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LEARNING PLAN
EXPLORE

This unit is about Cookery and Kitchen Safety

Consider this question: How can I apply kitchen safety, hygiene practices,
and proper cooking techniques to prepare nutritious and safe meals?

Mystery Box Challenge" 🏆🔪🔥

Materials Needed:
 A closed box or bag with various kitchen tools (e.g., knife, whisk,
spatula, oven mitt, measuring cups, peeler, tongs, etc.).
 Picture cards of common kitchen hazards (e.g., fire, sharp objects,
slippery floors, electrical hazards).
 Whiteboard or chart paper for discussion notes.

Steps:
1. Mystery Box Reveal 🎁👀
 One by one, students pull an item from the box without looking
inside.
 They try to identify the item and explain its function in cooking.

2. Safety Connection ⚠️💡

 After each item is revealed, discuss potential safety hazards
associated with it (e.g., "How can we safely use a knife?").
 Show corresponding hazard picture cards for added
discussion.

3. Mini Role-Play 🎭🍳
 Students act out a scenario demonstrating the correct and
incorrect ways to handle the kitchen tool.
 The class discusses what went wrong and how to fix it.

Process Question:
 What are the most important safety rules we should remember in the
kitchen?”

LEARNING
COMPETENCY FIRM-UP (ACQUISITION)

LC 1. Define cookery ACTIVITY 1: Class discussion on the importance of cookery in daily

and its importance in life.
daily life.

Learning Target:
I can define cookery
and explain its
importance in daily
life.

Success Criteria:
In my definition, I am
able to describe
cookery and explain
how it helps in daily
life, such as
promoting health,
saving money, and
fostering creativity. 1. The Role of Cookery in Daily Life
Cooking plays a major role in our everyday lives by:
✅ Providing Nourishment – Cooking allows us to prepare meals that give
our bodies the nutrients needed for energy and good health.
✅ Saving Money – Home-cooked meals are often cheaper than eating at
restaurants or buying fast food.
✅ Promoting Creativity – Cooking allows us to experiment with ingredients
and flavors, making meals more enjoyable.
✅ Encouraging Family Bonding – Cooking and eating together strengthens
relationships and traditions.

2. The Health Benefits of Cooking

Cooking at home is generally healthier because:
🍎 Better Nutrition – We can control the ingredients and portion sizes to
ensure a balanced diet.
🚫 Avoiding Harmful Additives – Processed foods often contain high amounts
of sugar, salt, and preservatives, which can lead to health problems.
🦠 Food Safety – Cooking properly helps kill bacteria that can cause
foodborne illnesses.

3. Kitchen Safety & Hygiene

Cooking also requires safety awareness to prevent accidents and illness.
Some essential kitchen safety rules include:
⚠️Handling Sharp Tools Safely – Always use knives carefully and store
them properly.
🔥 Preventing Fire Hazards – Never leave cooking unattended and always
turn off appliances when done.
🧼 Maintaining Proper Hygiene – Wash hands, clean surfaces, and store
food correctly to avoid contamination.

ACTIVITY 2: Group Brainstorming – The Benefits of Cooking at Home

LC 2. Identify the
benefits of learning
basic cooking skills. Instructions:
1. Group Formation
Learning Target:  Divide the class into small
I can identify the groups (3-5 students per
benefits of learning group).
basic cooking skills.  Assign each group a leader to
facilitate discussion and a
Success Criteria: recorder to write down ideas.
In my explanation, I
am able to list at 2. Brainstorming Session
least three benefits  Each group brainstorms and
of learning how to lists as many benefits of
cook, such as home cooking as possible.
preparing nutritious  Encourage students to
meals, becoming consider health, financial, emotional, and social benefits.
self-sufficient, and  Use the following guiding questions:
improving time  How does home cooking affect our health?
management.  How does it save money compared to eating out?
 How does it bring families and friends together?
 How does it allow for creativity and personal choice in meals?

3. Presentation & Discussion

 Each group presents their ideas to the class.
 The teacher or a student volunteer writes common benefits on the
board.
 After all groups share, discuss any new or unique points.

Process Question:
Which benefit of cooking at home is most important to you, and why?”

