balanced diet.

Meal Planning Plan meals ahead of time to ensure a diverse and

nutritious diet.

Family Meal Planning 22

Family meal planning involves creating balanced meals that meet the nutritional
needs of all family members. Here are some tips:

1. Base Meals on the Food Pyramid: Include a variety of grains, vegetables, fruits,
proteins, and dairy in each meal.
2. Incorporate a Range of Colors: Different colored fruits and vegetables provide a
variety of nutrients. Aim for a colorful plate.
3. Include Lean Proteins: Choose lean sources of protein such as poultry, fish, legumes,
and tofu.
4. Plan for Variety: Rotate protein sources, grains, and vegetables to ensure a diverse
nutrient intake.
5. Mindful Portion Control: Be conscious of portion sizes to prevent overeating and to
balance the intake of different food groups.
6. Limit Processed Foods: Minimize the consumption of highly processed and sugary
foods.
7. Get the Family Involved: Involve family members in meal planning and preparation.
This promotes a sense of ownership and encourages healthy eating habits.
8. Plan Ahead: Plan meals for the week, create a shopping list, and prepare ingredients
in advance to streamline the cooking process.
9. Promote Family Dinners: Aim for regular family meals to encourage connection and
communication.
10. Hydration: Include water as the primary beverage. Limit sugary drinks.
11. Consider Dietary Preferences and Restrictions: Accommodate individual dietary
needs, preferences, and any restrictions within the family.
12. Balance Indulgences: While emphasizing nutritious choices, allow for occasional
treats to maintain a healthy relationship with food.

By following these guidelines and adapting them to the preferences and needs of
your family, you can create a well-balanced and enjoyable approach to family meal
planning based on the principles outlined in the food pyramid.

Handicrafts and its Contribution to economy

Handicraft is any skilled activity in which something is made in a traditional way

with the hands rather than being produced by machines in a factory, or an object made
by such an activity. It is also defined as any wide variety of work where useful and
decorative objects are made completely by hand or by using tools only.

Philippine handicrafts have a long and rich tradition, reflecting the diverse
cultures and craftsmanship of the country. These handicrafts play a significant role in
the economy, contributing to livelihoods, tourism, and the preservation of cultural
heritage. Here's an overview of Philippine handicrafts and their contributions to the
economy: 23

1. Diversity of Handicrafts:
Philippine handicrafts encompass a wide range of products, including:

 Basketry and Weaving: Products made from indigenous materials like abaca,
rattan, and nito, including baskets, mats, and furniture.

 Woodcraft: Carved wooden items such as furniture, sculptures, and functional

items.
  Textiles: Handwoven fabrics like t'nalak, abel, and jusi silk, used for clothing,
accessories, and home furnishings.

 Pottery and Ceramics: Earthenware and stoneware items, including jars, vases,
and decorative pieces.

 Metalcraft: Intricately designed products made from brass, copper, and other
metals, often seen in traditional jewelry and ornaments.

 Shellcraft: Items crafted from seashells, including jewelry, decorative pieces, and
accessories.

2. Contribution to Livelihoods:
Philippine handicrafts provide employment and income opportunities for a
significant number of people, particularly those in rural areas. Many artisans, often
belonging to indigenous communities, engage in traditional crafts passed down through
generations. By creating and selling handicrafts, these artisans contribute to their family
income and help sustain their communities.

3. Tourism and Cultural Heritage:

Philippine handicrafts are integral to the country's cultural identity and are a draw
for tourists. Handicrafts showcase the richness and diversity of Filipino culture,
traditions, and craftsmanship. Visitors often purchase these unique items as souvenirs,
contributing to the overall tourism economy.

4. Sustainable Practices:
Many Philippine handicrafts are crafted using indigenous and sustainable
materials, promoting eco-friendly practices. The use of materials like bamboo, abaca,
and other renewable resources aligns with global efforts toward sustainability and
environmental conservation.

5. Export Industry:
Philippine handicrafts contribute to the country's export industry. Handicrafts are
24
often exported to international markets, showcasing Filipino artistry and craftsmanship.
This helps generate foreign exchange earnings and contributes to the global
appreciation of Philippine culture.

6. Government Support and Initiatives:

The Philippine government recognizes the importance of the handicraft industry
and has implemented programs to support artisans and promote their products.
Initiatives include training programs, marketing assistance, and participation in
international trade fairs to expand market reach.
7. Challenges and Opportunities:
While the Philippine handicraft industry faces challenges such as competition
from mass-produced goods and changing consumer preferences, there are also
opportunities for innovation and collaboration. Efforts to modernize traditional crafts,
market products online, and engage with global trends contribute to the industry's
resilience.

In summary, Philippine handicrafts make substantial contributions to the

country's economy by providing livelihoods, preserving cultural heritage, attracting
tourism, and participating in the global market. The industry's ability to balance tradition
with innovation positions it as a valuable and dynamic component of the Philippine
economy.

Indigenous materials used for handicrafts

The Philippines is rich in diverse indigenous materials that have been traditionally
used for various handicrafts. These materials are often sourced from nature and reflect
the cultural heritage and creativity of different indigenous communities. Here are some
examples of Philippine indigenous materials for handicrafts:

Materials Description Uses

Abaca (Manila Hemp Fiber extracted from the Weaving products such as
abaca plant, native to the bags, mats, hats, and
Philippines. textile items.
Bamboo Fast-growing, versatile Basketry, furniture, home
plant with a sturdy and decor, musical
flexible structure. instruments, and various
handicrafts
Rattan Climbing palm with a Furniture, baskets, home
flexible stem used for decor items, and traditional
weaving. crafts.
Nito Vine commonly found in Basketry, furniture, mats,
the Philippines. and various woven crafts.
Anahaw (Screw Pine) Large fan-shaped leaves Traditional roofing
Leaves from the anahaw tree. material, woven into
baskets, fans, and mats. 25

Coconut Shell Hard outer shell of the Carved into utensils,

coconut. containers, buttons, and
various decorative items.
Banana Fiber: Fiber extracted from the Weaving into textiles,
banana plant pseudostem baskets, and various
handicrafts.
Buri Palm Tall palm tree with large Weaving into mats, hats,
leaves bags, and various
 traditional crafts
Capiz Shells Thin, translucent shells Crafting into lanterns,
from windowpane oysters. lampshades, and
decorative items.
T'nalak Fabric: Handwoven fabric made Clothing, accessories, and
by the T'boli people using traditional T'boli crafts.
abaca fibers.
Tukmaria Seeds (Job's Beads derived from the Jewelry making, beadwork,
Tears) seeds of the tukmaria and ornamentation.
plant.
Magkuno Wood Hardwood native to the Carved into traditional
Philippines sculptures, utensils, and
decorative items.
Lingling-o (Ancient Traditional pendant made Worn as a cultural
Ornament) from precious metals or ornament or incorporated
shell materials. into jewelry.
Cogon Grass Tall grass with a coarse Thatching for roofs, woven
texture. into mats, and various
crafts.

These indigenous materials not only provide the basis for handicrafts but also
play a significant role in preserving cultural traditions and promoting sustainable
practices. Filipino artisans often showcase their skills by transforming these materials
into unique and culturally rich products.

Principle of 5S

Applying the principles of 5S (Sort, Set in Order, Shine, Standardize, Sustain) in

handicrafts can significantly improve the efficiency, organization, and overall quality of
the creative process. Here's how each principle can be related to handicrafts:

1. Sort (Seiri): Eliminate unnecessary items. Identify and remove excess materials,
tools, or supplies that are not needed for the specific project. Declutter the workspace to
enhance focus and creativity.
2. Set in Order (Seiton): Organize and arrange items logically. Arrange tools, materials,
26
and equipment in a way that makes them easily accessible during the crafting process.
Utilize storage solutions such as bins, shelves, and drawers to keep items in their
designated places.
3. Shine (Seiso): Clean and inspect the workspace regularly. Regularly clean work
surfaces, tools, and equipment to maintain a tidy and safe working environment. Inspect
and maintain tools and equipment to ensure they are in good working condition.
4. Standardize (Seiketsu): Standardize procedures and practices. Develop standard
operating procedures (SOPs) for common tasks or techniques used in handicrafts.
Create templates or checklists for specific types of projects to maintain consistency.
5. Sustain (Shitsuke): Maintain and improve practices over the long term. Encourage a
culture of continuous improvement among artisans. Implement regular reviews and
assessments of the workspace to ensure ongoing adherence to 5S principles.

By integrating the 5S principles into the world of handicrafts, artisans can create
a more organized, efficient, and enjoyable workspace, leading to enhanced creativity
and the production of high-quality handmade items.

Elements and Principles of Design

Principles of Design

You can only produce good art and crafts if you know how to create a good
design and use the right color of materials for it. Careful study of the principles of design
and strictly following it will help you produce a good design. Always bear in mind that
design is the arrangement of line, form, color and texture with the purpose of achieving
order and beauty.
1. Harmony
Harmony is the Law of Unity with variety. This principle infers repetition of line,
form, shape and size.
2. Proportion
Pertains to the relationship in size between a part and the whole.
3. Balance
May be produced in two ways, either formal or informal. Formal balance or
symmetry has equal color, shape, and size on either side of a design. While the informal
occult has unequal proportion.
4. Rhythm
It is a smooth related movement. Pattern and line carry the eyes along without
jerky motion. The eye automatically connects points in space.
5. Emphasis
The eye is carried first to the most important part of the design and then to the
other details in order of their importance. This referred to as the center of interest of a
design.

Elements of design 27
1. Line
Skeleton or basic foundation sketch to direct the eye vertically or horizontally.
2. Texture
Refers to the surface appearance which is either rough or smooth, dull or glossy,
thick or thin
3. Color
Color may be cool, warm, bright or dull. Choosing the right color will greatly affect
the appearance of your finished project.
 Below is a color wheel consisting of twelve colors which will give you an idea to
make successful choice of color.

There are also definitions (or categories) of colors based on the color wheel. We
begin with a 3-part color wheel.

Primary Colors: Red, yellow and blue.

In traditional color theory (used in paint and pigments), primary colors are the 3
pigment colors that cannot be mixed or formed by any combination of other colors. All
other colors are derived from these 3 hues.

Secondary Colors: Green, orange and purple. 28

These are the colors formed by mixing the primary colors.

Tertiary Colors: Yellow-orange, red-orange, red-purple, blue-purple, blue-green &

yellow-green.
These are the colors formed by mixing a primary and a secondary color. That's
why the hue is a two-word name, such as blue-green, red-violet, and yellow-orange.

Color scheme
A. Related Colors
1. Monochromatic Harmony - One color of different shade
2. Analogous Harmony - Three neighboring colors, one of which is dominant
B. Contrasting Colors
1. Complementary - Colors opposite each other in the color wheel
2. Double Complementary - Two neighboring colors and their opposite colors
3. Split Complementary - Three colors diagonal with each other

Basic Stitches in Embroidery

Embroidery is the art or process of decorating fabric or other materials with a

wide variety of thread or yarn color using needle. The term embroidery is derived from
old French embroider meaning edge and border. Different stitches are used to achieve
specific effects. Here are some basic embroidery stitches:

Embroidery Stitches Illustration

30
Back stitch- the most often used to
outline a design. This stitch also forms
the base line for other embroidery
stitches.
Bullion stitch- a single detached stitch
that is used for filling in a design area.
Rows of bullion stitches may also be
used to outline a design. It is
recommended that one uses a needle
with a small eye for ease in pulling.
Chain stitch- one of the more popular
stitches used for outlining. When worked
in close rows, chain stitches
make good stitches for filling the design
area.

Cross-stitch- stitched formed by two

crossing arms and may be used for
outlining, as borders or to fill in an entire
area.
Feather stitch- a stitch with a loop and
stitches evenly worked on both left and
right sides of a design area.

French knot- a single detached stitched

used primarily to fill in a design area. It is
a popular stitch among embroiderers in
that it can be used to create the eyes on
an embroidered face or the center of a
flower.

Herringbone stitch- a basic overlapping

stitch popular for its use in borders.
Lazy daisy chain stitch- also called
detached chain stitch, this stitch is work
in a circle to resemble the petals of a
flower.

31
Looped stitch- a very decorative stitch
and can be experimented with threads
for various colors over borders. Close
layers of this stitch can create wonderful
effects on a pattern.
 Running stitch- considered being the
easiest stitch for outlining.

Satin stitch- a solid filling stitch that is

used to cover a design area with long,
straight stitches worked very close
together.

