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Module 1 of 2 Cookery Manual Department

This document is a cookery manual containing two modules for a technical vocational livelihood education course. It provides instructions on cleaning and maintaining kitchen tools and premises, preparing appetizers, salads and dressings. The manual was developed by the Department of Education of the Philippines and contains learning outcomes, lessons, recipes and guidelines.

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Module 1 of 2 Cookery Manual Department

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Module 1 of 2 Cookery Manual Department

Bachelor of Science in Electrical Engineering (Xavier University - Ateneo de Cagayan)

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Module 1 of 2

Cookery

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ManualC
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This learning resource was collaboratively developed and

reviewed by educatorsDepartment of Education
from public and private schools, colleges,
Republic of the Philippines
and/or universities. We encourage teachers and other education
stakeholders to email their feedback, comments, and
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recommendations to the Department of Education at

[email protected].

We value your feedback and recommendations.

Department of Education
Republic of the Philippines

All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016.
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Technical Vocational Livelihood Education – Cookery Module 1

Manual
First Edition 2016
ISBN: 978-971-9601-84-5

Republic Act 8293. Section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this learning resource are owned by their respective copyright
holders. DepEd is represented by the Filipinas Copyright Licensing Society (FILCOLS), Inc.
in seeking permission to use these materials from their respective copyright owners. All

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means have been exhausted in seeking permission to use these materials. The publisher and
authors do not represent nor claim ownership over them.

Only institutions and companies which have entered an agreement with FILCOLS
and only within the agreed framework may copy from this learning resource. Those who
have not entered in an agreement with FILCOLS must, if they wish to copy, contact the

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publishers and authors directly.

Authors and publishers may email or contact FILCOLS at [email protected] or (02)

435-5258, respectively.
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Published by the : Department of Education
Secretary : Br Armin A. Luistro FSC
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Undersecretary : Dina S. Ocampo, PhD
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Development Team of the Cookery Manual

Authors: Aniceta S. Kong and Anecita P. Domo
Editor: Merlyn Lee
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Reviewer: Maila A. Dogelio

Illustrator: Henry Allen M. Arcos
Cover Artist: Ricardo Jose V. Santillan III

Management Team of the Cookery Manual

Bureau of Curriculum Development

Bureau of Learning Resources

Printed in the Philippines by: Sunshine Interlinks Publishing House, Inc.

3F Maine City Tower, 236 Tomas Morato Avenue,
Brgy. South Triangle, Quezon City

Department of Education- Bureau of Learning Resources (DepEd-BLR)

Office Address: Ground Floor Bonifacio Building, DepEd Complex,
Meralco Avenue, Pasig City, Philippines 1600
Telefax: (02) 634-1072; 634-1054; 631-49-85
Email Address: [email protected] * [email protected]

TABLE OF CONTENTS

PAGE

INTRODUCTION…………………………………………………… 1
OBJECTIVES………………………………………………………. 2
DIAGNOSTIC TEST………………………………………………. 2
LEARNING OUTCOME 1: ……………………………………….. 8
Asses Personal Entrepreneurial Competencies
LEARNING OUTCOME 2: ……………………………………….. 16
Understand Business Environment and Business Ideas

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QUARTER 1 21
Lesson 1…………………………………………………. 21

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Learning Outcome 1………………………………………………. 24
Clean and Maintain Kitchen Tools, Equipment C
Including Kitchen Premises

Learning Outcome 2 ……………………………………………… 50

Clean and Sanitize Kitchen Premises
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Lesson 2 ……………………………………………….. 58
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Prepare Appetizers
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Learning Outcome 1……………………………………………… 59

Perform Mise en place

Learning Outcome 2 …………………………………………….. 72

Prepare a Range of Appetizer
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Learning Outcome 3 …………………………………………….. 78

Present a Range of Appetizers

Learning Outcome 4 ……………………………………………. 82

Store Appetizer

QUARTER 2 89
Lesson 1 ………………………………………………......... 89
Prepare Salad and Dressing

Learning Outcome 1……………………………………………………. 92

Perform Mise en place

Learning Outcome 2 …………………………………………………… 96

Prepare a Variety of Salad and Dressing s

Learning Outcome 3 …………………………………………………… 114

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Present a Variety of Salad and Dressings

Learning Outcome 4 …………………………………………………… 117

Store Salads and Dressing

QUARTER 3
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Lesson 1 ……………………………………………………. 121
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Prepare Sandwiches

Learning Outcome 1…………………………………………………… 123

Perform Mise en place

Learning Outcome 2 ………………………………………………….. 134

Prepare a Variety of Sandwiches

Learning Outcome 3 ………………………………………………….. 150

Present a Variety of Sandwiches
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Learning Outcome 4 ………………………………………………….. 154

Storing Sandwiches

QUARTER 4 157
Lesson 1 …………………………………………………………..157
Prepare Desserts

Learning Outcome 1 …………………………………………………… 161

Perform Mise en place

Learning Outcome 2 …………………………………………………… 170

Prepare Desserts

Learning Outcome 3 …………………………………………………… 182

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Plate/Present Desserts

Learning Outcome 4 …………………………………………………… 185

Storing Desserts

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Lesson 2 …………………………………………………….. 187
Package Prepared Food Stuff

Learning Outcome 1 ……………………………………………………

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Select Packaging Materials

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Learning Outcome 2 …………………………………………………… 191
Package Food Items
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SUMMATIVE ASSESSMENT ……………………………………….. 198

GLOSSARY OF TERMS ………………………………………………. 204

REFERENCE ………………………………………………………….. 208
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Introduction

The Technology and Livelihood Education (TLE) for junior high school
and Technical-Vocational-Livelihood Education (TVL) for senior high school is
one track in the implementation of the K to 12 Basic Education Program
(BEP). The TLE/TVL Track has four strands, namely: Agri-Fishery Arts, Home
Economics, Industrial Arts, and Information and Communication Technology.
Learners in Grades 7 and 8 take exploratory courses under the track; tackling
common competencies that they would need, helping them pursue a career in
TVL. Their learnings and competencies are further enhanced in Grades 9 and
10, up to Senior High.

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This learning resource focuses on the course [Cookery (National
Certificate Level II)] under the [Home Economics] strand of the TVL track. The
Department of Education aims that this learning resource contributes to the
attainment of the realization of the overall goal of the K to 12 Basic Education
Program, which is the holistic development of every Filipino learner: equipped

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with 21st century skills, adequately prepared for work, and has gained the
right knowledge, attitude, values and skills to start a business, acquire middle
level skills, and to advance in higher education.

Cookery Module 1 of 2
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This is the first of two modules that make up the Cookery Manual. It
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includes information and activities to develop desirable values, skills and
understanding through authentic tasks on [how to clean, maintain and sanitize
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kitchen tools, equipment, and working premises which are important routines
after each preparation of foods in the kitchen. It also contains step-by-step
procedures and helpful techniques and guidelines on how to prepare, present
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and store appetizers, salads and salad dressings, sandwiches and desserts,
all of which do not require heat in preparation]. Provisions for practical
application to real life situation are also included for lifelong learning.

The lesson on Personal Entrepreneurial Competencies (PECs) will

help learners to determine their abilities that need to be enhanced and

weaknesses to be improved in order to attain success. The market and
environment lessons on the other hand, will show them how to identify needs
and wants of people in the community for possible business opportunity. All of
these expose learners to a wide variety of experiences and opportunities to
acquire work skills, work values and expertise which will help learners in
choosing an occupation or career and/or eventually put up his or her own
business in line with cookery thus, making learners self-reliant and productive
members of the society.

To the Learner:

This manual provides varied and relevant activities and opportunities to

determine your understanding of the key concepts and to demonstrate core
competencies as prescribed in the TESDA Training Regulation in Cookery.

This manual is specifically crafted to focus on the different activities

that will assess your level in terms of skills and knowledge necessary to get a
Certificate of Competency and/or National Certification (NC II).

Successful completion of this specialization ensures that you have

acquired the essential skills to be on your way to becoming a certified chef.

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After finishing all the activities in this module, you can expect to
end up with job opportunities and experiences to set up a business
enterprise which will generate jobs for others.
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Content Standard

The learner demonstrates understanding of core concepts and theories

in cookery lessons.

Performance Standard

The learner independently demonstrates core competencies in cookery as

prescribed in the TESDA Training Regulation.

Objectives

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At the end of this module, you are expected to:
1. Recognize the Personal and Entrepreneurial characteristics (PECs);
2. Identify job opportunities through customers’ needs and wants
and/market analysis;

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3. Clean, sanitize and store kitchen tools, equipment, and premises;
4. Prepare appetizers; salad and dressing; sandwiches; desserts;
5. Present appetizers; salad and dressing; sandwiches; desserts;
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6. Store appetizers; salad and dressing; sandwiches; desserts; and
7. Package prepared foods
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Diagnostic Test
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A. Read the following questions carefully and choose the letter that best
describes the statement. Write your answer on your test notebook.
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1. A sweet course or dish which is usually served at the end of a meal.

A. sweet
B. dessert
C. stock
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D. appetizer
2. All of the following are characteristics of good fruit desserts, Except
A. appetizing aroma
B. slightly chilled temperature
C. simple and attractive
D. moderate sweet

3. What is the process of putting your product into containers for easy
distribution?

A. packaging
B. labeling
C. wrapping
D. storing

4. Which of the following sanitary practices is not true in storing desserts?

A. Wash utensils and equipment thoroughly.

B. Keep away from food when you are ill.
C. Store foods and ingredients in a dry place.

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D. Safeguard the food during distribution.

5. In plating and presenting food, which among the following statements

is related to texture?

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A. enhances plate presentation
B. plays important part in plate presentation
C. adds visual interest to the food
D.
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serves as frame of the presentation
6. It is the most important principle for sandwich safety after preparation
to avoid spoilage.
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A. 4 – 40 – 140
B. 4 – 140 – 40
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C. 140 – 4 – 40
D. 40 – 140 – 4
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7. Which of the following considerations are essential in choosing

ingredients for high quality salads?
A. quality and quantity
B. texture and color
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C. freshness and variety

D. crispiness and taste
8. Which of the following guidelines is not included in making vegetable
salad?

A. cooked to a firm, crisp texture and good color

B. cooked until completely tender and overcooked
C. thoroughly drained and chilled before using
D. marinated or soaked in a seasoned liquid

9. Which of the following procedures for quantity green salad production

is the last step to do?

A. Arrange salad plates on worktables.

B. Add dressing before serving.
C. Prepare all ingredients.
D. Refrigerate until serving.

10. Which of the following appetizers are made out of thin slices of bread
in different shapes.

A. relish

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B. cocktail
C. hors d’ oeuvres
D. canapé

11. Aling Pelita finds it hard to remove tough soils from the used pots and

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pans, it does not respond to different cleaning agents she used, if you
will help her which of the following will you recommend that will surely
solve her problem?.
A. abrasives
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B. acid cleaners
C. detergents
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D. cleaners

12. Your younger sister accidentally swallowed poison. What first aid
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treatment should you do?

A. Read the label of the poisonous material.

B. Remove anything remaining in the mouth.
C. Give her a glass of water or any fruit juice.
D. Give her a spoonful sugar or any kind of sweets.
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13. Which of the following is the proper order in washing the dishes?

A. chinaware, utensils, silverware, glassware

B. utensils, silverware, glassware, chinaware
C. silverware, chinaware, glassware, utensils,
D. glassware, silverware, chinaware, utensils

14. Which of the following is the proper order/steps in cleaning kitchen

premises.

1. Rinse all surfaces with cold to hot water to remove thoroughly

all remaining chemical solution and food soil residues.
2. Remove residual food soils from equipment surfaces.
3. Scrape and pre-rinse.
4. Rinse all equipment surfaces with sanitizing agent.

A. 2 4 1 3
B. 3 1 4 2
C. 3 2 1 4

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D. 1 2 3 4

B. Identify the following tools and equipment in column B. Write your answers
in column A with a short description of the uses or functions. Write your
answers on your test notebook. (2pts. each)

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A. C B.

1.
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2.
D

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6.

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C
D

7.
E
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8.
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10.

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C. Arrange the following steps in preparing hamburger in proper sequence.
Use A for the first step, B for second and so on. Write your answers on
your test notebook.
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______ 1. Cover the cheese with meat like roast beef, turkey, or sliced ham.

______ 2. Sprinkle a bit of spice, fresh basil or parsley and dried spices like
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chili or turmeric powder.

______ 3. Assemble necessary tools, equipment, oven, and toaster.

______ 4. Top the meat with another slice of cheese.

______ 5. Toast the bread lightly and place it on a clean sheet with the cut
side up.

______ 6. Add your choice of vegetable like red onion, tomatoes, and red
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peppers.