LC 3. Describe ACTIVITY 3: Role-Play – Kitchen Accidents & Safety Measures

kitchen hazards and
safety measures to Materials Needed:
prevent accidents. 🎭 Scenario cards (with different kitchen accident situations)
🧤 Kitchen props (oven mitts, spatulas, towels, plastic knives, etc.)
Learning Target: 📜 Safety checklist or poster
I can describe
kitchen hazards and Instructions:
safety measures to 1. Group Formation
prevent accidents.  Divide the class into small groups (3-5 students per group).
 Assign each group a different kitchen accident scenario to act out.
Success Criteria:
In my description, I 2. Scenario Preparation
am able to identify  Each group receives a scenario card describing a kitchen accident.
common kitchen  They plan a short role-play (1-2 minutes) demonstrating:
hazards (e.g., burns,  The wrong way (unsafe behavior that causes the accident).
cuts, fire, and spills)  The right way (correct safety practices to prevent or handle it).
and explain how to
prevent them 3. Role-Play Performances
through proper  Groups act out their scenarios in front of the class.
safety measures.  The audience watches and identifies what went wrong.
 After each performance, discuss the correct safety measures.
 4. Wrap-Up Discussion
 Recap key kitchen safety rules.
 Ask: “Which accident do you think is the most common? How can we
be more mindful in the kitchen?”

Example Role-Play Scenarios:

Burns from a Hot Pan – A student grabs a hot pan without an oven mitt and
gets "burned."
🔹 Safety Measure: Use oven mitts, be mindful of hot surfaces.
knife Cut While Chopping – A student cuts food with improper technique
and "injures" themselves.
🔹 Safety Measure: Use the correct knife grip, cut on a stable surface.
slipping on a Spilled Liquid – A student spills water and someone else slips.
🔹 Safety Measure: Clean spills immediately, wear non-slip shoes.
Electrical Shock from a Wet Appliance – A student uses an electrical mixer
with wet hands.
🔹 Safety Measure: Keep electrical devices dry, unplug when not in use.
Fire from an Unattended Stove – A student leaves a pan on the stove, and it
starts "smoking."
🔹 Safety Measure: Never leave cooking unattended, know how to extinguish
small fires.

Process Questions:
1. What was the most surprising accident, and why?
2. Which safety rule do you think is the most important?
3. How can we apply these safety measures in real life?

ACTIVITY 4: Proper Handwashing, Sanitizing Surfaces, and Proper

Food Handling
LC 4. Identify proper
hygiene practices Materials Needed:
when handling food. 🧼 Soap and water
💦 Handwashing sink or a bowl of water
Learning Target: 🧻 Paper towels or a clean cloth
I can identify proper 🧽 Cleaning spray and wipes
hygiene practices 🍎 Fruits/vegetables for washing (optional)
when handling food. 🖊 Chart or poster with food safety guidelines

Success Criteria:
In my explanation, I
am able to describe
at least three good
hygiene practices,
such as washing
hands, keeping food
at the right
temperature, and
avoiding cross-
contamination.

Instructions:
1. Demonstration of Proper Handwashing (5-7 minutes)
📌 Steps to Demonstrate:
 a. Wet hands with clean, running water.
b. Apply soap and lather well.
c. Scrub all areas, including between fingers, under nails, and the back
of hands for at least 20 seconds (sing "Happy Birthday" twice).
d. Rinse thoroughly under running water.
e. Dry with a clean towel or air-dry.

Process Questions:
1. Why do we need to wash our hands before and after handling food?
2. What happens if we don’t wash our hands properly?
3. When should we wash our hands while cooking??

ACTIVITY 5: Tool Identification Exercise – Matching Kitchen Tools with

Their Uses

LC 5. List common Instructions:

kitchen tools and 1. Matching Kitchen Tools with Their Uses
identify their uses.
Steps to Conduct:
Learning Target:
I can list common  Spread out picture cards of kitchen tools on a table or board.
kitchen tools and  Place function cards (descriptions of their uses) separately.
identify their uses.  Students work individually or in pairs to match each tool with its
correct function.
Success Criteria:  Once all matches are made, the teacher reviews and corrects any
In my response, I am mistakes, explaining the correct uses.
able to name at least
five kitchen tools and
describe their
specific uses in
cooking.