Split- done using quite thick threads,

such as
wool. It was used as an outlining stitch or
as a filling stitch.
Seed- also known as rice grain stitch.
Stitch uses simple straight stitches in a
single direction to fill in patterns. It has
shorter stitches above the fabric and
longer stitches on the reverse side. They
remind of strawberry seeds, probably,
which inspired its name.

Stem Stitch- basically an outline stitch,

this stitch is usually used for flower
stems, and outlines. It can only be used
as filling, rows of Stem stitch worked
closely together within a shape until it is
filled completely

ACTIVITY AND ASSESSMENT

32

Activity 1: My Personal Starburst

Target Objectives:
 Plan wholesome and achievable goals for yourself to promote satisfying family
relationships.

Directions: Each student will create their own personal starburst. The students will write
their personal goal(s) for themselves and their family inside the star, then they are to
write the different ways on how to achieve these goals on the lines outside the star. Use
a short bond paper in presenting your output.

Activity 2: 1-week Meal Plan

Target Objectives:
 Identify the different types of nutrients needed by the body and its sources.
 Design a simple family meal plan for a week.

Directions: Each student is required to research about the different nutritious food or
meals. Then, they are to design a one-week meal plan for them and their family. They
could use the different kinds of graphic organizer in presenting their answers. Use a
short bond paper to present your output.

Activity 3: Creative Craft making

Target Objectives: 33
 Appreciate the contribution of handicraft to economy.
 Discuss the principles of 5 S.
 Produce a craft made out of indigenous or recyclable materials
 Define the different elements and principles of design.
 Craft an embroidered article following the elements and principles of design.

Directions:
1. For the first project, this will be done by group. The students are task to create
a handicraft made out of indigenous or recycled materials.
 2. For the second project, students will be grouped into three. Each pair will be
tasked to produce an embroidered article showing the different basic stitches.
Each of the stitches should be labeled accordingly.
3. Students are advised to apply the different principles and elements of design
in creating their crafts and integrate the principle of 5S throughout the production
of their project.
4. Students should create and submit project plans together with their final
output. A scoring rubric and a format for project plan will be given to the students.

Assessment:
Target Objectives:
 Define and discuss the history of home economics.
 Enumerate desirable Filipino family values which should be preserved and
observed by family members.
Directions: Read the following questions carefully. Provide answers for each question in
2-3 sentences. Use ½ sheet of paper.

1. You are designing a Home Economics curriculum. How would you incorporate
the historical evolution of Home Economics to make it relevant for contemporary
learners?
2. In a family where both parents are working long hours, explain how the principles
of Home Economics can be applied to maintain a balanced family life.
3. You are a teacher discussing Filipino family values. Provide an example of how
you would encourage students to apply these values in their daily lives.
4. Imagine a scenario where a family member disagrees with a traditional Filipino
value. How would you facilitate a constructive dialogue to address differences
while respecting cultural values?
5. As a Home Economics teacher, explain how you would integrate handicrafts and
embroidery into the curriculum to enhance students' creativity and practical skills.

MODULE 3: FOOD TRADE 34

Objectives:
o Identify the different kitchen tools, utensils and equipment.
o Apply cleaning care and maintenance on kitchen appliances and fixtures.
o Select, prepare and cook meat.
o Identify the different cutting tools and cooking methods of meat.
o Discuss the guidelines in selecting and purchasing poultry and seafood.
 o Prepare and cook poultry seafood.
o Discuss the different methods of food preservation.
o Select food to be preserved based on the availability of raw materials.
o Observe safety procedures while performing food preservation.
o List down the different native delicacies of each region in the Philippines
o Cook and present simple native delicacies.
o Identify different techniques and guidelines in plating and presenting desserts.
o Differentiate the factors in plating and presenting desserts.

INTRODUCTION
Cooking is the art of science of preparing food for eating by the application of
heat. The term also includes the full range of culinary techniques preparing raw and
cooked food for the table; final dressing of meat, fish and fowl; cleaning and cutting
fruits and vegetables; preparing salads; garnishing fishes; decorating desserts; and
planning meals. In this module, the following topics will be discussed: kitchen tools,
utensils and equipment and the proper ways of cleaning and maintaining it, selecting,
preparing and cooking meat and poultry products, food preservation, native delicacies
and lastly, the guidelines in presenting desserts.
ANALYSIS
Kitchen tools, utensils and equipment
Kitchen is considered the center of the house, a place where the meal of the
family is prepared. It is the main area for cooking which is expected to be the cleanest
and most sanitary place in the entire house. It is typically equipped with different
kitchen appliance and fixtures.
Kitchen tools, utensils, and equipment are essential elements in any culinary
environment, serving various functions to facilitate the preparation, cooking, and serving
of food. Here's an overview of common kitchen tools and equipment:
Cutting Tools:
1. Chef's Knife: A versatile, all-purpose knife used for chopping, slicing, and dicing.
2. Paring Knife: Small and precise, suitable for tasks like peeling and trimming.
3. Bread Knife: Serrated edge for slicing bread without crushing it.
4. Utility Knife: A mid-sized knife for various cutting tasks. 35
Cooking Utensils:
5. Spatula: Used for flipping and turning food items like pancakes and burgers.
6. Tongs: Handy for gripping and flipping items on a grill or in a pan.
7. Wooden Spoon: Ideal for stirring and mixing, especially in non-stick pans.
8. Whisk: Used for beating and whipping ingredients like eggs or cream.
Baking Tools:
9. Rolling Pin: Used to roll out dough for baking.
 10. Pastry Brush: For applying egg wash, butter, or glazes.
11. Baking Sheet: Flat, rectangular sheet for baking cookies, pastries, etc.
Measuring Tools:
12. Measuring Cups and Spoons: For precise measurement of dry and liquid
ingredients.
13. Kitchen Scale: Ensures accurate measurement of ingredients by weight.
Mixing and Prep Tools:
14. Mixing Bowls: Various sizes for combining and mixing ingredients.
15. Colander: Used for draining liquids from foods like pasta or vegetables.
16. Grater: For shredding or grating cheese, vegetables, or fruits.
Cooking Equipment:
17. Pots and Pans: Various sizes for boiling, simmering, sautéing, and frying.
18. Dutch Oven: Heavy, deep pot for slow-cooking and braising.
19. Skillet or Frying Pan: Shallow pan with sloping sides for frying and sautéing.
20. Baking Dish: Used for casseroles, gratins, and baked dishes.
Small Appliances:
21. Blender: Used for pureeing, blending, and making smoothies.
22. Food Processor: Versatile appliance for chopping, slicing, and pureeing.
23. Toaster or Toaster Oven: For toasting bread and small baking tasks.
Specialty Tools:
24. Peeler: Removes the outer skin of fruits and vegetables.
25. Can Opener: Opens canned goods effortlessly.
26. Kitchen Shears: Scissors designed for kitchen use, ideal for cutting herbs or
opening packaging.

Understanding and properly using these kitchen tools and equipment can
significantly enhance efficiency and enjoyment in the culinary process. Having a well-
equipped kitchen ensures that you can tackle a wide range of recipes with ease.

Cleaning, care and maintenance of kitchen appliances and fixtures

Proper cleaning, care, and maintenance of kitchen appliances and fixtures are
crucial for their longevity, efficiency, and, most importantly, ensuring a hygienic cooking
environment. Here are general guidelines for maintaining common kitchen appliances
and fixtures:
Cleaning and Maintenance Tips: 36
1. Refrigerator:
 Cleaning: Regularly remove expired items, spills, and crumbs. Clean
shelves, drawers, and interior surfaces with a mixture of water and mild
detergent.
 Care: Avoid overloading shelves, as it can affect air circulation. Keep the
condenser coils clean by vacuuming or brushing.
2. Oven and Stove:
  Cleaning: Wipe down stovetops and oven surfaces after each use. Clean
burners, grates, and oven interiors regularly using appropriate cleaning
products.
 Care: Use oven liners to catch spills. Replace or clean range hood filters
regularly.
3. Microwave:
 Cleaning: Wipe down the interior after each use. Clean removable trays
and turntables separately. Remove lingering odors by heating a bowl of
water with lemon slices.
 Care: Avoid using metal containers, and promptly clean any spills or
splatters.
4. Dishwasher:
 Cleaning: Clean the filter regularly. Run an empty cycle with vinegar or a
dishwasher cleaner to remove built-up residues.
 Care: Scrape off excess food before loading dishes. Check and clean
spray arms if needed.
5. Sink and Faucet:
 Cleaning: Clean the sink daily with a mild abrasive cleaner. Remove lime
scale or hard water stains with vinegar. Wipe down faucet handles
regularly.
 Care: Avoid harsh chemicals that can damage the finish. Fix leaks
promptly to prevent water damage.
6. Coffee Maker:
 Cleaning: Descale the coffee maker regularly using a mixture of water and
vinegar. Clean removable parts like the carafe and filter basket after each
use.
 Care: Follow the manufacturer's instructions for descaling frequency.
Replace filters as recommended.
7. Toaster:
 Cleaning: Empty the crumb tray regularly. Turn the toaster upside down
and shake out crumbs. Wipe down the exterior with a damp cloth.
 Care: Unplug and cool the toaster before cleaning. Avoid using metal
utensils to remove stuck items.
8. Blender:
 Cleaning: Disassemble the blender and clean the parts with warm, soapy
water. Pay attention to the gasket and blades. 37
 Care: Check for wear and tear on blades and seals. Lubricate moving
parts if necessary.
9. Garbage Disposal:
 Cleaning: Run ice cubes and citrus peels to clean and freshen the
disposal. Avoid putting items like grease, bones, or fibrous vegetables
down the disposal.
  Care: Regularly check for jams and use a disposal cleaner or baking soda
and vinegar.
10. Cabinets and Countertops:
 Cleaning: Wipe down surfaces regularly with a mild cleaner. Clean cabinet
doors and handles. Seal countertops as needed.
 Care: Avoid using abrasive cleaners on surfaces. Repair loose or
damaged cabinet hinges.

General Tips:
 Regular Inspection: Periodically check for signs of wear, loose connections, or
damage.
 Follow Manufacturer's Instructions: Always adhere to the care and maintenance
guidelines provided in the appliance manuals.
 Safety First: Unplug electrical appliances before cleaning or performing
maintenance tasks.
By incorporating these cleaning and maintenance practices into your routine, you'll
ensure a clean, functional, and safe kitchen environment for years to come.

Selecting, Preparing and Cooking Meat

Selecting Meat
Meat refers to animal parts that are used as food. Edible organs and glands of
animal meats include tongue, liver, kidney, sweetbread, heart, brain, lungs, tripe, and
small intestines. Meats should be loosely wrapped and stored under refrigeration. They
should be in a separate unit.

Tips on Buying the Right Kind of Meat

1. Buy meat where proper hygiene and sanitation is observed by the handler. For
instance, check the meal stall’s cutting table.
2. Look for the inspected-and –passed stamped marks, especially in big cuts of meat. It
pays to go to your favorite suki in the market while the butcher is still cutting the beef
carcass into retail cuts.
3. Know the different meat cuts that are needed in your menu. Select meat for specific
use. For example, shank and brisket for stew. The tender portion is the tender cuts that
lie along the back. The less tender cuts are those involved in the excessive movements
of the animal such as the leg, shoulder and neck. 38
4. Check if the beef is fine, bright red in color with yellow fat and free from slime and off-
odor. Avoid brightly off-colored meat as this indicates the use of artificial coloring like
achuete.
5. When buying ground meat of good quality, select from a big cut and have it ground
by the butcher in your presence.
6. Buy refrigerated meat in places where refrigeration facilities are available.
7. Meat should not be wrapped in newspaper, use plastic bags or other vapor resistant
wrapping materials.
8. Thawed meat must be cooked immediately.
9. When storing meat to be frozen, package in convenient family size units and identify
properly as to the kind of meat cuts and date of purchase.
10. Store packages correctly in the refrigerator. Refrain from overloading the freezer
and provide space for the air to circulate inside the freezer.
11. Freeze quickly at zero or lower temperature. Beef should not be kept frozen for
more than 12 months, while pork should not over 6 months. Frozen meat is just as good
as fresh meat provided it is properly handled.
12. The use of pressure cooker, if available, shortens cooking time thereby saving fuel
and improves the tenderness of the meat.