______ 7. Finish the sandwich with another piece of bread and put it in a pre-
heated 350 F oven for about 5 minutes.

______ 8. Put two slices of cheese on the bread like cheddar, Swiss,
mozzarella or any cheese combination desired.

______ 9. Prepare and assemble all ingredients; sandwich breads like

hamburger buns, sliced cheeses, vegetables and meats.

D. Arrange the following steps in cleaning and sanitizing range in proper

sequence. Use A for the first step, B for second and so on. Write your
answer on your test notebook.

______ 1. When cool, wash top of range

______ 2. Before replacing, rub with oil-damped cloth

______ 3. Remove all burnt sediments and wipe grease from top of range
after each use.

______ 4. Clean oven by removing grates, scraping off food deposits,

washing and drying.

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______ 5. Run oiled cloth over top of range

______ 6. Scrape grease from curbs and openings hinges.

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______ 7. Keep burners clean. Gas burners can be soaked and scrubbed
with stiff brush while electric burners should be cleaned with a
brush or with a damp cloth.
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B. Draw/Illustrate the structure of a plated salad and label its parts. Write
your answer on your test notebook
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Your answer will be rated using the rubric below.

SCORE CRITERIA
5 Very creatively done and able to label all the parts correctly.
4 Very creatively done and able to label 2-3 parts correctly.
3 Creatively done and able to label 2-3 parts correctly.
2 Less creatively done and able to label 1 part correctly.
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1 Untidy done and no label.

CONCEPT REVIEW

LEARNING OUTCOME 1:
ASSESS PERSONAL ENTREPRENEURIAL COMPETENCIES

At the start of your journey in learning Cookery, the Personal

Entrepreneurial Competencies and entrepreneurial mindsets were introduced.

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In this concept review, you will be reminded of these lessons and you get to
assess whether or not you have the competencies found among
entrepreneurs. In addition, a brief lesson on the Business Environment and
Idea Generation is provided to help contextualize how your skills might be
useful for an entrepreneurial venture. Read on to find out

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Entrepreneur
An entrepreneur is comprehensively defined by Zimmerer &
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Scarborough (2005) as someone who “creates a new business in the face of
risk and uncertainty for the purpose of achieving profit and growth by
identifying significant opportunities and assembling the necessary resources
to capitalize on them” (p.3). They are the ones who act on their business
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ideas.
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Personal Entrepreneurial Competencies

There has been many studies to characterize “the entrepreneurial
personality”; although there is no isolated set of traits that guarantee success,
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there were identified behaviors found common to most successful

entrepreneurs. There is a well-known research on human behavior done by
McClelland and McBer which identified 10 behavioral patterns organized into
three general clusters: the achievement, planning, and power clusters
(SERDEF, 2007; 1998). It was found out that these behaviors were also
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typical entrepreneurial behaviors. The entrepreneurial qualities, more known

as the Personal Entrepreneurial Competencies (PECs) are as follows:

Achievement Cluster
 Opportunity seeking – Entrepreneurs have a good eye for spotting
business opportunities and acts on these opportunities appropriately.
 Persistence - Entrepreneurs do not easily give up in the face of
obstacles. They will take repeated or different actions to overcome the
hurdles of business. This includes making a personal sacrifice or
extraordinary effort to complete a job.

 Commitment to work contract - Entrepreneurs do their best to satisfy

customers and to deliver what is promised. They accept full
responsibility for problems when completing a job for customers.
 Risk-taking - Entrepreneurs are known for taking calculated risks and
doing tasks that are moderately challenging.
 Demand for efficiency and quality - Entrepreneurs see to it that the
business meets or exceeds existing standards of excellence and
exerts efforts to improve past performance and do things better. They
set high but realistic standards.

Planning Cluster
 Goal setting - Entrepreneurs know how to set specific, measurable,

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attainable, realistic, and time-bound (SMART) goals. It is easy for them
to divide large goals into short-term goals.
 Information seeking - Entrepreneurs update themselves with new
information about their customers, the market, suppliers, and
competitors. This is rooted to their innate sense of curiosity.

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 Systematic planning and monitoring - Entrepreneurs develop and use
logical, step-by-step plans to reach their goals. They monitor progress
towards goals and to alter strategies when necessary.
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Power Cluster
 Persuasion and networking - Entrepreneurs know how to use the right
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strategies to influence or persuade other people. They have naturally
established a network of people who they can turn to in order to
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achieve their objectives.

 Self-confidence - Entrepreneurs have a strong belief in themselves and
their own abilities. They have self-awareness and belief in their own
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ability to complete a difficult task or meet a challenge.

Assess your Personal Entrepreneurial Competencies by answering the

following items.

Personal Entrepreneurial Competencies (PECs) Self-rating

Questionnaire
Read each statement carefully and answer honestly based on how well it
describes you. There are five choices as follows: Please write the number
you have selected on the space before each statement. Some statements

may be similar but no two are exactly alike. Please go through each
statement and answer all the items.

5 = Always 4 = Usually 3 = Sometimes 2 = Rarely 1 = Never

________ 1. I look for things that need to be done.

________ 2. When I am faced with a difficult problem, I spend a lot of time trying to
find a solution.
________ 3. I complete my work on time.
________ 4. It bothers me when things are not done very well.
________ 5. I prefer situations in which I can control the outcomes as much as
possible.
________ 6. I like to think about the future.

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________ 7. When starting a new task or project, I gather a great deal of
information before going ahead.
________ 8. I plan a large project by breaking it down into smaller tasks.
________ 9. I get others to support my recommendations.
________ 10. I feel confident that I will succeed at whatever I try to do.
________ 11. No matter whom I’m talking to, I’m a good listener.

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________ 12. I do things that need to be done before being asked to by others.
________ 13. I try several times to get people to do what I would like them to do.
________ 14. I keep the promises I make.
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________ 15. My own work is better than that of other people work with.
________ 16. I don’t try something new without making sure I will succeed.
________ 17. It’s a waste of time to worry about what to do with your life.
________ 18. I seek the advice of people who know a lot about the tasks I am
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working on.
________ 19. I think about the advantages and disadvantages or different ways of
accomplishing things.
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________ 20. I do not spend much time thinking how to influence others.
________ 21. I change my mind if others strongly disagree with me.
________ 22. I feel resentful when I don’t get my way.
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________ 23. I like challenges and new opportunities.

________ 24. When something gets in the way of what I’m trying to do, I keep on
trying to accomplish what I want.
________ 25. I am happy to do someone else’s work if necessary to get the job
done on time.
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________ 26. It bothers me when my time is wasted.

________ 27. I weigh my chances of succeeding or failing before I decide to do
something.
________ 28. The more specific I can be about what I want out of life, the more
chances I have to succeed.
________ 29. I take action without wasting time gathering information.
________ 30. I try to think of all the problems I may encounter and plan what to do if
each problem occurs.
________ 31. I get important people to help me accomplish my goals.
________ 32. When trying something challenging, I feel confident that I will succeed.
________ 33. In the past, I have had failures.
________ 34. I prefer activities that I know well and with which I am comfortable.

________ 35. When faced with major difficulties, I quickly go on to other things.
________ 36. When I am doing a job for someone, I make a special effort to make
sure that person is happy with my work.
________ 37. I am never entirely happy with the way things are done; I always think
there must be a better way.
________ 38. I do things that are risky.
________ 39. I have a very clear plan for my life.
________ 40. When working on a project for someone, I ask many questions to be
sure I understand what that person wants.
________ 41. I deal with problems as they arise, rather than spend time trying to
anticipate them.
________ 42. In order to reach my goals, I think of solutions that benefit.
________ 43. I do very good work.

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________ 44. There have been occasions when I took advantage of someone.
________ 45. I try things that are very new and different from what I have done
before.
________ 46. I try several ways to overcome things that get in the way of reaching
my goals.
________ 47. My family and personal life are more important to me than work

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deadlines I set for myself.
________ 48. I find ways to complete tasks faster at work and at home.
________ 49. I do things that others consider risky.
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________ 50. I am as concerned about meeting my weekly goals as I am for my
yearly goals.
________ 51. I go to several different sources to get information for tasks or
projects.
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________ 52. If one approach to a problem does not work, I think of another
approach.
________ 53. I am able to get people who have strong opinions or ideas to change
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their minds.
________ 54. I stick with my decisions even if others disagree strongly with me.
________ 55. When I don’t know something, I don’t mind admitting it.
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Please proceed to the next section where you may determine your score. The point
system will indicate whether you manifest strong tendencies or weak inclinations towards a
particular behavior.
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Source: Liberal, AE. E. (2007). Appraising and developing yourself for an

entrepreneurial career. (Eds.) Maghirnf, T., Librando, P., Esguerra, D., & Recio, D. In
Introduction to Entrepreneurship. Quezon City: Small Enterprises Research and
Development Foundation, Inc. in cooperation with UP-ISSI. pp: 41-43

PEC’s Scoring Sheet

Please enter your ratings in the PECs scoring sheet. The number in
parenthesis corresponds to the questionnaire item number. Notice that the
item numbers are listed consecutively for each column. Perform the addition
and subtraction as indicated in each row to compute for each PEC.

Rating of Statements Score PECs

+ + - + + 6 = Opportunity
(1) (12) (23) (34) (45) Seeking

+ + - + + 6 = Persistence
(2) (13) (24) (35) (46)

+ + + - + 6 = Commitment to
(3) (14) (25) (36) (47) work contract

+ + + - + 6 = Demand for

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Efficiency
(4) (15) (26) (37) (48) & Quality

- + + + + 6 = Risk taking
(5) (16) (27) (38) (49)

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- + + + + 6 = Goal setting
(6) (17) (28) (39) (50)

+ - + +
C + 6 = Information seeking
(7) (18) (29) (40) (51)

+ + - + + 6 = Systematic planning
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(8) (19) (30) (41) (52) & monitoring
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- + + + + 6 = Persuasion &
(9) (20) (31) (42) (53) Networking
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- + + + + 6 = Self-confidence
(10) (21) (32) (43) (54)

- - - + + 18 = Correction Factor
(11) (22) (33) (44) (55)
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Source: Liberal, AE. E. (2007). Appraising and developing yourself for an entrepreneurial
career. (Eds.) Maghirang, T., Librando, P., Esguerra, D., & Recio, D. In Introduction to
Entrepreneurship. Quezon City: Small Enterprises Research and Development Foundation,
Inc. in cooperation with UP-ISSI. pp: 43-44.

The PECs Scoring Sheet with Correction Factor

The Correction Factor is used to provide a more accurate assessment
of the PECs of each respondent. If the total score of items 11, 22, 33, 44,
and 55 is 20 or greater, then the total score on the ten PECs must be
corrected. Use the table below to determine the corrected score.

If the correction Subtract the following

factor is: numbers from each
PECs score:
24 or 25 7
22 or 23 5
20 or 21 3
19 or less 0

Correct each PECs score before using the Profile Sheet:

Corrected Score Sheet

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PECs Original Correction Corrected
Score
Opportunity seeking - =
Persistence - =

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Commitment to work contract - =
Demand for quality & efficiency C - =
Risk taking - =
Goal setting - =
Information seeking - =
D
Systematic planning & - =
monitoring
E

Persuasion & networking - =

Self-confidence - =
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Corrected Total Score:

Source: Liberal, AE. E. (2007). Appraising and developing yourself for an entrepreneurial career.
(Eds.) Maghirang, T., Librando, P., Esguerra, D., & Recio, D. In Introduction to
Entrepreneurship. Quezon City: Small Enterprises Research and Development Foundation,
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Inc. in cooperation with UP-ISSI. pp: 44-45.

Personal Entrepreneurial Competencies (PECs) Profile Sheet

Transfer the corrected PECs score to the profile sheet by marking an

“X” at the appropriate point on the horizontal line provided for each PEC
category. After plotting your PECs score, connect all the “Xs” with a heavy
line.

SAMPLE PECs PROFILE

Opportunity seeking
X
Persistence X
Commitment to work contract
X
Demand for quality &
efficiency X

Risk taking X

Goal setting X

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Information seeking X
Systematic planning &
monitoring X

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Persuasion & networking X

X
Self-confidence C
0 5 10 15 20
25

Interpretation
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A lower score means a ‘weak’ performance and a higher score
translates to a ‘strong’ performance on a particular competency. A ‘weak’
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performance should be regarded as a challenge or an opportunity for

improvement rather than a cause for worry. Improving a competency entails
enough determination, correct practice and strategies, and time for
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maturation.
Source: Liberal, AE. E. (2007). Appraising and developing yourself for an entrepreneurial career.
(Eds.) Maghirang, T., Librando, P., Esguerra, D., & Recio, D. In Introduction to
Entrepreneurship. Quezon City: Small Enterprises Research and Development Foundation,
D

Inc. in cooperation with UP-ISSI. pp: 45-46.