Process Questions:
1. How did you determine which tool matched which function?
2. Which tools were the easiest/hardest to match, and why?
3. How would using the wrong tool affect food preparation?
 ACTIVITY 6: Research on Foodborne Illnesses and Their Prevention

Instructions:
LC 6. Identify 1. Group Assignment & Research
common foodborne
illnesses and their Steps to Conduct:
causes.  Divide students into small groups (3-5 members per group).
 Assign each group a specific foodborne illness to research, such as:
Learning Target:  Salmonella (undercooked eggs & poultry)
I can identify  E. coli (contaminated beef & vegetables)
common foodborne  Listeria (dairy & deli meats)
illnesses and their  Norovirus (contaminated surfaces & food handling)
causes.  Hepatitis A (poor hygiene & infected food handlers)
 Students research and answer key questions:
Success Criteria:  What causes this illness?
In my explanation, I  What are the symptoms?
am able to name at  What types of food are most commonly affected?
least three foodborne  How can this illness be prevented?
illnesses and
describe how Process Questions:
improper food 1. How does food become contaminated with bacteria or viruses?
handling can lead to 2. What are the most common mistakes people make that lead to
contamination. foodborne illnesses?
3. How do these illnesses affect different age groups (e.g., children,
elderly, pregnant women)?

LEARNING DEEPEN (MAKE MEANING)

COMPETENCY

LC 7. Explain how to ACTIVITY 1: Placemat Organizer

use basic kitchen
equipment safely.

Learning Target:
I can explain how to
use basic kitchen
equipment safely.

Success Criteria:
In my explanation, I
am able to describe
at least three key
safety practices for
using kitchen
equipment, such as
handling sharp tools
carefully, using the
right equipment for
the task, and turning
off appliances when
not in use.
ACTIVITY 2: Compass Point
LC 8. Describe how
to clean and
maintain kitchen
tools and equipment.

Learning Target:
I can describe how to
clean and maintain
kitchen tools and
equipment.

Success Criteria:
In my description, I
am able to identify
the proper cleaning
methods for at least
three types of
kitchen tools (e.g.,
knives, cutting
boards, mixers) and
explain how regular
maintenance
prevents damage
and prolongs their
use.

Learning Competency TRANSFER

PERFORMANCE Transfer Goal:
STANDARD:
Students will be able to independently apply the knowledge of kitchen tools,
Students will equipment, safety protocols, and sanitation practices learned in class to
demonstrate safe create a safe, hygienic, and efficient kitchen setup when preparing meals at
and effective use of home, at work, or in any culinary setting, ensuring a clean and safe cooking
kitchen tools, apply environment for myself and others.
food safety and
hygiene practices, The Performance Task: (GRASPS)
and prepare simple
Goal
dishes using proper
You are tasked with preparing a meal that showcases your ability to create
cooking techniques.
a safe, hygienic, and efficient kitchen setup. The goal is to ensure that the
kitchen environment is organized, the tools and equipment are used
Learning Target:
correctly, and proper safety and sanitation practices are followed throughout
I can create a safe,
the cooking process. Your final product will be a meal that reflects these
hygienic, and
practices and is ready for presentation.
efficient kitchen
setup to prepare a
Role
meal, using the
You are a home cook (or culinary professional) preparing a meal for a family
knowledge of kitchen
gathering or a small event. You must ensure that the kitchen setup is
tools, equipment,
efficient and meets safety and hygiene standards. Your task is to follow all
safety protocols, and
food safety protocols while cooking a meal, ensuring it’s safe, clean, and
sanitation practices.
prepared in a timely manner.

Audience
Success Criteria:
In my setup, I am The meal you prepare will be shared with your peers or a family member
able to: who will assess the meal preparation process. They will evaluate the safety
of your setup, the cleanliness of your tools and workspace, and the quality
Organize kitchen of the meal. They will also review how well you followed safety protocols
tools and equipment and hygiene practices throughout the process.
in a way that
promotes safety and Situation
efficiency. You are cooking a meal for an event or gathering in a professional kitchen
or your home kitchen. The kitchen is equipped with various tools and
Demonstrate proper appliances that must be organized and used properly to ensure safety and
hygiene practices, hygiene. During meal preparation, you must demonstrate how well you
such as apply safety measures like handwashing, sanitizing surfaces, organizing
handwashing, tools, and preventing cross-contamination.
sanitizing surfaces,
and handling food Product
safely. You will deliver a meal preparation project that demonstrates:
 A well-organized, clean, and safe kitchen setup.
Follow safety  The correct usage and maintenance of kitchen tools and equipment.
protocols, such as  Safe handling of food and hygiene practices such as proper
using the correct handwashing, sanitizing surfaces, and avoiding cross-contamination.
tools for the job,  A final meal that is safe to consume and meets the standards of
storing food properly, cleanliness and efficiency in its preparation.
and minimizing risks
like burns or cuts. You will present the meal to your peers or family, explaining how you
organized the kitchen, followed safety and sanitation protocols, and
Apply sanitation prepared the meal efficiently. Additionally, you’ll provide a brief reflection on
practices throughout your process and how you maintained safety throughout the task.
meal preparation,
ensuring all surfaces Standards
and equipment are  Safe Kitchen Setup: The kitchen is organized, with tools and
properly cleaned and equipment in their proper places.
maintained before,  Hygiene: Proper handwashing, use of gloves (if needed), sanitizing
during, and after surfaces, and safe food storage practices are followed.
cooking.*  Efficiency: The meal is prepared in a timely manner with minimized
waste and clutter.
 Final Product: The meal is well-cooked, properly presented, and safe
to eat, with no contamination or hygiene issues.