Different Classification of Meat

Beef Cuts

Pork Cuts

Types of meat cuts and their characteristics

39
1. Tender cuts of meat - taken from the parts of the animal where the muscles are not
well-exercised and are fleshy. Example: sirloin, porterhouse, t-bone, prime ribs,
tenderloin.
2. Less tender - meat cuts which come from the most exercised muscle parts of a live
animal. Example: chuck, flank, rumps, hock, neck feet and shoulder.
3. Tough cuts – meat that requires a longer cooking period over low heat.
 Preparing and Portioning Meat
Cutting Tools, Their Uses and Characteristics
1. Butcher’s knife – is used to section raw meat. It can be used as a cleaver to separate
small joints or to cut bones.
2. French knife – is used to chop, dice, or mince food. Heavy knives will have a saber or
flat grind.
3. Roast beef slicer – is used to slice roasts, ham, and thick, solid cuts of meats. The
thin, light blade will have a concave or hollow grind.
4. Boning knife – is used to fillet fish and to remove raw meat from the bone. It will have
a concave grind on a thin, light blade.

Cooking Methods Suitable to Different Meat Cuts

1. For Tender cuts of meat, sirloin, porterhouse, T-bone, tenderloin and prime rib roast,
the cooking method is dry heat method.
a. Roasting – the meat is cooked over live coal or oven.
b. Pan broiling – the meat is placed in a hot frying pan over the sources of heat
instead of under it.
c. Broiling – Cooking by radiant heat. Food is placed on a rack either below or
between the gas or electric heat source
d. Pan frying – Cooking in a moderate amount of fat in a pan over moderate
heat.
2. Less tender cuts of meat. Chuck, flank, rump, hock, neck, leg, feet and shoulder can
be cooked through the dry heat method such as the following.
a. Boiling – Cooking food in a liquid that is bubbling rapidly.
b. Braising – a method of cooking that combines cooking in fat with the addition
of moisture. Food is browned in a small quantity of fat, and then cooked slowly in
liquid in a covered utensil.
c. Stewing – cooking in a small amount of water, either by boiling or simmering.

Prepare and Cook Poultry and Seafood

Poultry refers to several kinds of fowl that are used as food and the term includes
chicken, turkey, duck, pigeons, and quails. These are usually domesticated raised
mainly for meat and/or eggs. Birds such as smites that are hunted for food are games.
Selecting Good Quality Poultry and Game 40

1. Live Poultry
a. has clear eyes
b. a young chicken has fine and soft feet. If it is old, the feet are thick and scaly.
 c. the bone at the tip of the breast is soft in younger chicken and thick in older
chicken.
d. small feathers indicate that the chicken is young.
2. Whole Poultry. These are slaughtered birds that have been bled and defeathered.
a. Their head, feet and viscera are still intact.
b. They should be clean, well fleshed.
c. They have a moderate fat covering.
d. They are free from pinfeathers and show no cuts, scars or missing skin.

3. Dressed Poultry. These are slaughtered birds that have been bled, defeathered, and
the visceral organs are removed.
a. skin must be smooth and yellow in color
b. breast must be plump
c. thighs are well-developed
d. no objectionable odor
e. heavy and the skin is not watery
4. Ready-to-Cook. The dressed birds may be cut up and marinated or seasoned.
5. Poultry Parts. Several pieces of a single poultry part are usually packed in one
carton, wrapped and chilled or frozen. The various poultry parts are divided into any of
the following:
a. dark meat – drumsticks, thighs, wings, neck, backs, and rib cage
b. white meat – breasts
c. giblets – gizzard and heart

Preparing Poultry and Game

1. Live poultry: It should be healthy, alert, and well-feathered. Avoid poultry which have
bruises, blisters and broken bones.
2. Whole poultry: Though not alive, the criteria for selecting live poultry also apply to
whole poultry.
3. Dressed poultry: This is the most available poultry form in the market. Dressed
poultry are actually slaughtered poultry with the head, feet, blood, feathers and internal
organs removed. Good quality dressed poultry should be free from slime, off-odors and
discoloration.
4. Drawn poultry: These are dressed poultry that have been chilled or frozen. They are
usually available in groceries.
5. Ready-to cook: These are poultry parts such as wings, breast, thighs, or drumsticks
which have been separately packed in a single container and frozen or chilled.

Selecting Seafood 41
Characteristics of Fresh Fish Characteristics of fresh Shellfish

1. Fresh fish has no foul odor. 1. Fresh shellfish such as crabs,

 2. The eyes are clear, full and bright, not talangka, mussels, oysters, snails,
dull and sunken. lobsters and
3. Gills are bright red. shrimps, must be bought alive.
4. The flesh is firm and elastic. 2. Fresh crabs should have firm joints that
5. Skin is shiny with scales intact. are stiff when bent, and they should be
6. Fish is covered with a natural lime, the heavy for their size.
odor and amount of which are the 3. Fresh lobsters should have dark
characteristics of the species. brownish green color with orange specks
7. Abdomen and belly walls are intact and and bright eyes and should be heavy for
free from discoloration. their size.
4. Fresh oysters are difficult to open and
the meat should have clear creamy color.
5. Live clams should have their shells
tightly closed.
6. Fresh shrimps should have their head
intact, their meat firm, and with no
objectionable odor. They are somewhat
translucent and without black or orange
color.

Market Forms of Fish

1. Live Fish. There are fishes which can be marketed alive because they live long after
catch. Good examples of these are dalag, hito and tilapia.
2. Whole or round fish. Most fresh fish are distributed in local market fish stalls as whole
or round fish. Shortly after catch, fish is chilled in ice to prevent spoilage.
3. Drawn fish. This is a whole fish with the entrails removed. Preparation for cooking
involves scaling and cutting as needed. Most fish in modern supermarkets are available
in this form.
4. Dressed fish. Dressed fish has been scaled and eviscerated. Often the head, tail and
fins are also removed.
5. Fillets. These are two meaty sides of the fish cut from the backbone. The skin may
not be removed. A fillet cut from side of the fish is called a single fillet. A butterfly fillet
consists of two single fillets held together by uncut flesh and skin in the belly portion of
the fish.
6. Deboned. This is the form most convenient in the case of bangus. The deboned
bangus is sold frozen often times marinated and ready-to- cook.
7. Steaks. These are cross section slices of dressed large fishes. A portion of the
backbone is usually the only in a fish steak. Steaks which are half to two thirds of an
inch thick are usually best. Steaks cut away from visceral cavity are solid slices and are
preferred by discriminating of consumers.
8. Sticks. These are fillets or steaks cut further into smaller uniform pieces like sticks.
They are usually breaded and frozen. 42
9. Flaked. Fish meat separated from the whole fish is called flaked fish. Labahita is
commonly made into flaked fish.

Market Forms of Shellfish

1. Live. Crabs, clams, mussels, oysters, snails and lobsters should be alive if
purchased in the shell except for boiled crabs and lobsters. Ideally, shrimps should also
be marketed alive.
2. Whole. Most shrimps marketed locally are whole.
3. Shucked. These are bivalves or mollusks which have been removed from the shell.
Oysters, clams and scallops may be sold in this form; Fresh shucked oysters have a
translucent appearance. They become opaque with standing.
4. Headless. Most shrimps, prawns and lobsters for exports are marketed in headless
form, the head and thorax are removed. The head is removed mainly because it is the
main source of bacterial spoilage during transport and also because it does not appeal
to most foreign palates.
5. Cooked Shellfish. Shrimps, crabs and lobsters may be cooked in the shell prior to
marketing.
6. Cooked Meat. The meat of shrimps, crabs and lobsters can be marketed cooked,
usually in cans.

Methods on Food Preservation

Food preservation is a process that involves treating and handling food in a way
that prevents or slows down spoilage, decay, and the growth of microorganisms, thus
extending the shelf life of food. This is crucial for maintaining the safety, quality, and
nutritional value of food over an extended period. Various methods are employed for
food preservation, each with its own set of principles and applications. Here's an
overview of some common methods:
1. Drying- the oldest and simplest way of food preservation wherein foods are exposed
under the heat of the sun to eliminate the water content. Examples are fish, meat, fruits,
corn, beans, pork skin, and so on.
2. Freezing/Cooling- is a method that turns the food into solid state at a very low
temperature that maintains their freshness for a day.
3. Adding Preservatives- prevents the growth of microbes in foods
 Vinegar is used for pickling vegetables and fruits (atchara)
 Sugar is used in making jelly. jam, marmalade, and fruit preserves. Syrup is a
mixture of sugar and water
 Salitre (saltpeter or potassium nitrate) is used in making ham, bacon, tocino. and
longganisa (native sausage). Be cautious in preserving food using salitre for its43
 not recommended to consume too much due to its negative effect on human
health.
 Salt is used for preserving fish or sea foods, meat eggs or poultry
4. Fermentation- Soaking or saturating the food in adequate amount of salt to prevent
from spoiling or even taste better this can be used as a sauce, seasoning, or viand.
Examples are Bagoong (tiny shrimps or fish), Fish Sauce (Patis), soy sauce, vinegar,
cheese, or yogurt)
5. Smoking- Food is exposed near the fire and smoke until it is cooked. Examples are
tinapa (fish), ham, and tapa (beef).
6. Canning- Preserving foods in cans such as milk, sardines, meat products, fruits, or
juices.
7. Boiling / Sterilizing- Preserving food, usually boiling the preserved in the bottle to kill
the microorganisms.

Principles and Skills in Food Preservation

A good method of food preservation is one that slows down or prevents
altogether the action of the agents of spoilage. Also, during the process of food
preservation, the food should not be damaged. In order to achieve this, certain basic
methods were applied on different types of foods. For example, in earlier days, in very
cold weather condition, ice was used to preserve foods. Thus, very low temperature
became an efficient method for preventing food spoilage. Let us now list the principles
of food preservation
1. Killing the micro-organisms.
2. Preventing or delaying the action of micro-organisms.
3. Inactivating enzymes.
4. Removal of insects, worms and rats

Killing the micro-organisms

You already know that boiling of milk kills micro-organisms. Sometimes, heat is
applied for a shorter duration to kill only undesirable micro-organisms, that is those
which can spoil the food stuff. It is done while pasteurizing milk. The cooking that you do
at home also keeps food free from microorganisms. In canning, (sealing in tins) food is
heated to high temperature to prevent growth of micro-organisms in food.
2. Preventing or delaying the action of micro-organisms
You all know that a peeled apple spoils faster than one with intact skin. Do you
know why? This is because the apple has its skin as a protective covering which
prevents the entry of micro-organisms. Similarly, the shell of nuts and eggs, skin of fruits
and vegetables serve as a protective coating and delays the action of micro-organisms.
44
 Food packed in polythene bags and aluminum foils are also protected against
micro-organisms. You have read earlier that micro-organisms need air and water to
grow. But if these are removed, you can prevent the action of microorganisms and
ensure that food does not get spoilt. Lowering temperature or freezing a food also helps
in delaying the action of micro-organisms and thus in food preservation. You must have
come across frozen foods.
Frozen food can be kept for a longer time than fresh food. This is because micro-
organisms cannot act at low temperatures. Thus, when you are putting food in the
refrigerator or freezer, you are preventing the microorganism from growing. Lastly,
certain chemicals like sodium benzoate and potassium metabisulphite also help in
preventing the growth of micro-organisms. These chemicals are called preservatives.
Thus, you have learnt that the action of micro-organisms can be delayed or
prevented in many ways: by providing a protective covering; by raising the temperature;
by lowering the temperature; and by adding chemicals
3. Inactivating enzymes
Enzymes also cause food spoilage. They are naturally present in food. Enzymes
found in foods can be inactivated by changing their conditions such as temperature and
moisture, when you preserve peas, one of the methods of preservations is to put them
for a few minutes in boiling water. This method also known as blanching inactivates
enzymes and thus, helps in preserving the food.
4. Removal of insects, worms and rats
By storing foods in dry, air tight containers the insects, worms or rats are
prevented from destroying it
Food preservation can be done safely and sanitarily if the following steps are done
correctly.
 Prepare the necessary tools, equipment, and ingredients before starting the task.
 Wash hands thoroughly before handling food and ingredients.
 Concentrate on the task to avoid accidents in the work area.
 As much as possible, sit down while doing the task to avoid getting tired easily.
 Be sure to know how to use the different tools and equipment in food
preservation.
 Keep the work area clean.
 Try to work as fast as possible to avoid air, exposing the food for so long.
 Be sure to add labels to all ingredients to be used to avoid the mistake of mixing
the wrong ingredients.
 Return everything to their respective storage once you are done with the task.
Cooking Native Delicacies
The Philippines is not only known for its beautiful scenery and friendly people, it
is also known for its delicious food. Among these foods are what we called kakanin,
native delicacies that are served as desserts. No party or celebration is complete
without these Filipino desserts, as we are known for our sweet tooth, too. What is more45
interesting about this is that the ingredients used tend to vary by region or place.
Native delicacies are special foods that are connected in some way to a certain
area. Filipino women, being clever and skillful cooks, have invented some delicious that
are strictly native and have passed on from one generation to the next, their skills in
cookery. Today, some regions of our country are specially noted for the delicacies they
manufacture, like the empananda of Negros Occidental, bukayo of Pangasinan, and
putong pulo of Bulacan.
Here are some native delicacies from different places in our country.
Native Delicacies Illustration
1.Tibok-tibok (Carabao’s milk pudding) This
is a native pudding recipe made from carabao’s
milk instead of the usual coconut milk.