LEARNING OUTCOME 2:
UNDERSTAND BUSINESS ENVIRONMENT & BUSINESS IDEAS

Business Environment and Market

The study of the business environment in a particular location has far-

reaching and long-term effects on a small or micro enterprise’s viability. In
fact, business ideas and opportunities are partly shaped or determined by the
business location. Unless it is possible to migrate to more favorable

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locations, the ideas and opportunities for business will oftentimes be delimited
to the surrounding areas.
The business environment consists of both the tangible and intangible
factors that affect either the external or internal business operations. They
may include the land area available for economic zones, the physical layout

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and barriers such as rivers, parks or lakes, and building obstructions as well
as the transportation network; all of which are considered tangible factors.
They also include the demography of clients and suppliers, the competitors in
C
the locale/area and the available technology for production. The intangible
factors, on the other hand, include the sub-culture, industry trends, economic
and government activity or the political situations in the area.
D

Natural & Physical Demography

Environment Potential target

Living conditions, client, migration
Facilities, Barriers pattern
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Culture
Government
YOUR Sub-culture,
Regulations
BUSINESS Race, Emotional
Policies
environment
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Economy
National Technology
International Trend
- Competitors Production

Natural and Physical Environment.

This concerns the physical location of a business’ store. The natural
environment also pertains to the natural and man-made structures that may
enhance the beauty of the location, such as a park or a sea front view, or

serve as barrier to the location, such as a dump site or high rise structures
that obstruct a view. The living condition in an area also serves as a standard
for the ambience you want to create for your store.

There is also a phenomenon referred to as clustering, where a

particular type of product is offered within the same area. For instance, most
guitar shops are clustered along the intersection of V. Mapa and Aurora
Avenue in Metro Manila; Filipino craft stores crowd the area under the Quiapo
Bridge; or car accessories are found in Banawe area.

The key word to have in mind when scanning the physical environment
is the visibility of your intended store to the potential clients.

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Demography

This pertains to the number of people living in the area, their age,
gender, socio-economic status, family size, religion, and even growth trends.

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These are invaluable information that can help entrepreneurs in matching
their product to the target market, in deciding for the marketing strategy,
pricing and product packaging among others.

Culture
C
Culture or sub-culture, being the total way of life, ideas and customs of
D
a set of people or society, primarily influence the types of products that are
acceptable to a particular locality. For example, the influence of the
E

Japanese culture gave rise to minimalist designs. A sub-culture also shapes

the ‘emotional’ environment of an area. For instance, the feeling of ‘fear’ for a
specific location may serve as a barrier for a business; a place where one
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does not feel safe because of the prevalence of crime will discourage
entrepreneurs.

Changes in the lifestyle, which is brought about by changes in the

population demography and the economy, also affect a business. These
D

lifestyle changes may be the increase of women’s participation in the world of

work, change in buying patterns and shift in tastes.

Government Regulations

The laws and policies of the national and local government units also
influence the business operations. Some examples of policies that directly
affect entrepreneurs are the imposition or removal of taxes for products, the
establishment of economic zones and assistance in product labeling and
packaging of products. In addition, improvement of facilities and roads

improve transportation network that facilitates transfer of products from one

area to another or promotes accessibility for consumers.

Economy

This pertains to the management of resources and study of the

system of production, distribution, and consumption of goods and services. A
country’s economy influences both the entrepreneurs and consumers as it
relates to the financial matters of business like taxes and interest rates and to
the quality of life, cost of utilities and services among others. Even small
scale entrepreneurs must learn to study economic indicators to improve
business forecasts; such as when to buy certain materials and supplies, when

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to open a store or introduce new products based on consumer spending, or
when to hire employees. Some examples of economic indicators include the
(a) Gross Domestic Product (GDP) which increases when a country’s
economy is doing well; (b) Unemployment rate which indicates that more
unemployed people usually signal an economy getting worse; and (c) Price

O
Indexes and Inflation rates which determine the buying power of consumers.

The existing enterprises, who are either direct or indirect competitors,

C
are also part of the business environment. It is important to scout for
products or services that answer a similar need to what you intend to provide.
Think of how you can create a niche that will differentiate your product
from the other businesses – either in specifying a target market or in
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differentiating your product quality or price. The key concept to think about is
acquiring a reasonable market share despite of the competition.
E

Technology
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Technological changes are inventions based on the application of

science that create new product or process improvements. Some examples
of technological changes are mobile tools that enable online connection, new
business tools for analysis and database, social networks and modern, digital
equipment. These advances in technology result to efficiency and productivity
D

at a lesser cost. It can be observed that sending message through email

provides a cheaper and faster means compared to hand-delivered mails
(snail mails). An entrepreneur can benefit from technological changes by
identifying the appropriate technological solution available in the area or
locale.

At this point, it must be quite clear why an environment scanning of an

area considered as business site is helpful for the entrepreneur. In fact, the
impact of the factors in the business environment does not only include the
business operation, but is even the relevant start of the venture – during the
business idea generation and opportunity identification stage. A concise

guide on how to spot and identify business opportunities are provided in the
following section. Keep reading!

Spotting and Identifying Business Opportunities

Spotting business opportunities is one of the most essential aspects of

entrepreneurship. An entrepreneur must have a keen eye for identifying
opportunities that can potentially turn into a good product or business venture.
At the same time, an entrepreneur should also know which opportunities to
drop and which ones to develop.

Idea Generation

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The first step in identifying a good business opportunity is to look for
many opportunities. This is called the idea generation phase (SERDEF,
2007). The following are good sources of business ideas (Hisrich, Peters, &
Shepherd, 2008; Looser & Schlapfer, 2001).

O
1. Personal hobbies and interests;
2. Everyday experiences, travel, and adventures;
3. Suggestions from family members and friends;
4. Problems that need solutions;
C
5. Problems with existing products;
6. Books, magazines, news;
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7. Observing, listening around you;

Screening Business Ideas

Once you have generated a number of business opportunities and

ideas, the next step is to select and screen these. Though there can be many
ways to do this, a good way to proceed is to screen your ideas based on 1)
your personality and personal preferences and 2) the characteristics of a
good business (SERDEF, 2007). Consider the following criteria:
1. Personality and Personal Preferences
D

a. Personal Preference
b. Education, Skills, and Experience
c. Work Experience
d. Support from family and friends
2. Characteristics of a good business
a. Demand for Product
b. Availability of skills, raw materials, technology, and capital
c. Profitability

SWOT Analysis
Once you have chosen your business idea, the next step is to conduct
a SWOT analysis in order to determine the Strengths, Weaknesses,
Opportunities and Threats of your potential business. This step will help you
improve your business of choice and prepare for challenges. The table below
will help you differentiate among these four features:
Positive Negative
Controllable
Factors
Strengths Weaknesses
Positive factors that contribute to Set of problems, difficulties, or
the favourability of a business shortcomings encountered by
opportunity the business
Examples: Examples:

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Cheap raw materials Inexperienced owner
Skilled employees Lack of working capital
Ease of management Poor location
Small capital outlay
Uncontrollable
Opportunities Threats

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factors
Positive factors that are not within Negative factors that are
the control of the business C beyond the control of the
Examples: business
Absence of similar products in Examples:
the market Rising costs
New markets being Raw material shortages
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developed Too many competitors
Growing demand for similar
products
E

Favorable government policy

Remember to refer back to these guidelines and tools when you are ready to
think of your next business ideas!
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References:
Histrich, R., Peters, M., & Shepherd, D. (2008). Entrepreneurship. New York: McGraw-Hill.
nd
Introduction to entrepreneurship (2 ed.). Quezon City: Small Enterprises Research and
D

Development Foundation, Inc.

Liberal, A.E. (2007). Appraising and developing yourself for an entrepreneurial career. In T.
Maghirang, P. Librando, D. Esguerra, & D. Recio (eds.),

Looser, U. & Schläpfer, B. (2001). The new venture adventure. New York: McKinsen and
Company.

Zimmerer, T. and Scarborough, N. (2005). Essentials of entrepreneurship and small

th
business management. 4 ed. New Jersey: Pearson Education Inc.

CREDITS FOR IMAGE USED:

Fat Pencil courtesy of OpenClipArt.org
Free font “KGWays to Say Goodbye” by Kimberly Geswein at www.dafont.com

QUARTER 1
Lesson 1
CLEAN AND MAINTAIN KITCHEN TOOLS, AND, PREMISES
(2 WEEKS)

Objectives

At the end of the lesson, you are expected to:

1. Clean, sanitize and store kitchen tools and equipment;

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2. Clean and sanitize kitchen premises.
Cleanliness is vital in every kitchen where food is prepared, cooked
and served. In order to avoid food contamination, kitchen tools, equipment
and other utensils used in the preparation of food as well as its premises
should be cleaned and sanitized, and store properly after each use.

Pre – Test

O
C
A. Below are jumbled letters. Write the correct spelling opposite the
scrambled letters. Write your answer on your test notebook.
D
1. AINSZTEI - ________________________
2. PENMEQUTI - ________________________
3. NGILCAEN - ________________________
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4. CNKTIEH - ________________________
5. LCEHIMAC - ________________________
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6. PERAETPIZ - ________________________
7. ELSHERIS - ________________________

B. Multiple Choice. Read the following statements carefully. Choose the

letter that best describes the statement. Write your answer on your
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quiz notebook.

1. Which of the following is a material used for salad making and dessert
that need great care to ensure long shelf life?

A. glass
B. aluminum
C. cast iron
D. stainless steel

2. Which of the following appetizers are made out of thin slices of bread
in different shapes?
A. relish
B. cocktail
C. horse d’ oeuvres
D. canapé

3. Aling Tessie finds it hard to remove tough soils from the used pots and
pans. It does not respond to the different cleaning agents that she has
used. If you will help her, which of the following will you recommend
that will surely solve her problem?

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A. abrasive
B. acid cleaner
C. detergent
D. solvent cleaner

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4. Small pieces or portions of highly seasoned food, usually served before
a meal to induce and stimulate one’s appetite.
C
A. appetizer
B. dessert
C. hamburger
D
D. salad dressing
E

5. Sherwin owns a restaurant. He is awake up to 12 midnight in order to

supervise the business and sees to it that he has enough supply of
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materials the next day. This kind of character shows that he is:

A. creative
B. personalize
C. motivated
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D. committed

6. Which of the following situations is good housekeeping practice best

shown?

A. Emptying the garbage can every other day.

B. Using imported sanitizing and disinfecting materials
C. Spraying air freshener before and after leaving the room.
D. Planning and implementing a program of regular cleaning of
fixtures, furniture and home appliances

7. Which of the following knife is used for trimming and paring fruits and
vegetables?
A. butcher knife
B. French knife
C. paring knife
D. shears
8. Which of the following appetizers are made of seafood or fruit, usually
with a tart or tangy sauce?
A. canapé
B. cocktail
C. relish

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D. salad
9. Your younger sister accidentally swallowed poison. What first aid
treatment should you do?
A. Read the label of the poisonous material.

O
B. Remove anything remaining in the mouth.
C. Give her a glass of water or any fruit juice.
C
D. Give her a spoonful of sugar or any kind of sweets.

10. Which of the following is the proper order in washing the dishes?
A. Utensils, chinaware, silverware, glassware
D
B. Silverware, utensils, glassware, chinaware
C. Chinaware, glassware, utensils, silverware
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D. Glassware, silverware, chinaware, utensils

11. Which of the following is the proper order/steps in cleaning kitchen

premises?
1. Rinse all surfaces with cold to hot water to remove thoroughly
all remaining chemical solution and food soil residues
2. Remove residual food soils from equipment surfaces
3. Scrape and Pre-rinse
D

4. Rinse all equipment surfaces sanitizing agent

A. 4 3 2 1 B. 2 3 1 4 C. 3 2 1 4 D. 1 2 3 4
12. Which of the following should be practiced when using cutting board to
reduce the spread of bacteria?

A. Use the same chopping board for different kinds of food.

B. Keep separate chopping board for your meat and your vegetables.
C. Clean the chopping board if needed.
D. Scrape chopping board before using.

Learning Outcome 1

Clean, Sanitize and Store Kitchen Tools and Equipment

At the end of this lesson, you are expected to:

1. Recognize kitchen tools and equipment to be cleaned and sanitized;

2. Identify the chemicals to be utilized in cleaning and sanitizing kitchen
tools and equipment;
3. Prepare cleaning agents in accordance with the manufacture’s
instruction/procedure;
4. Clean and sanitize kitchen tools and equipment; and

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5. Store cleaned kitchen tools and equipment.