You are tasked with preparing a meal for a family gathering or small
event, where you must create a safe, hygienic, and efficient kitchen setup.
As a home cook or culinary professional, you need to organize the
kitchen, use the appropriate tools and equipment, and follow safety and
hygiene protocols throughout the cooking process. Your goal is to deliver
a meal that demonstrates your ability to apply food safety practices, such
as proper handwashing, sanitizing surfaces, and preventing cross-
contamination. The final product will be a well-prepared meal that is safe
to eat, efficiently cooked, and presented while showcasing your
knowledge of maintaining cleanliness and safety in the kitchen. You will
present the meal to your peers or family, explaining how you applied these
safety measures and reflecting on your process. The success of your
project will be measured by the safety of your kitchen setup, the hygiene
practices you followed, the efficiency of your meal preparation, and the
overall quality of the meal.

One Product

Analytic Rubric:
Criteria Excellent (4) Good (3) Satisfactory (2) Needs
Improvement
(1)

Safe Kitchen Kitchen is well- Kitchen is Kitchen setup Kitchen is

Setup organized, with organized with is somewhat disorganized,
tools and most tools in disorganized, with tools
equipment in the correct with some misplaced or
their proper places, but tools misplaced left out,
places; no some safety or posing creating
safety hazards hazards minor safety significant
present. remain. risks. safety hazards.

Hygiene Demonstrates Hygiene Hygiene Hygiene

Practices thorough practices are practices are practices are
hygiene followed, with partially not
practices, occasional followed, but consistently
including lapses (e.g., some areas followed, and
proper missed area for (e.g., hands or important
handwashing, sanitizing or surfaces) are steps (e.g.,
sanitizing improper neglected. handwashing,
surfaces, and handwashing). sanitizing) are
handling food skipped or
safely. improper.

Use of Kitchen All tools and Tools and Tools and Tools and
Tools & equipment are equipment are equipment are equipment are
Equipment used correctly, generally used used correctly used
with attention correctly, but some of the incorrectly,
to safety (e.g., some safety time, with without safety
handling sharp precautions are occasional precautions,
tools, hot not fully unsafe leading to
surfaces). followed. practices. potential
hazards.
 Efficiency in Meal is Meal is Meal Meal
Meal prepared in a prepared in a preparation is preparation is
Preparation well-organized timely manner, slower than inefficient, with
and timely but some steps expected, with significant
manner, with could be more noticeable delays,
minimal waste efficient (e.g., delays or waste disorganization
and smooth some waste or during the , or excessive
transitions delays). process. waste.
between tasks.

Final Product The meal is The meal is The meal is The meal is
(Meal) well-cooked, properly cooked and undercooked,
properly cooked, presented improperly
presented, and presented well, adequately but presented, or
safe to eat, and mostly has some unsafe to eat
meeting all safe to eat, safety or due to hygiene
hygiene and with minor hygiene issues or safety
safety issues in (e.g., concerns.
standards. hygiene or undercooked
presentation. food, poor
presentation).

SELF-ASSESSMENT

Value Integration:
REPARATION, SACRIFICE, CHARITY, Cleanliness and Orderliness,
Courtesy and Politeness, Honesty and Integrity, Humility and Simplicity,
Service and Generosity, Self-Discipline and Self-Sacrifice, Creativity,
Information Literacy, Technology Literacy, Flexibility
make a learning target and a sucesscriteria for this competencies: Create a simple electrical circuit that powers a
device.
The learning target should start with I can then the success criteria should start with In my definition, I am able