2.Cebuano corn pudding This is a native

delicacy pudding made by Cebuanos. This is
made from young corn kernels, buko meat, and
milk.

3.Budbud pilipit This is a glutinous rice

delicacy cooked with coconut milk. This is
similar Tosuman, wrapped in banana leaves and
steamed.

4.Maja de ube This is made with a combination

of mashed ube or purple yam.

46
5.Ginataang pinipig This is a delicious native
dessert of fresh green pinipig cooked in coconut
cream and mixed with cubed gabi or taro root,
sweet potatoes, jackfruit, and saba bananas.

6. Milk puto recipe This is a rich tasting puto

loaded with milk, corn, and buko. This is perfect
for any occasion.

7.Butse-butse This is native dessert from

Central Visayas. It is composed of mashed
sweet potato formed into balls and stuffed with
grated cassava inside.

8.Binagol (or binangol) This is a Visayan

Delicacy. This is a sweetened shredded gabi
tuber with coconut and condensed milk then
cooked in coconut shells and wrapped in
banana leaves.

9.Maja Blanca This is a real version of maja

blanca made out of cornstarch with addition of
milk to make it tastier and creamier.

10.Putong Bigas This is a steamed puto made

from ordinary rice.

11. Bibingkang Cassava This is a bibingka

made from grated cassava, coconut milk, eggs,
and sugar.
 12.Puto with cheese-This is an all-time favorite
kakanin or native delicacies.

13.Bibingkang galapong This is a rice cake

made out of rice flour, coconut milk and eggs. 47

14. Bibingkang malagkit This is a rice cake

made out of glutinous rice, coconut milk, and
eggs.

15. Corn maja This is a cake made out of rice

flour, coconut milk and grated young coconut.

Plating and Presenting Desserts

Art of Dessert Plating
Desserts should turn heads in the dining room. Garnishing and plating desserts
shouldn't be an afterthought. It should be an integral part of how you build your recipe.
Guidelines in plating dessert:
1. Make garnishes edible. Everything on the dessert plate should be edible and
delicious.
2. Keep it clean and simple. Don't crowd the plate. If your dessert is beautiful, it
shouldn't need a lot of garnishes. And keep the rim of the plate clear, so the servers
aren't touching the food when they place the desserts in front of the customers.
3. Make your garnishes relate to the dessert on the plate. The only time you should
garnish with fresh mint is if you're serving mint ice cream. Don't put it on there just
because you think the dessert needs color. If you have a brown dessert, like apples in
puff pastry, then make sure all of those elements are executed well—puff pastry should
look beautiful and crisp.
4. Layer flavors and textures in your dessert. Textures and flavors hit the palate at
different times. Ask yourself, "How can I make this better?" If the answer is a little lemon
zest, then add it as a garnish. All the components on the plate should build on the
dessert, making it better.
5. Try different plates—various sizes and shapes. The right plate can add or enhance
the theme really well.
48
Plating and presenting tips and techniques
There are many factors and techniques to consider in food plating that affect the
overall appearance of a dessert. Applying one of the tips may enhance presentation.
1. The plate – when plating desserts, the choice of plate is critical to the final
presentation. Remember, the plate is the frame of the presentation. There are many
sizes, shapes, and colors available. Choosing the right size of plate is important
because food should not be crowded onto the plate.
2. Color - always consider color as an important part of plate presentation. Always try to
have a variety of colors on the plate.
 Green is fresh and cool, and can be soothing.
 Red is passion and excitement.
 Black is sophisticated and elegant.
 Blue is a natural appetite suppressant, since it can make food look unappetizing.
3. Texture - texture is critical to food presentation, as well as enjoyment. Contrasting
hard and soft, smooth and coarse, adds visual interest to your food, and it will enhance
your customers' enjoyment to the food.
4. Keep things clean - Remember that neatness counts. Food should be contained
within the rim of the plate, yet it should not be crowded in the center. Take a look at the
plate and ask yourself if it is pleasing to the eye. It should not look sloppy and dirty.
5. Garnish to Impress - Garnishes and decorations can enhance your plate
presentation. Choose garnishes that are appropriate to the ingredients. For example,
using a chocolate curls for chocolate cake.
Here are some other techniques to keep in mind when garnishing:
 Never decorate a plate with something inedible
 Ensure the garnish complements and enhances the dish.
 Choose garnishes that are the correct size; they should be easy to eat.

ACTIVITY AND ASSESSMENT

Activity 1: Select-and-Care
Target Objectives:
 Identify the different kitchen tools, utensils and equipment.
 Apply cleaning care and maintenance on kitchen appliances and fixtures.
Directions: List down at least five (5) kitchen tools, utensils and equipment found in your49
kitchen and discuss the proper ways of cleaning, care and maintaining each of it.
Provide your answers by completing the table below. Use ½ sheet of paper.
Kitchen Tools, utensils and Equipment Ways of Cleaning and Maintenance

Activity 2: Cooking Native Delicacies

Target Objectives:
 List down the different native delicacies of each region in the Philippines
 Cook and present simple native delicacies.
 Identify different techniques and guidelines in plating and presenting desserts
 Differentiate the factors in plating and presenting desserts.
By group, students are to research recipes of the different Filipino native delicacies.
They are to choose at least one delicacy to prepare and cook. Each group will then
present their cooked native delicacy following the different techniques, guidelines and
factors in plating desserts. A scoring rubric will be given as a basis for assessing
student’s performance.
Assessment:
Target Objectives:
 Select, prepare and cook meat.
 Identify the different cutting tools and cooking methods of meat.
 Discuss the guidelines in selecting and purchasing poultry and seafood.
 Prepare and cook poultry seafood.
 Discuss the different methods of food preservation.
 Select food to be preserved based on the availability of raw materials.
 Observe safety procedures while performing food preservation.
Directions: Read the following questions and encircle the letter of the correct answer.
1. Which of the following is a primary consideration when selecting meat for cooking?
A) Color C) Price
B) Weight D) Smell
2. What is the purpose of marinating meat before cooking?
A) To add color C) To reduce cooking time
B) To tenderize and enhance flavor D) To prevent spoilage

3. What cutting tool is best suited for slicing poultry into thin, uniform pieces?
50
A) Cleaver C) Paring knife
B) Fillet knife D) Boning knife

4. Which cooking method is suitable for delicate seafood like fish fillets?
A) Deep-frying C) Poaching
B) Grilling D) Braising
5.You are buying fresh poultry. What guideline should you follow to ensure its
freshness?
A) Choose poultry with a strong odor C) Select poultry with discolored skin
B) Check for firm and elastic flesh D) Prefer poultry with slimy texture

6. When cooking seafood, what is a key safety consideration to prevent overcooking?

A) Use high heat consistently C) Avoid marinating seafood
B) Cook until seafood changes color D) Use minimal seasoning

7. What is a common guideline for selecting high-quality seafood?

A) Choose seafood with a strong "fishy" smell
B) Look for clear and bright eyes in fish
C) Prefer seafood with a slimy texture
D) Select seafood with discolored gills

8. You're tasked with preparing a seafood stew. Which cooking method would you likely
employ to ensure the seafood remains tender and flavorful?
A) Grilling C) Simmering
B) Steaming D) Deep-frying
9. What is a key guideline in purchasing frozen seafood?
A) Choose packages with visible ice crystals
B) Prefer packages with freezer burn
C) Select seafood with a strong odor
D) Avoid packages with damaged or opened seals

10. You are tasked with preserving a surplus of fruits. Which preservation method would
you choose based on the availability of raw materials and the desire to maintain the
fruit's natural flavor?
A) Sugaring C) Fermentation
B) Dehydration D) Freezing
11. When selecting food for preservation, what factors should be considered?
A) Only the taste and color
B) Availability of raw materials and personal preference
C) The popularity of the food item and cost
D) Shelf life and safety considerations

12. What safety precautions should be observed during the dehydration process to
prevent microbial contamination? 51
A) Skip the washing step to retain natural flavors
B) Dehydrate in an unventilated area
C) Ensure proper washing and handling of raw materials
D) Use contaminated water for rehydration

13. What is a critical consideration when selecting raw materials for preservation based
on availability?
A) Choose only exotic and rare ingredients
B) Prioritize locally sourced and in-season items
C) Opt for processed foods
D) Disregard freshness

14. In the context of food preservation, why is it essential to observe proper hygiene and
sanitation practices?
A) To promote laziness
B) To enhance the natural flavors of food
C) To prevent contamination and ensure food safety
D) To speed up the preservation process

15. What is a potential consequence of neglecting safety procedures during food

preservation?
A) Enhanced flavor
B) Decreased shelf life
C) Reduced nutritional value
D) Microbial contamination and foodborne illnesses
 MODULE 4: INFORMATION AND COMMUNICATIONS
52
TECHNOLOGY

Objectives:
o Explain the various terms and concepts in ICT
o Trace the development of Information and Communications Technology
o Apply the basic netiquette in real life situations.
o Explain the advantages and disadvantages of using online tools to gather data.
o Obtain and practice basic knowledge on Microsoft Word and Excel.
o Apply the basic rules and guidelines in creating PowerPoint presentations.
o Create documents, spreadsheets and presentations.
o Compare and contrast traditional and non-traditional technological tools in the
classroom.
o Select and use appropriate digital tool in teaching

INTRODUCTION
In this module, you will embark on a journey that explores the dynamic landscape
of digital knowledge and tools. This is designed to equip you with a solid foundation in
ICT, starting with a deep dive into various terms and concepts within the realm of
Information and Communications Technology. Next stop is to trace the fascinating
development of ICT, providing insights into its evolution and the impact it has had on
our interconnected world. Practical skills will be a key focus, including the application of
basic netiquette in real-life situations and planning for the maintenance of computer
systems and networks.
In the digital age, proficiency in Microsoft Word and Excel is essential. This
module ensures that you not only obtain but also practice basic knowledge in these vital
tools. Moving beyond individual applications, we'll explore the art of creating compelling
presentations using PowerPoint, adhering to basic rules and guidelines for effective
communication.
As we delve into the advantages and disadvantages of using online tools to
gather data, we aim to empower you with critical thinking skills to make informed
decisions. The module extends into the realm of education, where we compare and
contrast traditional and non-traditional technological tools in the classroom. Through
practical exercises, you'll learn to select and use appropriate digital tools in teaching,
aligning technology with pedagogical goals. Get ready to navigate the ever-evolving
landscape of ICT, where theory meets hands-on application to prepare you for the
digital challenges and opportunities of today and tomorrow.

53
ANALYSIS
Understanding the basic concepts in ICT

Information and Communication

Technology refers to a mix of Technology Literacy or ICT Educational Technology refers to
process and product in the Literacy is the use of digital the use of technology in teaching
application of knowledge. It technology, communication tools and learning. Educational includes
includes tools from pencil and and/or networks to access, both the non-digital (flip charts,
paper to the latest electronic manage, integrate evaluate, create pictures, models, realia, etc.) and
gadgets and tools for practical and communicate information in digital (electronic tools: hardware,
tasks. order to function in a knowledge software and connections, etc.).
society.

Digital Literacy is the ability to

find, evaluate, utilize, share and Digital learning is any type of
On-line digital tools and apps
create contents using information learning that is accompanied by
use an Internet connection to
technologies and the Internet. It is technology or by instructional
access the information needed. A
the ability to use information and practice that makes effective use of
common example is Skype.
communication, requiring both technology.
cognitive and technical skills.