Cleaning and sanitizing kitchen tools and equipment must be part of

the standard operating procedures that make up your food safety program.
Improper cleaning and sanitizing kitchen surfaces allow harmful

O
microorganisms to be transferred from one food to another.

The following are list of cooking materials, kitchen utensils and

equipment that are commonly found in the kitchen.
C
Cooking Materials
D
Aluminum is mostly used in the kitchen and the
most popular because it is lightweight, attractive
E

and less expensive; It requires care to keep it

shiny and clean; It also gives even heat
distribution no matter what heat temperature
EP

you have. It is available in sheet or cast

aluminum. Since it is a soft metal, the lighter
gauges will dent and scratch easily, making the
utensil unusable. Aluminum turns dark when
used with alkalis, such as potatoes, beets,
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carrots and other vegetables. While acid

vegetables like tomatoes will brighten it.

Stainless Steel is the most popular material

used for tools and equipment, but it is more
expensive. It is easier to clean and shine and
will not wear out easily. Choose those with
copper, aluminum or laminated steel bottoms to
spread heat and keep the pot from getting heat
dark spots. Stainless steel utensils maybe
bought in many gauges, from light to heavy.

Glass is used for salad making and dessert but

not practical for top or surface cooking. Great
care is needed to ensure for long shelf life.

How to take care of Glass?

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1. To remove stain, use 2 table spoon of liquid bleach per cup of water
when soaking and cleaning.
2. Use baking soda to remove grease crust and boiled vinegar as final
rinse.
3. Use a nylon scrub.

O
C
Cast Iron is durable but must be kept oiled to
avoid rusting. Salad oil with no salt or
shortening can be rubbed inside and out and
dried. Wash with soap (not detergent) before
D
using.
E
EP

Double boiler is used when temperature must

be kept below boiling, such as for egg sauces,
puddings; it is used to keep food warm without
overcooking.
D

Teflon is a special coating applied inside

aluminum or steel pots and pans. It prevents
food from sticking to the pan.

It is easier to wash and clean, but be careful not

to scratch the Teflon coating with sharp
instrument such as knife or fork. Use a wooden
or a plastic spatula to turn or mix food inside.

Kitchen Tools

Can opener is used to open food

containers.

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Colanders also called a vegetable
strainer, are essential for various tasks
from cleaning vegetables to straining
pasta or contents.

O
C
Plastic and Hard Rubber are used for
cutting and chopping. They are duller
than knives. Plastics are greatly durable
D
and cheap but may not last long.
E

Cutting boards are wooden or plastic

board where meat, fruits and

vegetables are cut.
D

Funnels – are used to fill jars, made of

various sizes of stainless steel,
aluminum, or of plastic.

Garlic Press is a kitchen tool which is

specifically designed for the purpose of
pulping garlic.

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Graters are used to grate, shred, slice
and separate vegetables such as
carrots, cabbage and cheese.

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C Kitchen shears They are practical for
opening food packages, cutting tapes or
strings or simply remove labels or tags
from items. Other cutting tools such as
D
box cutters are also handy for opening
packages.
E

Potato masher is used for mashing

cooked potatoes, turnips, carrots or

other soft cooked vegetables.
D

Rotary egg beater is used for beating

small amount of eggs or batter. The
beater should be made of stainless
steel.

Scraper is a rubber or silicone tool

used to blend or scrape the food from
the bowl.

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Serving spoons are small, shallow
bowl on a handle used in preparing,
serving, or eating food.

O
C
Serving tongs are used to grab and
transfer food items, poultry or meat
D
portions to a serving platter, hot deep
fryer, and plate. They give you a better
grip especially when used with a deep
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fryer, or a large stock pot or at the

barbecue.
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Spatula is used to level off ingredients

when measuring and to spread

frostings and sandwich fillings.

Spoons are solid, slotted, or perforated

Which are made of stainless steel or
plastic. The solid ones are used to
spoon liquids over foods and to lift
foods, including the liquid out of the pot.

Temperature scales are used to

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measure heat intensity. Different
thermometers are used for different
purposes in food preparation – for
meat, candy or deep-fat frying and
other small thermometers are hanged

O
or stand in ovens or refrigerators to
check the accuracy of the equipment’s
thermostat
C
Whisks are used for blending, mixing,
D
whipping eggs or batter, and for
blending gravies, sauces, and soups.
The beaters are made of looped, steel
E

piano wires which are twisted together

to form the handle.
EP

Wooden spoons are made of hard

wood which are used for creaming,

stirring, and mixing.

Measuring Tools

Measuring cup for liquid

ingredients is commonly made up
of heat-proof glass and transparent
so that the liquid can be seen.

Household Scales are used to

weigh large quantity of ingredients in

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kilos, commonly in rice, flour, sugar,
legumes or vegetables and meat up
to 25 pounds.

Kinds of knives according to use:

O
C
French knife is used to chop, dice,
D
or mince food. Heavy knives have a
saber or flat grind.
E
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Fruit and salad knives are used to

prepare vegetables, and fruits
D

Kitchen knives often referred to as

cook's or chef's tools, used for all
types of kitchen tasks such as
peeling an onion, slicing carrots,
carving a roast or turkey, etc.

Citrus knife has a two-sided blade

and serrated edge. It is used to
section citrus fruits.

Paring knife is used to core, peel,

and section fruits and vegetables.
Blades are short, concave with
hollow ground.

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Vegetable peeler is used to scrape
vegetables, such as carrots and

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potatoes, and to peel fruits. The best
ones are made of stainless steel
with sharp double blade that swivels.
C
Equipment
Equipment may refer to a small electrical appliance, such as a mixer,
D
or a large, expensive, power-operated appliance such as ranges or a
refrigerator.
E

Equipments like ranges, ovens, refrigerators (conventional,

convectional and microwave) are mandatory pieces in the kitchen or in any
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food establishment.

Refrigerators/freezers are
necessary in preventing
bacterial infections from
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foods. Most refrigerators have

special compartment for meat,
fruits and vegetables to keep
the moisture content of each
type of food. Butter
compartment hold butter
separately to prevent food
odors from spoiling its flavor.
Basically, refrigerator or freezer is an insulated box, equipped with
refrigeration unit and a control to maintain the proper inside temperature for
food storage

Oven is a chamber or compartment used for

cooking, baking, heating, or drying.

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Microwave ovens are used for cooking or
heating food.

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C
Blenders are used to chop, blend, mix, whip,
puree, grate, and liquify all kinds of food. A
D
blender is a very useful appliance. They vary
in the amount of power (voltage/wattage).
E
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Chemicals used in cleaning and sanitizing kitchen tools and equipment.

Cleaning is the process of removing food and other types of soil from
D

a surface, such as a dish, glass, or cutting board. Cleaning is done with a

cleaning agent that removes food, soil, or other substances. The right
cleaning agent must be selected because not all cleaning agents can be used
on food-contact surfaces. (A food-contact surface is the surface of equipment
or utensil that food normally comes into contact.) For example, glass
cleaners, some metal cleaners, and most bathroom cleaners cannot be used
because they might leave an unsafe residue on the food contact surface. The
label should indicate if the product can be used on a food contact surface.
The right cleaning agent must also be selected to make cleaning easy

Cleaning Compound
Detergents These are cleaning
agents, solvents or any substance
used to wash tablewares, surfaces,
and equipments. Example: soap,
soap powders, cleaners, acids,
volatile solvents and abrasives.

Solvent Cleaners commonly

referred to as degreasers, they are

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used on surfaces where grease has
burned on. Ovens and grills are
examples of areas that need
frequent degreasing. These products
are alkaline based and are

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formulated to dissolve grease.

Acid Cleaners used periodically in

C removing mineral deposits and other
soils that detergents cannot eliminate
such as scale in washing machines
D
and steam tables, lime buildup on
dishwashing machines and rust on
shelving. (Example: phosphoric
E

acid, nitric acid, etc.) These products

vary depending on the specific
purpose of the product.
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Abrasives are generally used to

remove heavy accumulations of soil
that are difficult to remove with
D

detergents, solvents and acids.

These products must be carefully
used to avoid damage to the surface
being cleaned.

Other chemicals used for cleaning and/or sanitizing kitchen equipment

and utensils are the following:
1. Ammonia 4. Carbonic Acid
2. Dish washing liquid 5. Timsen
3. Chlorine 6. Disinfectants and Soaps

Review of Lesson 1 (Learning Outcome 1)

Below are pictures of chemicals used to clean and sanitize
kitchen tools and equipment. Write your answers in your test
notebook.

A. Name Me

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1. 2. 3.

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Are you ready to clean kitchen tools and equipment? Below are procedures
on how to wash dishes. C
Steps in Washing Dishes

1. Wear rubber gloves if you have dry

D
hands or other skin problem. If you are
wearing long sleeves, roll them up or put
E

them under the gloves. Wear aprons

too.
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2. Scrape all the large pieces of food on the

dishes and place it in a compost bin or
D

garbage can.

3. Stack the dishes in the proper order

namely: glassware, silverware,
chinaware, and utensils. Stack them to
the right of the sink so that work
progresses from right to left.

4. Fill the sink with water and add a

considerable amount of detergent. The
hotter the water, the better it’s sanitizing
and grease-cutting properties but use
tolerable heat (66°C /150°F or above) so
not to scald yourself. Use rubber gloves.

5. Wash the lightest soiled items first.

Start with glasses, cups, and flatware.
Soap each piece individually and rinse in
hot water.

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6. Wash plates, bowls, and serving dishes.
Remember to scrape these items before

O
washing. Soap each piece gently and
individually and rinse in hot water.
Remember to keep an eye when you
C should change the dish washing water.

7. Wash pots and pans last. Soak them

D
first. Wash the pans thoroughly and don’t
forget to clean the bottoms. If anything
E

was burnt or overcooked to pots or

casserole dishes, put a little extra soap
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and water in it and let it stand while you

wash the other dishes. Take note that
any oil residue left will lead to burnt food
during the next cooking session.
D

8. Lay your dishes out on a rack to air-dry

or wipe them clean with a towel.

9. There should be no visible matter and

no "greasy" feel. Run a hand over the
dish to ensure that they are thoroughly
cleaned. If there are still some grease
remaining, consider rewashing the item.

10. Rinse out brush, sponge and allow to

dry. Sterilize your equipment often using
boiling water with bleach. When a
sponge or brush starts to smell
unpleasant, throw it away.

11. Wipe down the sink and your tools,

Wipe down the sink, dish drainer, and
dishpan. Any rags, dish cloths or
sponges need to be left out to air dry, or

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thrown into the washing machine.
Remember to replace sponge and rags
frequently.

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Tips and warnings to observe in washing the dishes
 Wash glassware first before greasy pots and pans.

C
Rubber gloves will protect hands and manicures, and allow you to use
hotter water for washing and/or rinsing.
 Dishes may be hand dried with a clean cloth.
D
 Try adding a tablespoon of baking soda to soapy water to soften hands
while cutting grease.
 Never dump sharp knives into soapy dishwater where they cannot be
E

seen.
 Laundry detergents or automatic dishwater detergents should not be
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used for hand washing dishes.

 Keep dishwashing liquid out of the reach of children.
Additional Tips:
1. Dishes can be washed easily if you keep them under the water while
D

scrubbing them for particles to lift away. Bring the dish out of the water
to check for any missed spots.
2. Stacking a few dishes in the sink at a time allows dishes a few minutes
of soaking time while you wash another dish.
3. Try drying pots and pans with a paper towel to reduce residue from the
pan which causes staining the dishcloth.
4. Don’t soak aluminum while dishwashing for it may cause darkening.
Dish washing silverware can be tricky. Use a lint free cloth for drying
silverware.

Washing with the Dishwasher Machine

Load it Up

Fill your dishwasher logically. Establish

a routine, and stick with it for most loads.

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Things to consider: Many dishwashers
have a variety of spacings to accommodate
large bowls, small bowls, utensils, dishes,
and plates of varying sizes—on the bottom
shelf. The top shelf is given to shorter items

O
such as glasses, mugs, jars, and long
utensils such as spatulas and stirring
spoons.
C
Don't crowd the dishes. Fill your
D
dishwasher full, but not crammed—you'll
maximize the cleaning capacity of your
dishwasher and minimize excessive water
E

usage.
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Add detergent. Fill the detergent

dispenser with cleanser either liquid or
powder and close it up.
D

- You can add extra cleanser in a

secondary cup should your dishes be
excessively filthy.

- Add a rinsing agent to prevent spotting, if

necessary.

Turn it on. Set the timer as necessary. A

shorter time for lightly-soiled dishes, or a
longer time for heavily-soiled pots, pans,
and dishes.

Dry the dishes. You can use a heated dry

(but be careful of plastic dishes or
containers), or use air drying. Dishes will
still dry relatively quickly, as dishwasher

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water is usually heated to 140°F.

How to Clean, Remove Stains, Sanitize and Store:

O
The kitchen cutting board gets a lot of use and this means that it gets a
lot of exposure to bacteria. Proper cleaning of the cutting board is essentials
C
to your good health. Whether you use a wood or plastic cutting board, you
should clean and sanitize it after use.

Clean the Cutting Board:

After you used the cutting board for slicing, dicing, or chopping all
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kinds of neat goodies, use a metal scraper or spatula to scrape away any
remaining bits and pieces of food. Throw the scraps into the garbage
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disposal, garbage receptacle, or trash bin.

Scrub the board with hot, soapy water thoroughly. If your dishwasher
reaches a temperature of at least 165°F, then you can probably place a high-
density plastic cutting board into the dishwasher. Moreover, if your
D

dishwasher has an antibacterial cycle, use it to wash the cutting board.

Otherwise, scrub it by hand. Allow the board to air dry.

Removing Stains from the Cutting Board

To remove stains from the cutting board, you can use the following
procedure: wet the stained area with water and sprinkle it with salt and allow
the salt to melt undisturbed for twenty-four hours.

Rinse the salt from the cutting board with clean water. Using the salt
and clean water, create a paste. Use a clean nylon scrubbing sponge or a

clean toothbrush to scour or scrub the paste on the stained area of the cutting
board. Rinse the area clean with fresh water. Repeat the procedure to
guarantee that you have removed all of the stain. Rinse the board clean.
Scrub the cutting board with hot, soapy water and rinse with clean water.
Allow it to air dry.

Sanitizing the Cutting Board:

Plastic and wooden cutting boards can be sanitized using a diluted

liquid chlorine bleach solution. For this solution, combine one teaspoon of
bleach to one quart of water. Pour the solution onto the entire surface area of
the board and allow it to sit undisturbed for several minutes. Rinse the board

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clean with water. Allow it to air dry or use a clean cloth to dry it.

If you prefer, you may use a vinegar solution in place of the bleach
solution. Simply combine one part vinegar to five parts water. Use this
solution in the same manner as the one explained for the bleach solution.

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Storing the Cutting Board: C
Once the cutting board has completely dried, store it vertically or in an
upright position. This helps to avoid moisture from getting trapped underneath
the board and the accumulation of dust or grime.
D
Methods of Cleaning Equipment:
E

Foam – You use this to increase the contact

time of the chemical solutions to improve
cleaning with less mechanical force.
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D

Clean In Place (CIP) – It is utilized to clean the

interior surfaces of tanks and pipelines of liquid
process equipment. A chemical solution is
circulated through a circuit of tanks and or lines
then return to a central reservoir allowing the
chemical solution to be reused. Time,
temperature and mechanical force are
manipulated to achieve maximum cleaning.

Clean Out of Place (COP) – is utilized to clean the parts of filters and parts of
other equipment. This requires disassembly for proper cleaning. Parts

removed for cleaning are placed in a circulation tank and cleaned using a
heated chemical solution and agitation.

Mechanical – it normally involves the use of

brush either by hand or a machine such as a
floor scrubber. Mechanical cleaning uses friction
for food soil removal.

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Fundamental Cleaning Procedures

1. Scrape and Pre-rinse – soiled equipment surfaces are scraped and

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rinsed with warm water to remove loose food soils.
2. Cleaning Cycle – the removal of residual food soils from equipment
surfaces is based on the manipulation of the four basic cleaning factors
C
and the method of cleaning. Typically, alkaline chemical solutions are
used for the cleaning cycle.
3. Rinse – rinse all surfaces with cold to hot water, depending on the
temperature of the cleaning cycle, to thoroughly remove all remaining
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chemical solution and food soil residues.
4. Acid Rinse – a mild acid rinse of the equipment neutralizes any
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alkaline residues left and removes any mineral soil present.

5. Sanitize – all equipment surfaces are rinsed or flooded with a
sanitizing agent. Both time and chemical concentration are critical for
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optimum results.

Factors that influence the cleaning process

 Soil – varying degrees of food soil will be deposited on the equipment

during production. These food soils will require complete removal

during the cleaning process and will affect the cleaning compound
used, along with the method of cleaning.

 Time – the longer a cleaning solution remains in contact with the

equipment surface, the greater the amount of food soil that is removed.
More time in contact with the soil reduces the chemical concentration
requirements.
 Temperature – soils are affected by temperature in varying degrees.
In the presence of a cleaning solution most soils become more readily
soluble as the temperature increases.

 Chemical concentrations – it varies depending on the chemical itself,

type of food soil, and the equipment to be cleaned. Concentration will
normally be reduced as time and temperature are increased.

 Mechanical force – is as simple as hand scrubbing with a brush or as

complex as turbulent flow and pressure inside a pipeline. This aids in
soil removal and typically reduces time, temperature and concentration
requirements.

 Water – minerals in hard water can reduce the effectiveness of some

detergents or a sanitizers. Water pH ranges generally from pH5-8.5.

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However, highly acidic water may require additional buffering agents.
Water used for cleaning and sanitizing must be potable and pathogen
free.

Equipment Sanitation Procedures

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1. Range C
A. Remove all burnt sediments and wipe grease from top of range after
each use
B. Scrape grease from curbs and openings hinges
D
C. When cool, wash top of range
D. Run oiled cloth over top of range
E. Clean oven by removing grates, scraping off food deposits, washing
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and drying
F. Keep burners clean. Gas burners can be soaked and scrubbed with
stiff brush while electric burners should be cleaned with a brush or
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with a damp cloth

2. Dishwashing machine
D

A. Remove strainer pans; wash and stock outside machine until next
use
B. Scrub inside frequently with stiff brush
C. Remove and clean the wash and rinse arms and fits daily to remove
foreign particles
D. Wash tables and top of machine
E. Clean nozzles
F. Do a special periodic cleaning in hard water area

3. Slicers

A. Clean immediately after using, especially after slicing vegetables

and nuts
B. Remove all parts to clean
C. Dry and cover knives after cleaning with oil-damped cloth
D. Wash carriage slides thoroughly
E. Wipe outside with cloth
F. Clean table and pedestal under slicers
G. Replace guard after cleaning

4. Refrigerator

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A. Wipe up spilled foods immediately
B. Wash inside shelves and trays at least twice a week with baking
soda
C. Rinse and dry thoroughly

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D. Flush drains weekly

5. Sink and Drains

1. Keep outlet screened at all times

C
2. Flush daily with 1 gal. of solution, made up of strong solution soda
(4oz.to 2 gal. of water)
D
3. Clean and replace greased tray regularly
4. Use force pump if drain is slow
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5. Replace washers immediately on leaking faucets

Time to check your understanding. Ready?

Review of Lesson 1 (Learning Outcome 1)

B. Test Yourself

Below is a list of competencies in cleaning and maintaining kitchen tools,

equipment and kitchen premises. Check the number that corresponds to the
extent of knowledge and skill learned. Write your answer in your test
notebook.

1. Not Much
2. A Little
3. A Lot

How interested
How skilled am I in
How much do I know am I in learning
using/performing
Competency about this? more about
this?
this?
1 2 3 1 2 3 1 2 3
Tools and equipment used
in the preparation of foods
Use of chemicals in
cleaning and sanitizing
kitchen tools, equipment
and working premises
Clean and sanitize kitchen
tools, equipment and

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premises
Store kitchen tools and
equipment in the
designated place
Kitchen premises to be

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cleaned
Safety and first aid
procedure C
Tell me a Story

Situation: Your mother assigned you the task to clean all the tools and
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kitchen utensils used in the preparation of food for lunch. In two or three
paragraphs. Explain the different tasks to be fulfilled/accomplished. Write your
answer in your test notebook.
E

Below is the rubric to guide you in assessing the tasks of cleaning and
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sanitizing kitchen tools and equipment.

CRITERIA 4 3 2 1
Exceptionally Generally clear, Lacks clarity, Unclear,
Clear clear, easy to able to follow difficult to follow impossible to
D

follow follow

Concise The The The explanation The explanation

explanation explanation posed and posed and
posed and posed and methods used methods used are
methods used methods used are somewhat inadequate
are advanced. are appropriate simple
Comprehensive Thorough and Substantial Partial or not Misunderstanding
comprehensive explanation comprehensive or serious
explanation explanation misconception on
the explanation
Relevant Highly relevant Generally Somewhat Irrelevant
relevant relevant

Finally you’ve done the cleaning but ooops… not so fast because after
cleaning the kitchen tools and equipment the next thing you will do is to
sanitize them. How?

The following topics are the methods of sanitizing kitchen tools and
equipment after cleaning them.
Sanitizing is done using heat, radiation, or chemicals. Heat and
chemicals are commonly used as a method for sanitizing in a restaurant than
radiation. The item to be sanitized must first be washed properly before it can
be properly sanitized. Some chemical sanitizers, such as chlorine and iodine,
react with food and soil and so will be less effective on a surface that has not
been properly cleaned.

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Methods of Sanitizing
1. Thermal Sanitizing. It involves the use of
hot water or steam. There are three methods

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of using heat to sanitize surfaces – steam,
hot water, and hot air. Hot water is the most
common method used in restaurants. If hot
water is used in the third compartment of a
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three-compartment sink, it must be at least
171F (77C). If a high-temperature ware
washing machine is used to sanitize cleaned
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dishes, the final sanitizing rinse must be at
least 180F (82C). For stationary rack, single temperature machines, it
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must be at least 165F (74C). Cleaned items must be exposed to these

temperatures for at least 30 seconds.
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2. Chemicals. Approved chemical sanitizers are chlorine, iodine, and

quaternary ammonium. Different factors influence the effectiveness of
chemical sanitizers. The three factors that must be considered are:
a. Concentration. The presence of too little sanitizer will result in an
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inadequate reduction of harmful microorganisms. Too much can

be toxic.
b. Temperature. Generally, chemical sanitizers work best in water
that is between 55F (13C) and 120F (49C).
c. Contact time. In order for the sanitizer to kill harmful
microorganisms, the cleaned item must be in contact with the
sanitizer (either heat or approved chemical) for the recommended
length of time

Characteristics of ideal chemical sanitizer

 Approved for food contact surface application
 Have a wide range or scope of activity
 Destroys microorganisms rapidly
 Stable under all types of conditions
 Tolerate a broad range of environmental conditions
 Readily solubilizes and possesses some detergency
 Low in toxicity and corrosivity
 Inexpensive
 Heat sanitizing has several advantages over chemical sanitizing agents?
 can penetrate small cracks and crevices
 non-corrosive to metal surfaces

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 non-selective to microbial groups
 leaves no residues
 easily measurable

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Advantages and Disadvantages of Different Chemical Sanitizers

Contact
Chemical Concentration Advantage Disadvantage
Chlorine 50ppm in water
C
Time
7 Effective on a Corrosive, irritating
between 75% seconds wide variety of to the skin,
and 100% bacteria; highly effectiveness
D
effective; not decreases with
affected by increasing pH of
hard water; solution; deteriorates
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generally during storage and

inexpensive when exposed to
light; dissipates
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rapidly; loses activity

in the presence of
organic matter
Iodine 12.5-25ppm in 30 Forms brown Effectiveness
water that is at seconds color that decreases greatly
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least 75F indicates with an on crease in

strength; not pH most active at pH
affected by 3.0; very low acting
hard water; less at pH 7.0); should
irritating to the not be used in water
skin than is that is at 120F or
chlorine; and hotter; and might
activity not lost discolor equipment
rapidly in the and surfaces
presence of the
organic matter.

Contact
Chemical Concentration Advantage Disadvantage
Time
Quaternary U to 200ppm in 30 Non-toxic, Slow destruction of
Ammonium water that is at seconds odorless, some
Compounds least 75F colorless, non- microorganisms; not
corrosive, non- compatible with
irritating; stable some detergents and
to heat and hard water.
relatively stable
in the presence
of organic
matter; active
over a wide pH
range

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C. Views of Ways
Watch a video presentation on how to sanitize kitchen tools and equipment
and make a narrative report about what you have learned in the presentation.

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Be guided by the following questions:

1. What is the video presentation all about?

2.
C
How are kitchen tools and equipment sanitized in the presentation?
3. Why is it important to sanitize kitchen tools and equipment?
4. Is there an appropriate application of safety measures in the
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presentation?