Instructional technology is the

Off-line digital tools and apps Software refers to program control
theory and practice of design,
can still be used even if there is no instructions and accompanying
development, utilization,
internet access. Among these are documentation; stored on disks or
management, and evaluation of
Canary Learning, Pocket, tapes when not being used in the
the processes and resources for
Evertone, ibooks, KA LITE. computer.
learning.

Internet is a massive network of

World Wide Web (www) is also
networks, a networking
Multimedia is a sequential or called the Web which is a
infrastructure. It connects millions
simultaneous use of a variety of graphical environment on
of computers together globally,
media formats in a given computer networks that allows you
forming a network in which any
presentation or self-study to access, view and maintain
computer can communicate with
program. documentations that can include
any other computer as long as
text, data, sound and videos.
they are connected to the Internet.
 Productivity tools refer to any type of Technology Tool is an instrument
software associated with computers used for doing work. It can be anything
Web access is the ability of the learner
and related technologies that can be that help you accomplish your goal with
to access the Internet at any point
used as tools for personal, professional the use of technology. These
during the lesson in order to take
or classroom productivity. Examples: technology tools can be classified as: a)
advantage of the array of available
Microsoft Office, Apple works – word Data Calculation tools, b) Design tools.,
education resources.
processing, grade and record keeping, c) Discussion tools, d) Email Tools, e)
web page production, presentation. Handheld devices.

Wiki, an editable website usually with

Blog is an online journal where posted Flipped Classroom utilizes a reverse
limited access, allows students to
information from both teachers and instructional delivery, where the teacher
collaboratively create and post written
students are arranged. There are three is required to use the web resources as
work or digital files, such as digital
kinds of blogs: blogs used for homework or out of class activity as
photos, or videos. Wikipedia is one of
communication, blogs used for initial instruction of the lesson which will
the most widely recognized of all the
instruction, and blogs used for both. be discussed during class time.
wikis.

54
Google Apps is a cloud-based
Podcast is a video or audio multi- teaching tool which is stored in the
media clip about a single topic Google server and is available for
typically in the format of the radio talk students both at home and in school.
show. The two basic functions of It includes the Gmail, a free-email for
podcast are to retrieve information all; Google docs is used for
and to disseminate information. sophisticated word processing and
editing of the document.

Facebook is a popular social

Vlog is a video blog where each networking site used by students
entry is posted as a video instead and adults worldwide to present
of the text. information on themselves and to
the world.

History of Information and Communications Technology

The historical development of Information and Communication Technology (ICT)
is a complex and multifaceted journey that spans several decades. Here's a brief
overview of key milestones in the evolution of ICT:
Early Computing (1940s-1950s):
The development of electronic computers, such as the ENIAC (Electronic
Numerical Integrator and Computer) in the 1940s, marked the beginning of the
computing era. Alan Turing's theoretical work on computation and the Turing machine
laid the foundation for the development of programmable computers.
Mainframe Era (1950s-1960s):
Mainframe computers became prominent in large organizations for data
processing and business applications. IBM 1401, introduced in 1959, was one of the
first commercially successful computers.
Miniaturization and Microprocessors (1970s):
The invention of microprocessors, such as Intel's 4004 and 8080, led to the
development of personal computers. Companies like Apple and Microsoft emerged in
the mid-1970s, contributing to the personal computer revolution.
Networking and the Internet (1970s-1990s):
The development of computer networks, such as ARPANET in the late 1960s,
laid the groundwork for the Internet. The World Wide Web (WWW) was introduced in
the early 1990s, making the Internet accessible to the public.
Mobile Technology (1980s-1990s):
The advent of mobile phones in the 1980s and the transition to digital cellular
networks in the 1990s paved the way for mobile communication. The introduction of
smartphones in the 2000s revolutionized personal communication and access to
information. 55

 Introduction of Mobile Phones: The 1980s saw the commercialization of mobile

phones. The Motorola DynaTAC, released in 1983, was one of the first widely
available mobile phones.
 Mobile networks, such as the Advanced Mobile Phone System (AMPS), provided
the infrastructure for widespread mobile communication.
 Digital Cellular Networks: The transition from analog to digital cellular networks in
the 1990s, such as the Global System for Mobile Communications (GSM),
improved voice quality and allowed for the integration of data services.
 Rise of SMS: Short Message Service (SMS) became a popular form of
communication, allowing users to send short text messages via mobile phones.
 Emergence of Smartphones: The late 1990s witnessed the emergence of early
smartphones, combining mobile communication with basic computing features.
Examples include the Nokia Communicator series.
 Mobile Internet Access: The introduction of Wireless Application Protocol (WAP)
enabled basic internet access on mobile devices, laying the groundwork for the
mobile internet era.
Globalization and ICT (1990s-Present):
The widespread adoption of ICT facilitated globalization, connecting people and
businesses globally. E-commerce, social media, and cloud computing became integral
parts of the digital landscape.
 Connectivity and Communication: The proliferation of the Internet facilitated
instant communication and collaboration across the globe. Email, online
messaging, and video conferencing technologies played crucial roles in breaking
down communication barriers.
  E-Commerce and Global Markets: The rise of e-commerce platforms allowed
businesses to reach global markets easily, transforming traditional retail models.
Online payment systems and secure transactions became integral to the
globalization of commerce.
 Outsourcing and Offshoring: Information and communication technologies played
a key role in the globalization of labor markets through outsourcing and
offshoring of business processes and services.
 Cultural Exchange and Information Flow: Social media platforms, such as
Facebook and Twitter, facilitated cultural exchange and the rapid dissemination
of information globally.
Emergence of ICT Innovations (2000s-Present):
Advances in artificial intelligence, big data analytics, and the Internet of Things
(IoT) have shaped the modern ICT landscape.
Technologies like blockchain and augmented reality are influencing various industries.
56
 Artificial Intelligence (AI):
 Advances in machine learning and AI have led to innovations in natural
language processing, image recognition, and predictive analytics.
 AI applications, including virtual assistants and chatbots, have become
increasingly integrated into various industries.
 Big Data and Analytics:
 The growth of big data technologies has allowed organizations to analyze
massive datasets, extracting valuable insights for decision-making.
 Data analytics and business intelligence have become crucial components
of modern ICT.
 Internet of Things (IoT):
 The IoT involves connecting everyday objects to the internet, enabling
them to collect and exchange data. This has applications in smart homes,
healthcare, agriculture, and more.
 Blockchain Technology:
 Blockchain, the technology behind cryptocurrencies like Bitcoin, has found
applications beyond finance, such as secure and transparent supply chain
management and decentralized applications.
 Augmented and Virtual Reality (AR/VR):
  AR and VR technologies have transformed industries like gaming,
healthcare, education, and training by providing immersive and interactive
experiences.
Safe and responsible use of ICT
Netiquette, short for "network etiquette," refers to the guidelines and manners
governing online communication. Practicing netiquette is essential for a safe and
responsible use of Information and Communication Technology (ICT). Here are some
basic netiquette guidelines:
Be Respectful: Treat others online as you would in person. Show respect for diverse
opinions, even if you disagree. Avoid offensive language, discriminatory remarks, and
personal attacks. Always think
Before You Post: Consider the potential impact of your words before posting anything
online. Remember that online content is often permanent and can be easily shared.
Use Appropriate Tone and Language: Avoid typing in all caps, as it is considered
shouting and can be interpreted as aggressive. Be mindful of your language, and use
proper grammar and spelling to enhance clarity. 57

Respect Privacy: Do not share personal information, such as addresses, phone

numbers, or financial details, without careful consideration. Be cautious about sharing
information about others without their consent.
Be Mindful of Time Zones: Consider the time zones of others when sending
messages or scheduling online meetings. Avoid sending non-urgent messages during
late or early hours.
Use Descriptive Subject Lines: When sending emails or participating in online forums,
use clear and descriptive subject lines to convey the content of your message.
Practice Safe Online Behavior: Use strong, unique passwords for your online
accounts and update them regularly. Be wary of phishing attempts and avoid clicking on
suspicious links or downloading files from unknown sources.
Be Concise and Relevant: Keep your messages and posts concise and to the point.
Stay on topic during online discussions and avoid spamming.
Give Credit Where Due: When sharing content created by others, give proper credit by
citing the source. Respect intellectual property rights and copyright laws.
Be Patient and Tolerant: Recognize that people may have different levels of expertise
and experiences online. Be patient with others and offer help when needed.
Understand and Follow Community Guidelines: Different online platforms and
communities may have specific rules and guidelines. Familiarize yourself with them and
adhere to these rules.
Educate Yourself: Stay informed about online security, digital literacy, and current
technology trends. Take steps to protect yourself from online threats and be aware of
potential risks.
By following these basic netiquette principles, you contribute to a positive and
respectful online environment, fostering effective communication and collaboration
within the digital realm.
Gathering and organizing data using ICT
Nowadays, Internet is considered a very important tool in our everyday life. It is
not used only for communication but especially in researching or gathering information.
The latest trends in technology made the way of gathering data much faster and
efficient compared to what has been used before.

Online survey 58

A survey is a method of gathering data or information from different people who

are also called respondents. It can be done by using a printed questionnaire, telephone,
or email or online survey tools.
Online survey tools
There are lots of online survey tools that are available in the Internet. Below are
examples of different free and paid versions of online survey tools.
1. Survey Planet: The free version offers unlimited surveys, questions, and
respondents, including options in choosing themes. The paid version has more extra
functions, including exporting data to Excel.
2. Google Forms: These are free online survey tools that can be sent to unlimited
respondents. Data automatically go to Google Spreadsheets so they can be analyzed
easily. Using Google Forms require a Gmail account.
3. SurveyMonkey: It is considered the most well-known online survey tool. It has a free
version and a paid version. In the free version, researchers can create 10 questions and
can receive up to 100 respondents. It only gives limited customization and templates.
The paid version includes more advanced functions.
4. Zoho Survey: The free version allows up to 15 survey questions and 150
respondents, but it has more capabilities and options in its paid version.
5. Typeform: Its free version offers unlimited questions and answers, an option to
export data, and has customizable theme designs. Its paid version offers functions and
options to send the respondent a follow-up email.
Purpose of Online survey
Online survey has different purposes. It is used to gather thoughts, feelings, and
suggestions from individuals. The following are some purposes of online surveys:
 Conduct a research or study- Survey results are data used as a basis in
conducting research and study in developing a product or in finding facts and
figures.
 Retrieve information in a faster, more efficient way- Because it is online, the
respondent can simply fill out the form and click the submit button.
 Get feedback on products or services- Surveys are conducted to know what
customers or clients could say about a product or service, what can be improved,
and what can be maintained.
 Gather understanding from participants- Survey is one effective tool to know how
the participants learned or understood the discussion of a certain topic in a
seminar, summit, and other events where there is transfer of learning.
 Measure customer satisfaction- Online survey is conducted to know how a
product or service satisfies customers or clients and, therefore, find more ways to
improve customer satisfaction.
 59

ADVANTAGES DISADVANTAGES DISADVANTAGES

Flexible- Questions and the structure
of
the online form can be customized
according to how the researchers want
it
to appear.
Cooperation- Since it is online and
respondents may be faraway, it is not
guarantee that everyone will respond
correctly or cooperate.
Inexpensive- Because it is online,
there
is no need to spend money to travel,
print questionnaires, and hire
interviewers to go to certain locations
to
conduct a survey.
Limited number of respondents- Since
not
all people or respondents may have
Internet
connection, in their location, there is a
possibility that there may be just a
limited
 number of respondents who can
answer the
online form.
Convenient- Respondents can answer
the
online form anytime and anywhere as
long as they are connected to the
Internet.
No personal interaction- Since there is
no
interviewer, questions that are not
clear to
respondents may not be answered
correctly.
Automated- Online survey tools
automatically organize the data that
are
entered by the respondents, so the
data
are easier to analyze.
Inaccuracy of results- The results may
not
be very accurate because of the
uneven
distribution of the sample population.
Privacy- Because it is online, the
identity
of the respondent is kept anonymous
and his/her privacy are secured for
sensitive and personal questions.
Less Time- Distribution and retrieval of
responses are done rapidly by just
clicking a butt
ADVANTAGES
Flexible- Questions and the structureCooperation- Since it is online and
of the online form can be customized respondents may be faraway, it is not
according to how the researchers wantguarantee that everyone will respond
it to appear. correctly or cooperate.
Inexpensive- Because it is online, Limited number of respondents- Since not
there is no need to spend money to all people or respondents may have
travel, print questionnaires, and hire
Internet connection, in their location, there
interviewers to go to certain locations
is a possibility that there may be just a
to conduct a survey. limited number of respondents who can
answer the online form.
Convenient- Respondents can answer No personal interaction- Since there is no
the online form anytime and anywhere interviewer, questions that are not clear to
 as long as they are connected to the respondents may not be answered
Internet. correctly
Automated- Online survey tools Inaccuracy of results- The results may not
automatically organize the data that be very accurate because of the uneven
are entered by the respondents, so the distribution of the sample population.
data are easier to analyze.
Privacy- Because it is online, the
identity of the respondent is kept
anonymous and his/her privacy are
secured for sensitive and personal
questions.
Less Time- Distribution and retrieval of
responses are done rapidly by just
clicking a button.

The Use of MS Word and MS Excel

Overview on Microsoft Word
Microsoft word is a word processor software developed by Microsoft in 1983. It is
the most commonly used word processor software. It is used to create professional
quality documents, letters, reports, resumes, etc and also allows you to edit or modify
your new or existing document.
Features of MS Word
Now let us discuss the features or components of the MS Word. Using these
features, you can perform different types of operations on your documents, like you can
create, delete, style, modify, or view the content of your document.
Feature Description Illustration 60
1. File
It contains options related to the file, like
New (used to create a new document),
Open (used to open an existing
document), Save (used to save
document), Save As (used to save
documents), History, Print, Share, Export,
Info, etc.

2. Home
It is the default tab of MS Word and it is
generally divided into five groups, i.e.,
Clipboard, Font, Paragraph, Style and
Editing. It allows you to select the color,
font, emphasis, bullets, position of your
text. It also contains options like cut,
copy, and paste.
3. Insert
It contains various items that you may
want to insert into a Microsoft word. It
includes options like tables, word art,
hyperlinks, symbols, charts, signature
line, date and time, shapes, header,
footer, text boxes, links, boxes,
equations, etc.
4. Draw
It is used for freehand drawing in MS
Word. It provides different types of pens
for drawing.
5. Design
The design tab contains document
designs that you can select, such as
documents with centered titles, offset
headings, left-justified text, page borders,
watermarks, page color, etc.
6. Layout
It holds all the options that allow you to
arrange your Microsoft Word document
pages just the way you want them. It
includes options like set margins, display
line numbers, set paragraph indentation,
and lines apply themes, control page
orientation and size, line breaks, etc.
7. References
The references tab lets you add
references to a document, then create a
bibliography at the end of the text. The
references are generally stored in a 61
master list, which is used to add
references to further documents. It
includes options like, Table of Contents,
Footnotes, Citations & Bibliography,
Captions, Index, Table of Authorities,
smart look, etc.
8. Mailings
It is a least used tab in the menu bar. This
tab is where you would create labels,
print them on envelopes, do mail merge,
etc.
 9. Review
The review tab contains, commenting,
language, translation, spell check, word
count tools. It is good for quickly locating
and editing comments.

10. View
View tab allows you to switch between
single page or double page and also
allows you to control the layout tools It
includes print layout, outline, web layout,
task pane, toolbars, ruler, header and
footer, footnotes, full-screen view, zoom,
etc

Introduction to MS Excel
MS Excel is a part of Microsoft Office suite software. It is an electronic
spreadsheet with numerous rows and columns, used for organizing data, graphically
representing data(s), and performing different calculations. It consists of 1048576 rows
and 16384 columns; a row and column together make a cell. Each cell has an address
defined by column name and row number example A1, D2, etc. This is also known as a
cell reference.
Microsoft Excel is a software application designed for creating tables to input and
organize data. It provides a user-friendly way to analyze and work with data.

Excel Interface
62
What is a Cell?
A spreadsheet takes the shape of a table, consisting of rows and columns. A cell is
created at the intersection point where rows and columns meet, forming a rectangular
box. Here’s an image illustrating what a cell looks like:
What is Cell Address or Cell Reference?
The address or name of a cell or a range of cells is known as Cell reference. It
helps the software to identify the cell from where the data/value is to be used in the
formula. We can reference the cell of other worksheets and also of other programs.
Referencing the cell of other worksheets is known as External referencing.
Referencing the cell of other programs is known as Remote referencing.
There are three types of cell references in Excel:
 Relative reference.
 Absolute reference.
 Mixed reference.
How to Share your Workbook
Just click on the Review tab on the Ribbon. Click on the share workbook (under
Changes group). If you want to protect your workbook and then make it available for
another user then click on Protect and Share Workbook option.
Now check the option “Allow changes by more than one user at the same time.
This also allows workbook merging” in the Share Workbook dialog box. Many other
options are also available in the Advanced like track, update changes. Then, click OK.

63
Features of MS Excel
 Data Tab Review
Ribbon
Helps to perform different operations on This tab provides the facility
The Ribbon in MS-Excel is a vast set of data like analysis through
what-if analysis tools and many other of thesaurus, checking
the topmost row of tabs that data analysis tools, removing duplicate spellings, translating the
provide the user with data, transpose the row and column,
text, and helps to protect
different etc. It also helps to access data(s) from
different sources as well, such as from and share the worksheet
facilities/functionalities. Ms-Access, from web, etc. and workbook.

Home Tab Formulas View

It provides the basic It is a package of different It contains the commands
facilities like changing the in-built formulas/functions to manage the view of the
font, size of text, editing the which can be used by user workbook, show/hide ruler,
cells in the spreadsheet, just by selecting the cell or gridlines, etc, freezing
autosum, etc. range of cells for values. panes, and adding macros.

Page layout
Insert Tab It provides all the facilities
It provides the facilities like related to the spreadsheet-like
margins, orientation, height,
inserting tables, pivot width, background etc. The
tables, images, clip art, worksheet appearance will be
charts, links, etc. the same in the hard copy as
well.

MS Excel Shortcut Keys

Producing a PowerPoint Presentation

64
PowerPoint (PPT) is a powerful, easy-to-use presentation graphics software
program that allows you to create professional-looking electronic slide shows.
 PowerPoint presentation is designed to ENHANCE your presentation, not BE the
presentation.
 Remember, only you can prevent “Death by PowerPoint”.
 In your PowerPoint slide, highlight key points or reinforce what the facilitator is
saying. It should be short and to the point. Text and images should be placed
within the 95% of the screen and term as the “action safe”.
 For PowerPoint layouts, headings, subheadings and logos should show up in the
same spot on each frame. Margins, font styles and sizes, colors, lines, boxes,
borders and open spaces should be consistent.
 When selecting font styles, make sure your fonts are readable and should be
standardize all throughout the whole presentation. Recommended fonts include
Arial, Tahoma and Veranda.
 Use font sizes that are readable even at the back of the room. The larger, the
better. Combining small font sizes with bold or italics is not recommended.
Remember to not sacrifice readability for style.
 It is also important to take note that the use of capital letters all throughout the
presentation should be avoided. This is due to the following reasons: it makes
text hard to read, conceals acronyms and denies their use for emphasis.
 Used Italics for quotes, and dialogues. It is also use to highlight thoughts or
ideas. Commonly used for book, journal or magazine titles.
 The use of a template is also recommended. It is a good choice to use a set font
and color scheme. Different styles are disconcerting to the audience. It is your
aim to make the audience focus on what you present, not the way you present.
 Use the same background on each slide. The use of multiple backgrounds and
frequent changing of styles is very distracting.
 Use a good combination of colors. White on dark backgrounds should not be
used if audience is more than 20 ft away.
 Colors directly opposite to one another are said to clash. Clashing colors provide
readability.
 If you want to include graphs and charts in your presentation, make sure the
audience can read them. Avoid using graphics that are difficult to read.
 When it comes to illustrations, please use it only when needed, otherwise it
become distracters instead of communicators. They should relate to the
message and help make a point.
 Limit each slide to one idea. Use bullet points to cover components of each idea.
Keep each bullet to 1 line, 2 at most.
 Limit the number of bullets in a screen to 6, and 4 if there is a large title, logo,
picture, etc. If you crowd too much text, the audience won’t read it.
 Limit the use of animation. Too much animation is very distracting. Although
there are many animation modes to choose from, it is best to use just one
throughout. 65
  Another thing to avoid is the use of large block of paragraph to introduce your
information. It is difficult for some to listen and read a large amount of text at the
same time.
 To make a slide stand out, change the font, background, or add animation.
 The audience came to see you, so do not use your media to hides you.
 Do not just read everything on your slides.
Non-digital or Traditional Utilization of ICT Tools
Students’ performance depends on how the teachers execute lesson and engage
with learners in the transfer of learning. The degree of development on child’s potential
reflects teachers’ effectivity as educators. Teachers bridge the link between the
students and the education, and so as for teachers to become successful in their field,
instructional materials play a pivotal role in teachers’ preparedness and learners’
engagement. The field of education is one of the most dynamic sectors in the society
because of the changing external environment, trends and demands.
The Department of Education (DepEd) has created curriculum that could cater
the needs of the 21st century learners. Innovations and development have been
constantly occurring in the education sector bringing advancements and instructional
progresses. Teachers should be adaptive as it is necessary for the better
implementation of the goals of the school. As stated in the DepEd Order no. 35 series of
1998 “Utilization of Instructional Materials and Accountability therefor” it states that
effective learning is largely dependent on the availability and proper use of support
instructional materials. It is necessary that teachers should be resourceful enough in
looking for variety of ways and availability of the materials to be used in the learning
process.
Teaching materials are a key component in most language programs. Whether
the teacher uses a textbook, institutionally prepared materials, or his or her own
materials, instructional materials generally serve as the basis for much of the language
input learners receive and the language practice that occurs in the classroom. In the
case of inexperienced teachers, materials may also serve as a form of teacher training -
they provide ideas on how to plan and teach lessons as well as formats that teachers
can use. Here are examples of both non-digital and digital tools that plays a crucial role
in education:
Non-Digital ICT Tools:
1. Whiteboards:
 Traditional whiteboards are a non-digital tool that teachers use to write
and illustrate concepts during lessons.
 They promote class interaction and can be a collaborative space for
brainstorming.
2. Chalk and Blackboards:

66
  Before whiteboards, chalk and blackboards were widely used for teaching
and writing notes.
 They are still used in many educational settings, especially in areas with
limited access to technology.
3. Flashcards:
 Physical flashcards are a non-digital tool used for memorization and quick
recall of facts or concepts.
 They are popular for language learning, mathematics, and other subjects.
4. Educational Board Games:
 Board games like Scrabble, Chess, or Math Bingo promote learning in a
fun and interactive way.
 They enhance critical thinking, strategy, and subject-specific skills.
5. Globes and Maps:
 Geography is often taught using non-digital tools like globes and maps.
 These tools help students understand the world's physical features,
countries, and cultures.
Digital ICT Tools:
1. Interactive Whiteboards:
 Digital versions of traditional whiteboards, such as SMART Boards, allow
teachers to interact with digital content using touch or stylus input.
 They often integrate with computers to enhance multimedia presentations.
2. Tablets and iPads:
 Portable devices like tablets and iPads offer a range of educational apps
for students.
 They provide interactive learning experiences and can be used for
reading, math games, and creative projects.
3. Learning Management Systems (LMS):
 LMS platforms like Moodle or Canvas provide a digital space for course
materials, assignments, and communication.
 Teachers can organize resources, track student progress, and facilitate
online discussions.
4. Educational Software:
 Software applications like Microsoft Office, Google Workspace, or
specialized educational software cater to different learning needs.
 They include word processors, spreadsheets, presentation tools, and
subject-specific applications.
5. Online Simulations:
 Virtual labs and simulations allow students to conduct experiments and
explore concepts in a safe, controlled digital environment.
 Examples include PhET Interactive Simulations for science and
engineering.
6. Digital Libraries:

67
  Platforms like Project Gutenberg or Google Books offer access to a vast
collection of digital books and resources.
 E-books and audiobooks are increasingly used in educational settings.