Your answer shall be assessed using the rubrics below

CRITERIA 4 3 2 1
EP

Exceptionally Generally Lacks clarity, Unclear,

Clear clear, easy to clear, able difficult to impossible to
follow to follow follow follow

Concise The The The The explanation

explanation explanation explanation posed and
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posed and posed and posed and methods used are

methods used methods methods used inadequate?
are advanced used are are somewhat
appropriate simple
Comprehensive Thorough and Substantial Partial or not Misunderstanding
comprehensive explanation comprehensive or serious
explanation explanation misconception on
the explanation
Relevant Highly relevant Generally Somewhat Irrelevant
relevant relevant

Of course you will not just leave the cleaned and sanitized kitchen tools and
equipment in a place that is exposed to dust and/or microbes, right? The next
topic will give you the complete idea on proper storage of kitchen tools and
equipment.

Proper Storage of Kitchen Tools and Equipment

Proper storage and handling of cleaned and
sanitized equipment and utensils are very
important to prevent recontamination prior to
use.

Cleaned and sanitized equipment and

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utensils must be:
 Stored in clean storage areas; and
 Handled properly to minimize contamination
of food contact surface:

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9 Steps in Organizing Kitchen Cabinets C
Pretend it has a glass door and that everyone is going to see what’s inside.

1. Remove all the equipment and scrub shelves with soapy water.
2. Think about what you reach most often and make sure it gets a
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position that is easy to reach.
3. Take a cabinet full of glasses and line them up by color. Make sure all
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of the front are facing out and straight. (Jeff Lewis-Style)

4. Take a step back after one shelf is done and make someone else look
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at what you have done.

5. They should be stored in a clean dry place adequately protected
against vermin and other sources of contamination.
6. Cups, bowls, and glasses must be inverted for storage.
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7. When not stored in closed cupboards or lockers, utensils and

containers must be covered or inverted whenever possible. Utensils
must be stored on the bottom shelves of open cabinets below the
working top level.
8. Racks, trays and shelves must be made of materials that are
imperious, corrosive-resistant, non-toxic, smooth, durable and resistant
to chipping.

Drawers must be made of the same materials and kept clean. Full-lined
drawers are not acceptable, but the use of clean and removable towels for
lining drawers is acceptable.

D. Fill Me In
Below are some of the kitchen tools and equipment. In column
A, draw a smiling face  if you are familiar with the materials
and a sad face  if you are not. In column B, put a check  if
you have experienced cleaning, sanitizing, and storing the given kitchen tools
and equipment, and an X if no experience.

Column A Column B
Kitchen Tools and Equipment’s
I know I can clean, sanitize and store

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1. Pots and pans
2. Silverware
3. Chinaware
4. Range
5. Refrigerator

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F. Think and be enlightened

Test your understanding by answering the following questions in your test

notebook:
C
1. Why is it important to clean, sanitize, and store equipment properly?
D
2. Discuss procedure involved in manual and mechanical dishwashing.
3. Explain good housekeeping practices that must be observed to
maintain cleanliness and sanitation.
E

Your answer shall be assessed using the rubrics below.

CRITERIA 4 3 2 1
Exceptionally Generally Lacks clarity, Unclear,
Clear clear, easy to clear, able to difficult to follow impossible to
follow follow follow
D

Concise The The The explanation The explanation

explanation explanation posed and posed and
posed and posed and methods used methods used are
methods used methods are somewhat inadequate?
are advanced. used are simple.
appropriate.
Comprehensive Thorough and Substantial Partial or not Misunderstanding
comprehensive explanation comprehensive or serious
explanation explanation misconception on
the explanation
Relevant Highly relevant Generally Somewhat Irrelevant
relevant relevant

G. Skills Trial
Situation: You were tasked to help the cook in the canteen in
the preparation and cooking of foods particularly in cleaning,
sanitizing and storing of the tools and equipment after using
them.

Materials Needed:

 Dish soap
 Hot water
 Double sink or dishpan
 Dishcloths, scrubbers, sponges, steel wool

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 Dish rack for drying
 Lint-free cloth for silverware
 Paper towels to dry pots and pans

Your performance will be rated using the following rubric:

Dimension P E R F O R M A N C E

O L E V E L
Needs No
Excellent
(4 pts.)
C
Very Satisfactory
(3 pts.)
Satisfactory
(2 pts.)
Improvement
(1 pt.)
Attempt
(0 pt.)
Points
Earned
1. Use of tools Uses tools and Uses tools and Uses tools and Uses tools and No
and equipment equipment equipment equipment equipment attempt
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correctly and correctly and correctly but incorrectly and
confidently at confidently most less confidently less confidently
all times of the times sometimes most of the time
E

2. Application of Manifests very Manifests clear Manifests Manifests less No

procedures clear understanding of understanding of understanding of attempt
understanding the step- by-step the step-by-step the step- by-step
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of the step- by- procedure procedure procedure

step procedure but sometimes seeking
seeks clarification most
clarification of the time
Works Works Works Works No
independently independently independently independently but attempt
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with ease and with ease and with ease and with assistance
confidence at confidence most confidence from others most
all times of the time sometimes of the time
3. Safety work Observes Observes safety Observes safety Most of the time No
habits safety precautions precautions not observing attempt
precautions at most of the time sometimes safety
all times precautions
4.Completeness Task is Task is Task is nearly Task is started No
of Task completed completed completed but not completed attempt
following the following the following the following the
procedures in procedures in procedures in procedures in the
the activity the project plan the project plan project plan
improvement/
innovations

Dimension P E R F O R M A N C E L E V E L
Needs No
Excellent Very Satisfactory Satisfactory Points
Improvement Attempt
(4 pts.) (3 pts.) (2 pts.) Earned
(1 pt.) (0 pt.)
5. Time Work Work completed Work completed Work completed No
management completed within allotted ___(mins./hours/ ___(mins./hours/d attempt
ahead of time time days) beyond ays) beyond
TOTAL POINTS

Congratulations you have successfully cleaned, sanitized, and stored kitchen

tools and equipment. This time, your focus will be on cleaning and sanitizing
kitchen premises.

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Learning Outcome 2
Clean and Sanitize Kitchen Premises

The lesson deals with the various types of chemicals and equipment for
cleaning and sanitizing premises and first aid procedure for accidents caused

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by chemicals. Specifically after this module you will be able to:

A. Recognize kitchen premises to be cleaned and sanitized;

B. Classify and describe the uses of cleaning agents;
C
C. Clean the kitchen area in accordance with food safety and
occupational health regulations;
D
D. Use cleaning agents in sanitizing kitchen premises;
E. Follow safety and first aid procedures.
E

Cleaning your kitchen’s working premises regularly is important to

keep it look its best and make it free from germs and bacteria that usually
accumulate in the kitchen area during food preparations. Several surfaces
around the kitchen such as walls, floors, shelves and other surfaces must
always be cleaned and sanitized safely using the proper materials to reduce
environmental deficiencies.
D

Types of Sanitizers and Disinfectants

There are various types of chemicals use for sanitizing and disinfecting
equipment, and first aid procedures for accidents caused by chemicals.

1. Chemical
A. chlorine
B. carbolic acid
C. ammonia
D. detergents

E. dishwashing liquid
F. timsen
G. soap
H. alcohol
I. boric acid

2. Heat Sanitizer
A. Hot water
B. Steam
C. Dry heat
D. UV light (ultraviolet light)
E. Filtration

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Procedure for disinfecting premises

A. Preliminary cleaning is required.

B. Apply solution to hand, non-porous surface thoroughly wetting it with

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cloth, mop, and sponge. Treated surface must remain wet for 10
minutes. Wipe with dry cloth.
C. Sponge on mop or allow to air dry.
C
D. Use a spray device for spray application Spray 6-8 inches from the
surface, rub with a brush, sponge or cloth. Avoid inhaling sprays.
E. Rinse all surfaces that come in contact with food such as exterior of
D
appliances, tables and stove top with potable water before rinse.

First aid procedure caused by chemical poisoning.

What to do?


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If the person has been exposed to poisonous fumes, such as

carbon monoxide, get him or her into fresh air immediately.
 If the person swallowed the poison, remove anything remaining in
the mouth.
D

 If the suspected poison is a household cleaner or other chemical,

read the label and follow instructions for accident poisoning. If the
product is toxic, the label will likely advise you to call the
hospital/doctor.
 Follow treatment directions given by poison centers.
 If the poison is spilled on the person’s clothing, remove the
clothing and pour the body with continuous tap water.

Ref: First Aid, Fourth Edition, American College of Emergency Physicians

Precaution: Don’t administer Ipecac syrup (a medicine that causes vomiting

used to partially empty a person’s stomach after a poison).

The total facility cleaning and maintenance program of a food service

department must be planned to reflect concern for sanitation as “a way of
life”. Facility sanitation results can be obtained through:

 Establishing high standards

 Rigid scheduling of assignments that are clearly understood by
workers
 Ongoing training
 Proper use of cleaning supplies

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 Provision of proper materials and equipments to accomplish tasks, and
 Frequent meaningful inspections and performance reviews

Regular cleaning of counter tops and floors needs to be done daily and is
usually assigned as part of the your regular daily duties. Other cleaning tasks

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that need to be done less frequently must be scheduled and assigned as
needed for instance, daily, weekly, monthly. General cleaning of floors,
windows, walls and certain equipment should be assigned to personnel and it
C
is often done in cooperation with the housekeeping and maintenance
departments of the organizations.
D
Each of the duties on the assignment list must be explained in detail on a
written work sheet or “job breakdown” for the employee to follow. Job
breakdown includes name of the task, tools and equipment and materials to
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be used, and a step by step list of what to do and how to do it.

All food contact equipments, containers and utensils must be cleaned

thoroughly after each use. This is especially true of meat grinders, slicers,
cutting boards, knives, mixers, peelers, dishwashing machines and stationary
can openers in order to prevent any cross-contamination.
D

How to Keep Your Kitchen Clean and Safe

Although they are not visible threats, the many micro-organisms

waiting in your kitchen can infect your cooking and eating, and consequently
have a negative effect on your health. Food poisoning and diarrhea are just
some conditions which might be caused by preparing food in a dirty, germ-
infested kitchen. In order to prevent these, you need to make sure that your
kitchen is kept clean and safe from bacteria and other germs.

Here are ways to ensure the cleanliness of your kitchen and keep
bacteria at bay.

1. Remove unnecessary clutter from surfaces. Discard appliances and

gadgets that you don't use any more, as unused appliances would only
tend to gather dust. Be sure that any appliances which are still
maintained and used are stored in a safe place that is out of reach of
children.

2. Keep your refrigerator clean and tidy. Before you do your weekly
shopping, remove old and rotten food and clean shelves and racks.
Look at expiration dates and be sure to label any containers of

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homemade food or leftovers. Don't make a habit of keeping food for too
long in the fridge; rotten food will breed bacteria, and may even
contaminate fresh food that is kept in the same area.

3. Use a rubbish bin with a lid to keep odors out that attracts flies and

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other insects. Empty it as soon as it smells, even if it is not yet full. You
should ideally do this every day.
C
4. Wash and disinfect your rubbish bin once a week. This will ensure
that any germs which might have remained even after you emptied out
the rubbish will die and cannot multiply. Also, this will remove any foul
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smells which might be emanating from the trash bin.
E

5. Use separate chopping boards for different kinds of food. Keep

separate chopping boards for your meat and your vegetables to reduce
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the spread of bacteria. Clean the meat chopping board extra carefully,
especially after cutting chicken, as raw food has a higher tendency of
containing bacteria.

6. Change the dishcloth you wipe surfaces with every day. Use a
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different cloth for surfaces than for dishes. Wash the cloth with hot water
and, as appropriate, bleach. Use separate towels for hands and dishes,
and change both of those regularly, too.

7. Use a paper towel for any mess that is particularly likely to cause
contamination, such as raw meat or eggs, and anything that has
fallen on the floor. It is better to use cleaning material that you can
easily throw out after and prevent from contaminating other food,
instead of using towels or sponges which you would still be likely to use
again afterwards.

8. Keep kitchen floors free from debris and grease by sweeping and
washing regularly. If something has spilled, make sure to mop it right
away instead of letting the mess stay there. Aside from making sure that
germs do not use the spillage as a breeding ground, immediate
mopping would also prevent unwanted accidents such as slipping from
occurring.

9. Don't leave dirty crockery and pans to fester where they can attract
harmful bacteria. Wash dishes with hot water and soap as soon as
you're done using them.

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10. Wash surfaces that get touched. Periodically wipe doorknobs,
handles, buttons and controls, and light switches in and around your
kitchen with cleaning agents. Even if they seem clean to the naked eye,
they may already be harboring bacteria.

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11. Wash your hands before handling food and again if you sneeze or
cough, blow your nose, go to the bathroom, or touch high-use surfaces.
C
Safety measures
D
The following are safety measures that you should do when using cleaning
agents:
E

1. Ensure adequate ventilation

2. Have knowledge of basic first aid
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3. Wear cotton clothing to cover your limbs and other parts of your body that
might be exposed to the cleaning agent.
4. Wear suitable footwear–it should be closed in and have a steel toe
5. Wear industrial strength, thick plastic or rubber gloves
6. Wear protective eye and face wear
D

Can you think of any more safety measures?