These examples showcase the diversity of both non-digital and digital ICT tools
in education, highlighting how technology has enriched the teaching and learning
experience.
Use of Digital tools in Teaching and Learning
In support to classroom instruction and student learning, teachers used variety of
tools ranging from conventional to the most hi-tech ones. Students’ engagement and
performance are indicators of the appropriateness of strategy and instructional materials
(IMs) used in delivering the lesson. These IMs can be conventional or digital tools.
ICT tools refer to devices or gadgets used in communicating, disseminating,
creating, storing, and managing information. Thus, it is necessary that both teachers
and learners must understand how to use these tools to facilitate teaching and learning.
In this age, some learners are proficient in the use of digital tools that aid the teaching
learning process. Thus, teachers may choose one or several of these tools to augment
the teaching and learning environment in their classroom.
ICT in Education
ICT integration in education allows ease of processing of information, effective
accessibility to resources, easy sharing of resources, expression of creativity and
effective collaboration. All these are easily done using the gadget you have in your
pockets or at home.
A. Using Mobile Phones with the QR code
QR code is a code that was created by a Japanese corporation Denso-Wave in
1994. It stands for Quick Response which effectively and efficiently connecting the
physical world with the electronic world. It allows the reader to decode the information at
a high rate of speed. It usually gives a URL linking you to a website or immediately
provides salient information about the product.
B. Using Laptop and the Infographic
In the context of teaching and learning, there are instances where we are looking
for the best way to present and interpret data/information in a cohesive, quick and clear
manner with a given short amount of time. How can you capture and deliver that
information simply and effectively without compromising the quality while making it
engaging? Infographics is the answer to this situation.
What is an Infographic? Infographic is a graphic visual representation of data or
an image such as diagram, chart or picture that are intended to present complex

68
information quickly and clearly. This tool can also be used in instruction. Usually, it is
used to market products in the increasing visual world. However, it can also be
employed in marketing information and ideas in the teaching learning process. One
tool that can be used in creating infographics is Canva. It offers several free templates
design for education.
Where can Infographics be Used?

Infographics are highly useful for presenting results gathered from survey data. Statistics and
Prese numbers can overwhelm a lot of audiences, and therefore lose much of their significance.
nting When organized in an infographic it becomes much easier to quickly draw meaning from data.
surve
y
data

Simplif
The core purpose of an infographic is to simplify a complex idea which makes them great
ying a educational tools, especially when presenting an overview of a topic instead of an in-depth
compli analysis.
cated
conce
pt

In addition to simplifying complex ideas, infographics are often used to reveal the mechanics
behind how intricate objects work. Skilled designers can create infographics that pull apart
Explain
ing how complex products like cameras, iPhones, and clocks, and graphically explain their core
someth features. The simplicity of the designs makes it easier to explain the function of each piece.
ing
works

Infographics help organize similarities and differences by visually creating parallels that
complement the information being presented. Comparisons can be difficult to express with
Comp words, sometimes to the point of being more confusing than revealing to the audience. It is
arison easier to draw comparisons with same information neatly organized in infographic.
s

Int
There are lots of interesting facts that aren’t quite interesting enough to be organized in
ere simple lists. When displayed in an infographic, these facts can be brought to life and can
stin attract and engage learners.
g
fac
ts
Whe
n
The perfect use of an infographic is to visually explain things that can’t be explained with words.
wor Some concepts just don’t have words associated with them, or some words don’t translate
ds outside of their native tongue.
just
don’
t
work
There is a lot of important information that is often dry or unpleasant, but that needs to be
Rais communicated to raise awareness of issues or concerns. Infographics can make information
e
awa
more interesting to read and more likely to be shared.
rene
ss

69
C. Ipad/Tablet and the Online Bulletin Board
An online bulletin board is a way of presenting ideas with a twist and interest with
no cost at all. Here’s how:
 Step 1: Search for http://padlet.com/
 Step 2: sign up or log-in using any of your social media account
 Step 3: If you want to make your own, click MAKE A PADLET.
 You can choose Start with a Blank or Pick a Template.
 Start making posts by clicking the + sign.
 c. Make your posts as creative as you can by clicking Modify and selecting your
choice of color, font, theme, etc.
 d. You can now share your padlet or online bulletin board to your friends. Click
Share and allow other to have access to it or you can share through the
social media account where others can view it.
 Step 4: If you want to join someone’s bulletin board, click JOIN A PADLET.
 Enter in the dialog box the URL of the padlet you want to join.
 Start posting on your friend’s/classmate’s padlet by clicking the +
sign.
E. Online Assessment Tools
Its purpose is to streamline and enhance the assessment process. Tools like
Google Forms, Quizlet, and Kahoot! enable teachers to create interactive quizzes,
surveys, and assessments, providing instant feedback to students.
F. Video Conferencing:
It enables remote learning and virtual classrooms. Platforms like Zoom, Microsoft
Teams, and Google Meet have become integral for synchronous learning, allowing
teachers and students to connect regardless of geographical locations.
E. Digital Portfolio or e-Portfolio
Portfolio is one of the authentic assessment tools for learning. It is a collection of
student’s work, progress, achievement and competencies gained throughout the
semester in every course. It comes in many forms such as album like, scrapbook or a
compilation of significant documents as evidence of learning.
With the advent of technology, online portfolio can be easily created which
commonly called as e-Portfolio or digital portfolio. This can be used as a digital archive
that can contain the same materials as a physical portfolio but can have more such as
multimedia productions, relevant online links or references, digital stories or video blogs,
PowerPoint presentations, photographs and other ICT materials. The e-Portfolio can be
private or can be published and shared publicly to stakeholders like parents and friends.

70
 ACTIVITY AND ASSESSMENT

Activity 1: Explore with a Partner

Target Objectives:
 Explain the various terms and concepts in ICT.
1. Choose a partner and explore in the web or reference book how other terms are
defined and understood. You can also go over the Module and discover that there are
many terms that we have not included in the list.
2. Make a glossary of terms of at least 20 ICT-related terms with each having its
conceptual or operational definitions or descriptions. Cite the source and year of your
definition. Make use of APA in-text citation and reference style.
3. Write or print it in a short bond paper. Make your output creative and presentable.
Activity 2: It’s Time to Create a PPT!
Target Objectives:
 Trace the development of Information and Communications Technology
 Apply the basic netiquette in real life situations.
 Explain the advantages and disadvantages of using online tools to gather data.
 Apply the basic rules and guidelines in creating PowerPoint presentations.
 Create a PowerPoint presentation.
Directions: The class will be divided into three groups. Each group will be assigned with
a particular topic in which they will create a PowerPoint presentation for it. A Gdrive link
will be provided where they could all upload their files. Each group must also ensure to
save a pdf file of their PowerPoint presentation. The group will also choose at least two
representatives to present their outputs in front of the class.
 Group 1: Historical Development of Information and Communications
Technology
 Group 2: Basic netiquette in Real life Situations
 Group 3: Advantages and Disadvantages of Using Online Gathering Tools
Activity 3: Mail Merge Me!
Target Objectives:
 Obtain and practice basic knowledge on Microsoft Word and Excel.
 Create documents and spreadsheets.
Directions: Using the same group in the previous activity, the students are task to create
a mail merge. They are to submit a word document of their business/application letter

71
and the spreadsheet that contains the list of all their recipients. An example of mail
merge will be given to the students to guide them in making their activity.
Activity 4: Choose, Use, ICT Tools
Target Objectives:
 Compare and contrast traditional and non-traditional technological tools in the
classroom.
 Select and use appropriate digital tool in teaching
1. With the use of a Venn diagram, compare and contrast digital and non-digital tools
used for teaching and learning process.

Non-Digital Tools Digital Tools

2. Select at least one digital and one non-digital tool and explain how will you integrate
each of the tools in your classroom.
Digital or Non-Digital Tools Classroom Integration

72
 MODULE 5: TEACHING OF EPP IN THE
CLASSROOM

Objectives:
o Review the varied learning theories and discuss its integration to EPP.
o Cite strategies, methods and techniques on how to teach EPP
o Present a lesson plan on topics related to Home Economics and ICT.
o Construct instructional materials in Teaching EPP

INTRODUCTION
Get ready to embark on a transformative journey that blends theoretical insights
with practical applications, as we explore the art and science of Teaching Edukasyong
Pnatahanan at Pangkabuhayan in a dynamic and innovative classroom setting. In this
module, you will embark on a comprehensive review of varied learning theories and
explore their seamless integration into the EPP curriculum. By understanding the
principles of learning, we aim to tailor teaching methods that resonate with diverse
learners and foster a holistic educational experience.
Strategies, methods, and techniques play a pivotal role in the success of any
teaching endeavor. Throughout this module, we will not only discuss but actively
engage in the exploration of effective strategies for teaching EPP. From project-based
learning to interactive methodologies, our goal is to equip you with a versatile toolkit that
aligns with the dynamic nature of EPP subjects.
To bridge theory with practice, this module includes the creation of a lesson plan,
specifically designed for topics related to Home Economics and Information and
Communications Technology (ICT). This practical exercise aims to apply the discussed
theories and strategies in a real-world teaching scenario.
Furthermore, the module emphasizes the creation of instructional materials
tailored for Teaching TLE. From multimedia presentations to hands-on activities, you
will gain the skills to construct engaging materials that resonate with your students,
making learning both meaningful and enjoyable. Welcome to a module that not only
enhances your teaching repertoire but also sparks creativity and passion in the realm of
EPP education!
ANALYSIS
Learning Theories and Their Impact to EPP
Learning theory describes how students receive, process, and retain knowledge
during learning. Cognitive, emotional, and environmental influences, as well as prior

73
experience, all play apart in how understanding, or a world view, is acquired or changed
and knowledge and skills retained.
Learning theories offer frameworks that help understand how
information is used, how knowledge is created and how learning takes place.
Learning designers can apply these frameworks according to different learning and
learner needs and make more informed decisions about choosing the right instructional
practices
There is no one ‘best’ learning theory because. Each theory offers a different way
to look at learning and the essential ingredients that make learning happen. Using these
theories as lenses, learning designers can understand and describe the role of the
learner, role of the instructor/teacher/facilitator and how learning happens indifferent
ways. Each theory has influenced and shaped instructional practices and methods and
all new theories will continue to do so.
These theories have implications for the design and implementation of
educational programs, including those related to Edukasyong Pantahanan at
Pangkabuhayan (EPP). Here are some key learning theories and their potential impact
on EPP:
1. Behaviorism: It focuses on observable behaviors, emphasizing the role of stimuli and
responses in learning. Behaviorist principles may be applied in skills-based learning
within EPP, where students practice and reinforce specific behaviors or skills through
repetition and reinforcement.
2. Cognitivism: This emphasizes mental processes like memory, thinking, and problem-
solving. In EPP, cognitivism can inform instructional strategies that promote critical
thinking and problem-solving skills. For example, students may analyze and apply
knowledge to real-life situations.
3. Constructivism: This theory posits that learners actively construct their own
understanding by connecting new information to existing knowledge. EPP can
incorporate hands-on activities, projects, and real-world applications to align with the
constructivist approach, allowing students to build their skills through practical
experiences.
4. Social Learning Theory: This theory put emphasis on the role of social interaction in
the learning process, suggesting that individuals learn by observing others.
Collaborative projects, group activities, and mentorship opportunities in EPP can
leverage social learning principles, allowing students to learn from both teachers and
peers.
5. Experiential Learning: Developed by David Kolb, this theory focuses the importance
of hands-on experiences and reflection in the learning process. EPP can benefit from
incorporating experiential learning activities, such as internships, apprenticeships, or
practical projects, to enhance skill development.
6. Multiple Intelligences: Howard Gardner's theory proposes that individuals possess
different types of intelligences, including linguistic, logical-mathematical, spatial, bodily-
kinesthetic, and more. Recognizing and addressing diverse intelligences can inform
differentiated instruction in EPP, allowing students to showcase and develop their
strengths.
7. Connectivism: This theory centers on the role of networks and technology in learning,
suggesting that learning occurs through connections and interactions. EPP can 74
leverage online resources, networks, and digital tools to connect students to a broader
learning community and real-world experts in various fields.
These theories provide a foundation for understanding how individuals learn, and
educators can integrate elements from various theories to create effective and tailored
learning experiences in EPP.
Teaching Methods, Techniques and Strategies in TLE/EPP
Teaching Approach is a set of principles, beliefs or ideas about the nature of
learning which is translated into the classroom. It springs from a teacher’s own
philosophy of education, the nature of education, the role of the teacher and that of the
student.
Teaching Strategy is a long-term plan of action designed to achieve a particular
goal. Strategy applies to many disparate fields such as a military strategy, economic
strategy, teaching strategy and the like.
Teaching method is a systematic way of doing something. It implies
an orderly logical arrangement or step. It is more procedural.
Teaching technique is a well-defined procedure used to accomplish a specific
activity or task. It is a teacher’s particular style or trick used to accomplish an immediate
objective. Techniques are consistent with a given approach, strategy and method.
The relationship among the three is shown below:

APPROACH STRATEGY METHOD TECHNIQUE

An approach gives rise to a strategy which may use more than one method of
teaching. One teaching method may be employed differently by two different teachers
whose teaching style may lead to the use of different techniques. Techniques has
something to do with teacher’s personal style of teaching.
Technology and Livelihood Education (TLE) or Edukasyong Pantahanan at
Pangkabuhayan (EPP) focus on providing students with practical skills and knowledge
related to technology, livelihood, and home economics. Here are some common
approaches used in teaching and learning TLE/EPP:
1. Project-Based Learning (PBL):
PBL involves students in an extended, complex problem or project that requires
them to apply skills and knowledge across multiple subjects. Students can work on
projects related to practical skills such as woodworking, cooking, or entrepreneurship.
For example, creating a business plan for a small enterprise or designing and
constructing a project in technology. 75
2. Hands-On Activities:
Learning by doing is a key principle in TLE/EPP. Hands-on activities involve
students actively engaging with materials, tools, and equipment. Activities could include
actual cooking in Home Economics, crafting in Arts and Crafts, or hands-on
experiments in technology subjects.
3. Demonstrations:
Teachers demonstrate specific skills or processes to the students, modeling the
correct procedures. Teachers can demonstrate cooking techniques, proper use of tools
in technology subjects, or sewing techniques in Home Economics.
4. Problem-Solving Approach:
This approach focuses on presenting students with real-world problems and
guiding them to find solutions. Students can be presented with challenges related to
creating or repairing items, managing a budget, or solving practical problems
encountered in daily life.
5. Cooperative Learning:
Students work together in groups to achieve a common goal. Group projects,
collaborative problem-solving activities, and team-based assignments can be used to
encourage cooperative learning.
6. Role-Playing and Simulations:
Students act out scenarios or engage in simulated activities to gain a deeper
understanding of concepts. Role-playing can be used to simulate real-world business
interactions, customer service scenarios, or decision-making in a specific field.
7. Field Trips and Industry Visits:
Taking students outside the classroom to experience real-world settings related
to their TLE/EPP subjects. Visits to manufacturing plants, businesses, or local industries
can provide students with firsthand knowledge of various careers and industries.
8. Use of Technology:
 Integrating technology tools and platforms to enhance learning experiences.
Using multimedia presentations, online resources, and interactive simulations to
supplement traditional teaching methods.
9. Assessment through Portfolios:
Students compile a portfolio of their work and reflections over a period,
demonstrating their growth and achievements. Portfolios can include photos, project
reports, and reflections on skills learned and applied in practical situations. 76
10. Inquiry-Based Learning:
Students pose questions, conduct research, and actively explore topics.
Encouraging students to inquire about specific skills, techniques, or technologies and
guiding them in finding the answers through research and experimentation.
These teaching methods and strategies aim to make TLE/EPP education more
engaging, practical, and relevant to students' future careers and everyday lives. The
combination of hands-on activities, real-world applications, and collaborative
approaches contributes to a holistic learning experience.
Lesson Planning in Home Economics and ICT Subject
A lesson plan is the instructor’s road map of what students need to learn and
how it will be done effectively during the class time. Then, you can design appropriate
learning activities and develop strategies to obtain feedback on student learning. Having
a carefully constructed lesson plan for each of your lesson allows you to enter the
classroom with more confidence and maximizes your chance of having a meaningful
learning experience with your students.
A successful lesson plan addresses and integrates three key components:
Learning Objectives, learning activities, and Assessment to check for student
understanding
A lesson plan provides you with a general outline of your teaching goals, learning
objectives, and means to accomplish them, and is by no means exhaustive. A
productive lesson is not one in which everything goes exactly as planned, but one in
which both students and instructor learn from each other.
What Is the 4A’s Lesson Plan?
The 4A’s lesson plan is a framework widely used by teachers to design effective
and student-centered lessons. The term “4As” stands for Activity, Analysis, Abstraction,
and Application, representing the different stages of the lesson.
In the Activity phase, students engage with prior knowledge and participate in
activities that spark their interest. The Analysis phase involves processing and
classifying information, deepening their understanding of the topic. The Abstraction
phase focuses on reinforcing and generalizing the lesson, allowing students to grasp
the concepts in their own words. Finally, the Application phase brings practicality by
encouraging students to apply what they have learned in real-life contexts.
The 4A’s lesson plan promotes active learning, critical thinking, and the practical
application of language skills, fostering a comprehensive and engaging learning
experience for students.
The 4A’s framework is based on the Experiential Learning Theory proposed by
David Kolb. Kolb’s theory suggests that learning occurs through a cycle of concrete
experience, reflective observation, abstract conceptualization, and active
experimentation. The 4A’s lesson plan aligns with this theory by incorporating activities,
analysis, abstraction, and application to facilitate a holistic learning experience.

Sample Lesson Plan in TLE

78
General Considerations in Lesson Planning in Home Economics and TLE
79
 Integration of Technology: Both subjects can benefit from the integration of
technology. In Home Economics, students can use digital resources for recipe
research, nutrition tracking, or budgeting apps. In ICT, students can leverage
online coding platforms, simulation software, or digital design tools.
 Collaborative Projects: Encourage collaborative projects that involve both
subjects. For example, students can design a digital cookbook in ICT class,
incorporating their cooking skills and nutritional knowledge gained in Home
Economics.
 Real-World Applications: Emphasize the real-world applications of the skills
learned in both subjects. Connect Home Economics lessons to practical life
skills, and relate ICT lessons to the applications of technology in various
industries.
 Assessment Strategies: Use a variety of assessment strategies, including
observation, project assessments, quizzes, and peer evaluations, to ensure a
comprehensive understanding of students' progress in both subjects.
By incorporating these elements into your lesson planning process, you can
create engaging and effective learning experiences in both Home Economics and ICT.
Creating Instructional Materials in Teaching EPP
The teachers need instructional materials to enhance teaching and learning.
Instructional materials are defined as print and non-print items that are rested to impact
information to students in the educational process (Effiong & Igiri, 2015). Examples of
instructional materials are drawings, kits, textbooks, posters, magazines, flip chart,
newspapers, diorama, pictures, recording videos and the like.
Instructional materials have several roles in teaching and learning which include
the following: (1) they promote meaningful communication and effective learning;
(2)they ensure better retention, thus making learning more permanent; (3) they help to
overcome the limited classroom by making the inaccessible accessible; (4) they provide
a common experience upon which late learning can be developed; and (5)they
encourage participation especially if students are allowed to manipulate materials used
(Brown et al., 2005; Effiong & Igiri, 2015).
Instructional materials are the supplementary materials, which help the teacher to
make his/her presentation/concrete, effective, interesting, meaningful and inspiring. In
any teaching and learning process, instructional materials play a vital role as they
provide sensory experiences to the learners. The primary aim of teaching materials is to
provide the teachers the layout of the way for teaching in the classroom.
It is important to understand how to develop instructional materials. Instructional
materials refer to any pre-existing materials that are being incorporated, as well as to

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those that will be specifically developed for the objectives (Haigler, 2014). There are
also seven factors to consider in developing instructional materials:1) Develop a story
board and working outline based on the subject goals andobjectives.2) Identify existing
institutional resources including materials and teachers’capability.3) The teacher may
research off the shelf materials that have been developed by others to determine if their
approach could be useful.4) Explore the possibility of adapting concepts of other
teachers without infringing on anyone’s copy protected design.5) Modify existing
materials based on the objectives of the lesson.
6. If the instructional materials are effective, you can share them with otherteachers.7.
The teacher developer can also sell her/his materials available.
Instructional materials are great help in simulating and facilitating the learning of
the learners. According to Wright (1976:1) as cited in Cakir (2006) many media and
many styles of visual presentation are useful to the language learner. All audiovisual
materials have positive contributions to language learning as long as they are used at
the right time, in the right place. In the teaching and learning process, learners use their
eyes as well as their ears; but their eyes are basic in learning.
 Dioramas are small scenes created of layers of materials, all depicting a similar
concept or theme. They usually display a historical time period, a nature scene,
or a fictional situation.
 Nature Table is a table that contains objects and/or scenes related to the current
season, or upcoming festival or a symbol of an ecosystem.
 A writing board can display information written with chalk (chalkboard or
blackboard) or special pens (whiteboard).
 Flip Chart is a large tablet or pad of paper, usually in a tripod or stand
 Zigzag Board is a multi-board series they of three or four rectangular boards.
They are joined together along the sides by hinges so that they can be easily
folded up and carried.
 A wall display is a collection of many different types of items and materials put up
on a wall to make an interesting and informative display.
 Rope and Pole display This board consists of two parallel, horizontal poles tied
loosely together with rope. Visual aids such as posters can be pinned to the rope.
Thiskind of display board is invaluable where there are few solid walls for
displaying information. It has no solid backing and can be made quickly for
teaching, training and when working with communities.
Guidelines when designing conventional instructional materials:
1. Unity – Use only one idea for each visual aid and include a headline.
2. Simplicity – Make ideas and relationships simple and easy to recall. Avoid cluttering a
visual with too many words, numbers, graphics. The audience should be able to grasp
the concept in 10 to 15 seconds.
3. Legibility – Make letters big and readable for all in the audience.
4. Consistency – Use the same type style and art style.
5. Clarity – avoid type that is too small to read; avoid all caps. 81

6. Quality – Make it neat and professional, and remember to proofread.

7. Durability – make sure the instructional materials are sturdy and could be used for a
number of times.
8. Attractiveness- It is important to note that the instructional materials you create
should be appealing and could capture the interest of students.

ACTIVITY AND ASSESSMENT

Activity 1: Summarizing Learning Theories

Target Objectives:
 Review the varied learning theories and discuss its integration to EPP.
Directions: In a one whole sheet of paper, summarize the five (5) learning theories and
their impacts to EPP teaching using the table below:
Behaviorism Constructivism Social Cognitivism Experientialism
Learning
Focus of
learning is
on:
Learning
is:

EPP
Teaching
impact/s:

Activity 2: Designing Teaching and Learning Activities

Target Objectives:
 Cite strategies, methods and techniques on how to teach EPP
Directions: The students are task to choose one particular topic in the field of Home
Economics and ICT. They are then be asked to think of various possible teaching

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methods and strategies or any teaching and learning activities they could incorporate in
the class to ensure engagement and understanding of the particular topic. They are to
present their answer in a tabular form just like what was shown below:

EPP/ TLE Topics Teaching Methods/ Teaching and Learning Activities

Example 1: Demonstration: Teacher-led demonstration of basic

Cookery: Basic Culinary cooking techniques.
Skills Hands-On Cooking: Students practice chopping,
sautéing, and basic food preparation.
Recipe Analysis: Analyzing and understanding recipes
for different cuisines.
Cooking Competition: Organizing a friendly cooking
competition among students.
Example 2: Simulation Lab: Hands-on experience in assembling and
Computer Hardware disassembling computer hardware.
Servicing Troubleshooting Exercises: Identifying and solving
common hardware issues.
Role-Playing: Simulating interactions between a
computer technician and a client.
Field Trip: Visit to a computer repair shop for practical
exposure.

Activity 3: Constructing a Lesson Plan

Target Objectives:
 Present a lesson plan on topics related to Home Economics and ICT.
The class will be divided into groups. Each group will choose a topic related to
Home Economics and ICT. They will then create a lesson plan for the particular topic
they have chosen. They could opt to surf the internet and look for available lesson plans
in the related subjects and modify it. The 4A’s lesson plan format should be followed.
Write or print it on a short bond paper.
Activity 4: Developing an Instructional Materials
 Construct instructional materials in Teaching EPP
Directions: The class will be divided into groups. They are to develop instructional
materials based on their own field of specialization and topic discussion. They could
also opt to create instructional materials related to the lesson plan they have created in
the previous activity. They will need to record or take some photos on how they created
their instructional material and explain its purpose. Below is the rubric for rating their
project.

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Rubric in Creating Instructional Materials

Needs Good Very Rating
Improvement (2) Good
(3) (3)
1. The instructional materials explicitly
identify the learning objectives.
2. The instructional materials support
teachers in helping students identify,
examine, consider learning objectives.
3. The instructional materials support
teachers in helping students articulate
their initial ideas about the lesson.
4. The instructional materials ask
students to demonstrate their
understandings about the lesson.
5. The instructional materials provide
students to ask questions.
TOTAL
Other Comments:
 REFERENCES
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