Storage and security of chemicals

The following are recommendations for the storage and security of

chemicals and cleaning agents:

1. Keep them in a separate area, away from food and other products
2. Keep on lower shelves to prevent accidents and to keep chemicals
from falling into food products
3. Store in a cool, well-lit and well ventilated room
4. Do not store near heat
5. Do not keep punctured aerosol cans
6. Store chemicals with lids tightly on

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7. Make sure chemicals and other cleaning agents are clearly labelled,
specifying their content and use
8. Ensure that the use by date or manufactured date is clearly readable
9. Storage containers should be free of corrosion and moisture
10. The storage area should be kept secure and locked when not in use

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11. Always store chemicals in designated container
12. Do not mix chemicals C
How many more can you think of?

A Reminder!
D
When you accidentally splashed a liquid detergent in your classmate’s eye,
you should let a running water flow in your classmate’s affected eye or use an
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eye wash for at least 15 minutes. Then cover the eye with a light gauze eye
patch. Bring the person to an eye doctor for check-up.
EP
D

Review of Lesson 1 (Learning Outcome 2)

A. Create and Post

Make a slogan on proper cleaning and sanitizing kitchen
tools, utensils, equipment’s and working premises using
oslo paper, coloring materials, pencil, white board
marker, and ruler.

Your slogan will be rated using the scoring rubric below

SCORE CRITERIA
5 Creatively and neatly done showing much relevance to the given

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topic
4 Creatively done and neat enough with relevance to the given
topic
3 Creatively done and neat enough but no relevance to the given
topic

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2 Simply done and neat enough but not so relevant to the given
topic
1 Poorly done with erasures and irrelevant to the given topic
C
D
B. Skills Trial
Situation: You were tasked to help the cook in the school
canteen in the cleaning and sanitizing kitchen premises after
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preparation and cooking of foods. Demonstrate in class using

the provided materials.
EP

Materials Needed

 Dish soap
D

 Hot water
 Double sink or dishpan
 Dishcloths, scrubbers, sponges, steel wool.
 Dish rack for drying.
 Lint-free cloth
 Paper towels

Your performance will be rated using the following rubric:

Dimension PERFORMANCE LEVEL

Excellent Very Satisfactory Needs No Points
(4 pts) Satisfactory (2 pts) Improvement attempt Earned
(3 pts.) (1 pts) (0 pts)
1. Use of tools, Uses tools Uses tools and Uses tools and Uses tools and No
equipment and equipment equipment equipment attempt
and equipment correctly and correctly and incorrectly and
materials correctly and confidently but less less confidently
confidently most of the confidently most of the time
at all times times sometimes
2. Application Manifests Manifests clear Manifests Manifests less No
of very clear understand understanding understanding of attempt
procedures understand ding of the of the step- by-step
ding of the step- by-step the step-by- procedure

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step- by-step procedure step procedure seeking
procedure but sometimes clarification most
seeks of the time
clarification
Works Works Works Works No
indepen independently independently independent ly attempt

O
dently with with ease and with ease and but with
ease and confidence confidence assistance from
confidence most of the sometimes others most of
at all times time the time
3. Safety work Observes Observes
C Observes Most of the time No
habits safety safety safety not observing attempt
precautions precautions precautions safety
at all times most of the sometimes precautions
D
time
4.Complete Task is Task is Task is nearly Task is started No
ness of Task completed completed completed but not attempt
E

following the following the following the completed

procedures in procedures in procedures in following the
the activity the project plan the project plan procedures in
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improvement/ the project plan

innovations
5. Time Work Work Work Work completed No
management completed completed completed ___(mins./hours/ attempt
ahead of within allotted ___(mins./hour days) beyond
time time s/days) beyond
D

TOTAL POINTS

It’s a great start you were able to demonstrate understanding of the

knowledge, skills and attitudes required in cleaning and maintaining kitchen
tools, equipment and working premises.

Lesson 2
PREPARE APPETIZERS (8 WEEKS)

This module deals with the skills and knowledge required in preparing
and presenting appetizers.

Upon completion of this module you should be able to:

1. Identify the origin of appetizer;
2. Perform Mise en place;
3. Prepare a range of appetizers;
4. Present a range of appetizers; and
5. Store appetizers.

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History of Appetizer
Appetizers were originally introduced by the Athenians as a buffet in
the early third century B.C. They would serve sea urchins, cockles, sturgeon,

O
and garlic. However they were unpopular to start as these tiny meals weren't
followed up with a main course, leaving everyone hungry and wanting more. It
wasn't until the nineteenth century that appetizers truly caught on, as meals
evolved into more of a structured ordeal.
C
Aperitifs came about by the Romans and were classified as a liquid
D
appetizer that typically contained alcohol. In addition to inciting hunger like
food appetizers, the purposes for aperitifs were also meant to help with the
E

imminent digestion process. These drinks would be shared from a single

glass and passed around the table to all members of the eating party.
EP

Aperitifs are still utilized today, typically with the company of food appetizers.

The word itself, "appetizer," as being used in America and England in

the1860s, is more of a local flavor than "hors d'oeuvres." For a time,
appetizers are served between the main course and dessert as a refresher,
D

but by the twentieth century they had taken their place as a precursor to the
main course.
On the other hand it is said that appetizers are the dishes that can truly
be considered Filipino because we are best known for using our hands to eat
the small finger foods that come with the first course. Appetizers can include
anything from fish to meat, nuts and chips. They are often served before
dinner or at large family lunches.

This lesson deals with the equipment used in the production of

appetizers, classifications of appetizers, identification of ingredients used for

appetizers, preparation and presentation of appetizers attractively according

to enterprise standards.
Learning Outcome 1
Perform Mise en Place
Objectives

After learning the content of this lesson, you will be able to:
1. Identify tools and equipment needed in the preparation of
appetizers;
2. Clean, sanitize and prepare tools and equipment based on the
required tasks;
3. Classify appetizers according to ingredients; and

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4. Identify ingredients according to the given recipe.
Mise’ En Place is a French term which means “set in place” that is you
have everything ready to cook and in its place. You should be able to identify
and prepare all the needed tools and equipment as well as all the ingredients

O
to make the preparation and cooking easily.

The following are the tools and equipment needed in preparing appetize
C
Kitchen Tools and Equipment
E D
EP

Ball Cutter – Rubber spatula Channel knife Spatula – used for

sharp edged – used to scrape – small hand tool manipulating foods
scoop for cutting off contents of in making like spreading
D

out balls of fruits bowls garnishes

and vegetables

Wire Whip – Zester – used to French knife – Paring knife –

used for mixing remove zest or for chopping, used for trimming
thinner liquids. citrus peels in thin slicing and dicing and paring fruits
strips. and vegetables.

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Butter curler – Cutting board – Kitchen shear –
O
Potato Masher –
used for making board for cutting
C
cutting device for designed to press
butter curls. fruits and ingredients like potato and cooked
vegetables scissors vegetables
E D
EP

Chiller – for
keeping cold Oven – for
foods chilled for baking
service
D

Other Tools and Equipment used in Preparing Appetizers

1. Measuring spoons are used for measuring dry and liquid ingredients in
small quantity.
2. Measuring cups are used to measure dry ingredients. They come in
various sizes and volumes.
3. Glass measuring cup is usually transparent. It is smooth in the inside
with the graduation mark on the outside to read. This is used for
measuring liquid ingredients like water and oil.

4. Mixing bowls containers with smooth, rounded interior surfaces with no

creases to retain some mixture.
5. Mixing spoon is used for mixing ingredients. It is made of wood in
different sizes and different length of the handle.
6. Paring knife is used to remove the skin covering of fruit and
vegetables.
7. Fork is used to combine ingredients.
8. Container of different sizes and shapes.
9. Cooking range/stove
10. Refrigerator
11. Strainer/colander

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Review of Lesson 2 (Learning Outcome 1)

A. Pick and Tell

O
Strips of papers with the names of the following tools and
equipment below will be placed in a glass bowl.
C
Each student will be asked to pick one and explain the uses in the
preparation of appetizer. Write you answer in your test notebook.
D
1. Cutting board 6. Rubber scraper
2. Paring knife 7. Zester
E

3. Spatula 8. Chiller
4. Ball cutter 9. Oven
5. Wire whip 10. French knife
EP

Your answers will be rated using the scoring rubric below.

CRITERIA 4 3 2 1
Exceptionally Generally Lacks clarity, Unclear,
D

Clear clear, easy to clear, able to difficult to impossible to

follow follow follow follow
Concise The The The The
explanation explanation explanation explanation
posed and posed and posed and posed and
methods used methods used methods used methods used
are advanced. are are somewhat are
appropriate simple. inadequate.

CRITERIA 4 3 2 1
Comprehensive Thorough and Substantial Partial or not Misunderstan
comprehensiv explanation comprehensiv ding
e explanation e or serious
Explanation misconceptio
n on the
explanation
Relevant Highly Generally Somewhat Irrelevant
relevant relevant relevant

After the warm-up activity proceed to the next topic about appetizers.

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Appetizers are foods which stimulate the appetite, through their
attractive appearance, fragrance or appealing flavor. It is a small piece or a
portion of highly seasoned food, usually served before a meal to induce and
stimulate one’s appetite. It gives appreciation to the food we eat.

O
A good appetizer, whether hot or cold should be light and served in
small quantities, Fresh vegetable and salads, fruits, or meat or even fish can
be made into appetizers.
C
Classification of Appetizers:
D
1. Cocktails are usually juices of orange, pineapple, grapefruit or
tomatoes served with cold salad dressings. It may be in the form of a
E

fruit or vegetable juice mixed with little alcoholic beverage or seafood

like shrimps, crabs, or lobsters served with slightly seasoned sauce.
2. Hors D’ Oeuvres refers to small portions of highly seasoned foods. It
EP

is a combination of canapés, olives, stuffed celery, pickled radishes,

and fish. It is served on individual plate when guests are seated.
Sometimes this is simply placed on a platter and passed around. Hors
d’oeuvres are served cold or hot.
D

3. Canapés are made out of thin slices of bread in different shapes. The
bread may be toasted, sautéed in butter or dipped in a well-seasoned
mixture of egg, cheese, fish, or meat then deep-fat fried. It is a finger
food consisting of three parts: a base, a spread or topping and garnish.
They could be served hot or cold. There are no set recipes for the
making of canapés. You may create your own combination of several
different colored items on the cut pieces of bread, toasted or fried and
biscuits etc. The larger canapés are termed as ZAKUSKIS after the
Chef Zakuski.
4. Relishes/Crudités are pickled item which are raw, crisp vegetables
such as julienne carrots or celery sticks. Relishes are generally placed
before the guest in a slightly, deep, boat shape dish.

5. Petite Salads are small portions of salads and usually display the
characteristics found in most salads.
6. Chips and Dips are popular accompaniments to potato chips,
crackers, and raw vegetables. Proper consistency in the preparation is
important for many dip. It must not be so thick that it cannot be
scooped up without breaking the chip or crackers, but it must be thick
enough to stick to the items used as dippers.
7. Fresh Fruits and Vegetables are the simplest appetizers. Fruits are
good appetizers because they give an attractive appearance,
fragrance, appealing taste and delicious flavor. For example, you could
serve a platter of thinly sliced cucumbers, chunks of red bell pepper
and baby carrots. For a fruit tray, consider serving red and green

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grapes, as well as chunks of mango with toothpicks inserted in them.
Since appetizers are always easy to pick up with the fingers, they
should never be drippy or messy.
8. Finger foods are variety of appetizers wherein the only requirement is
that you keep everything small enough to be picked up with the fingers

O
and eaten with little mess. If you want to serve your favorite
homemade sausages, cut them into small pieces, wrap them with a
small piece of pastry shell and bake. Or, serve your favorite baked
C
sweet potato fries with a mayonnaise-based dipping sauce. Individual
quiches filled with ham and cheese is another good option.
The following are examples of appetizers including the materials/
D
ingredients on how to prepare Canapés

Canapés – bite-size open faced sandwiches consist of tiny portions of

food presented on bases of bread, toast, or pastry easily handled and eaten.
EP

Canapés Consists of Three Parts

1. Base – holds the spread and garnish. Crackers and toasts are firmer and
give a pleasing texture and crispness to the canapé.
D

Suggestions for canapé bases are:

Bread cutouts Toast cutouts Crackers

Melba toast Tiny unsweetened Tortilla Chips Cups Biscuits

pastry shells

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O
Tiny biscuits Polenta cutouts
C Miniature pancakes

2. Spread - placed on top of the base so the garnish sticks to it without

falling off.
E D

Three types of spreads

a) Flavored butter – made from softened butters with

flavorings.

b) Flavored Cream Cheese -made from flavored

butters, except cream cheese is substituted for the
butter. Mixture of cream and butter can be used.
D

c) Meat or Fish salad spreads – made from finely

chopped meat or fish that are spreadable. Seasons
should be checked carefully to make the spread
more stimulating to the appetite.

3. Garnish – any food item or combination of items

placed on top of the spread which usually gives color,
design, and texture or flavor accent to the canapé.

Food Items Used to Decorate Canapés

A. Vegetables, pickles and relishes

Radish Slices
Pickled Onions
Chutney
Parley
Tomatoes
Olives
Pickles
Asparagus Tips

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Cucumber Slices
Pimiento

B. Fish

O
Smoked Fish
Smoked Salmon C
Shrimp
Caviar
Shrimp
Tuna Flakes
D
Sardines Lobster / Chunks or slices
E

C. Meats
Turkey
EP

Ham
Salami
Roast Beef
Chicken
D

D. Cheese, hard cooked egg slices

Guidelines for Assembling Canapés

Good mise en place is essential. In making canapés especially for

large functions, all bases, spreads and garnishes must be prepared
ahead of time so that final assembly may go quickly and smoothly.

Assemble as close as possible to serving time. Bases quickly

become soggy, and spreads and garnishes dry out easily. After
placing them in a tray, cover them lightly with plastic and held for a
short time under refrigeration. Safe food handling and storage must be
observed.

Select harmonious flavor combinations in spreads and garnish

such as:
A. Mustard and ham
B. Lemon butter and caviar
C. Pimiento cream cheese and sardines

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D. Tuna salad and capers
E. Anchovy butter, hard cooked egg slice and olive

Make sure that at least one of the ingredients is spicy in flavor. A

bland canapé has little value as an appetizer.

O
Use high quality ingredients. Leftovers can be used for canapés,
but they must be carefully handled and stored to retain freshness.
C
Keep it simple. Simple meat arrangements are more attractive than
extravagant one. Be sure that canapés hold together and do not fall
D
apart in the customers hands.

Arrange canapés carefully and attractively on trays. Each tray

should carry an assortment of flavor and textures, so there is

something for every taste.
EP

Cocktails
D

Cocktail appetizers are made of seafood or fruit, usually with a tart or

tangy sauce. These appetizers are always served chilled, often on a bed of
crushed ice.

Kinds of Cocktail Appetizers

1.Oyster and Clams on 2. Shrimp 3.Crab

the half shell

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4.Lobster 5.Fruits

O 6. Firm flaked white fish

C
Relishes
 Relishes are raw or pickled vegetables cut into attractive shapes
D
served as appetizer.
 Relishes include two categories:
E

1. Raw vegetables with dips - These are known as crudités (croo dee tays).
Cru in French means “raw”. Common bite size, cut raw vegetables served
EP

with dips are:

Celery
Radish
D

Green and Red Pepper

Zucchini
Cucumber
Cauliflower
Broccoli Florets
Broccoli Stems

2. Dips – accompaniment to raw

vegetables, and sometime potato chips and
crackers. Any mixture of spreads can be
used as dips. Proper consistency is
important to any dip. It must not be so thick
that it cannot be scooped up without
breaking the cracker. It must be thick
enough to stick to the items used as
dippers. Thin or soften them by adding
mayonnaise, cream or other appropriate
liquid. Sauces and salad dressings can be
used as dips.

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3. Pickled items. Includes variety of items
like cucumber pickles, olives, watermelon
pickles, pickled peppers, spiced beets, and

O
other preserved fruits and vegetables.
C
Miscellaneous hors d ‘oeuvres
D
These are variety of food both hot and cold served as appetizers. The
E

serving is smaller in unit size or portion size that can be eaten with forks from
small plates or with fingers.
EP

1. Antipasto - Italian Appetizer. This includes the following:

a. Cured meats – Salami,

prosciutto, bologna, boiled ham
D

b. Seafood items – Canned items

like sardines, anchovies, and
tuna

c. Cheeses – provolone,
mozzarella

d. Hard cooked egg and stuffed

eggs

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e. Relishes – raw vegetables

O
C
f. Mushrooms and other
D
vegetables
E
EP

2. Bruschetta - slice of Italian bread that

is toasted, rubbed with brushed garlic,
and drizzled with olive oil, served with
D

toppings like canapés.

3. Tapas - a small food item intended to

be eaten with wine or other drinks usually
in bars. They are served in a small portion
intended to be eaten immediately.

4. Caviar – salted roe, or eggs, of the sturgeon. Any

product labeled caviar must come from
sturgeon. Roe from any other fish must be
labeled as such (white fish caviar)

5. Amuse Bouche (ah mews boosh) – a tiny

appetizer or hors d’ oeuvres offered to guest

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seated at their tables either before or after
they have ordered from the menu. It is an
opportunity to showcase an aspect of the
chef’s cooking style and talent and to

O
welcome the guest.
C
Anything that can be served in a tiny portion can be served as an
amuse bouche like salads, soups, and little portions of meat, fish or
vegetables with the few drops of sauce and garnish. The chefs don’t use a
D
separate category of recipe for these items but just give a different
presentation, garnish or sauce.
E

B. Detect and Write

A. Identification. Read the statement carefully and write the

correct word that describes the statement. Write your answer in
your test notebook.
D

_____1. Butter, cream or finely chopped meat or fish placed on top of canapé
base
_____2. Holds spreads and garnish for canapés
_____3. Adds color, design, texture and flavor to canapé
_____4. Small open- faced sandwiches served as appetizer
_____5. Serving size of canapés

B. Take Me In
Classification. Classify the following ingredients listed below
according to the parts of canapés. Write each ingredient in the
box provided for. Write your answer in your test notebook.

Radish slices Toast cutouts Asparagus tips

Bread cutouts Crackers Tomatoes
Butter Polenta cutouts Cucumber slices
Fish Cheese Miniature pancakes

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Tiny biscuits Pickled onions Meat

O
C
Canapé base Canapé spread Canapé garnish
E D
EP

1 2 3
D

Learning Outcome 2
Prepare a Range of Appetizers
At the end of this lesson, you are expected to:
1. Differentiate hot and cold appetizers;
2. Prepare a variety of appetizers; and
3. Follow workplace safety procedures.
Preparation of appetizers require knowledge and skills in preparing of the
different recipes.This lesson provides you different recipes in preparing
appetizers for your guidance and reference.

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Hot and Cold Appetizers
Hors d’oeuvres are often served preceding a meal; they are served as the
food at cocktail parties involving alcoholic beverages.

O
a. Hot Hors d’oeuvres are served between the soup and fish course.
In today’s shortened menus, they are often served instead of hot
entrée. The size and richness depend upon the composition of
C
menu. Many hot hors d’oeuvres are suited for serving a small ala
carte dishes, and usually described as hot dish.
b. Cold hors d’oeuvres should stimulate appetite, and therefore
D
should always be served at the first course in the menu. There
are five types of cold hors d’oeuvres and they are served as
follows:
E

 Plate of Hors d’oeuvres may consist of shrimps, smoked

beef, poached egg, Spanish sardines and lettuce, sauce
EP

can be served at the side

 Grison Platter may consist of two kinds of cold meat, such
as ham, smoked beef, peppered ham. Sauce can be
served at the side.
 Hors d’oeuvres Platter. A well-presented platter with a
D

limited choice of simple or more expensive foods. The

basic rules is “small quantity, but big in quality” and at the
same time attractively served. It may consists of shrimps
with jelly, asparagus tip with mushrooms, sardines with
onion rings, tomatoes stuffed with salad and chicken loaf.
 Assorted hors d’oeuvres can be served in special
portioned platters with dishes or even from a serving cart.
 Rich hors d’oeuvres - still a classical form of presentation.
Lobster should always be included. The hors d’oeuvres
dish system in conjunction with a silver platter can be
used, but it is also possible to arrange the center pieces

on a silver platter covered with meat jelly and served with

accompaniments in a small separate bowls or container.
Recipes of Appetizers

Salmon and Cucumber Bites

Purpose: To prepare salmon and cucumber bites

Tools/Equipment Needed:

 Chopping board
 Spatula
 Bread knife

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 Mixing bowl
Ingredients Needed:

1 (12-inch) cucumber

O
1 teaspoon freshly grated lemon zest
2 teaspoons fresh lemon juice
4 ounces crème
1/8 teaspoon pepper
C
4 ounces pre-packaged smoked salmon, cut into inch-long strips
D
2 teaspoons fresh dill, chopped, for garnish

Steps/Procedure:
E

o Peel and slice cucumber into 1/4-inch slices.

o In a bowl, mix lemon zest, lemon juice, crème, and pepper.
EP

o To assemble, top a cucumber slice with a strip of salmon, a

dollop (about
o 1/2 tsp) of crème mixture.
o Garnish with dill.
D

Preparing hors d’ oeuvre cocktails and relishes

To prepare hors d’ oeuvre cocktails and relishes.

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Tools/Equipment Needed:
 Knife
 Chopping board
 Gloves

O
Materials/ingredients needed:
 Oysters or Shrimps or Fruits
 Dips
 Herbs
C
 Sugar/Syrup
 Ice, Lemon
D
Steps/Procedure:
E

Oyster and clams cocktails

1. Open fresh oysters and clams on the half shell.

2. Arrange on flat plates, preferably on a bed of ice.
3. Place cocktail sauce in a small cup in the center or at the side of the
plate.
4. Provide lemon wedges
D

Shrimps and other cooked seafood’s cocktail

1. Arrange seafood in a stemmed glass or in a small, cup-shaped bowl in

a bed of ice. Cocktail sauce maybe put in the glass first and arranged
the seafood on top, partially immersed. Or the cocktail sauce may be
added as toppings.
2. Garnish the dish attractively with lettuce or greens with lemon wedges.

Fruit Cocktail

1. Use fruits that are pleasantly tart and not too sweet.

2. Cut fruits into desired shapes.

3. Add fresh lemon or lime juice to fruit mixtures to provide necessary
tartness. A simple wedge of melon with lime is a refreshing cocktail.
Add a few drops of flavored liqueur to improve flavor.

Relishes

1. Select fresh vegetables

2. Cut into sticks or other attractive bite size shapes
3. Hold vegetables for a short time in ice water to become crisp
4. Arranged vegetables, in crushed ice to maintain crispness
5. Serve with dips

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Mixed vegetables relish with cheddar cheese dip.

Purpose: To prepare raw vegetables relish.

O
Tools/Equipment Needed:
Knife
Chopping board
CStrainer
Platter
D
Ingredients needed:
E

Raw Vegetables Dips

1 pc. Celery 94 g Cream Cheese
EP

1 pc. Red bell pepper 38 ml evaporated milk

1 pc. Cucumber 44 g mayonnaise
1 pc. Cherry tomato 7.5 ml lemon juice
1 pc. Lettuce 75 g onions
0.5 ml hot red pepper sauce
D

0.5 ml Worcestershire sauce

75 g cheddar cheese
Steps/Procedure:
1. Wash vegetables well
2. Cut vegetables into sticks or decorative bite size shapes
3. Hold vegetables for a short time in ice water to become crisp
4. Drain well
5. Arrange vegetables in a platter with crushed ice to maintain crispness.
6. Serve with cheddar cheese dip

Procedure for preparing Canapés from toast.

Perform steps in preparing Canapés using a toasted bread.

Tools/Equipment Needed:
Bread knife
Spatula
Tray
Cutting board

Ingredients Needed:
Pullman loaves
Spreads

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Toppings

Steps/Procedures:
1. Trim crusts from unsliced Pullman loaves. Save trimmed crusts to
be used as breadcrumbs.

O
2. Cut the bread horizontally into slices, ¼ inch thick.
3. Toast the slices in the oven.
4. Cool the toast.
C
5. Cover with a thin, even layer of spread and cut into desired shapes
with a knife. Make the cuts neat and uniform.

Alternately, cut the toasts into desired shapes with small cutters and
D
reserve the trim for breadcrumbs. Spread each cutout with desired topping.
Garnish the cutouts as desired.
E

Bread slices for canapés can be cut into several basic shapes with no waste.
EP
D

Review of Lesson 2 (Learning Outcome 2)

Research and Piled Up

Collect 20 different recipes of appetizer and compile it like a
book using any kind of paper, decorating materials, glue, and
coloring materials.

Your output will be rated using the scoring rubric below:

SCORE CRITERIA
5 Properly compiled complete (20) recipes in a very attractive
manner
4 Properly compiled (16-19) recipes in an attractive manner
3 Properly compiled (10-15) recipes in simple manner
2 Properly compiled (6-9) recipes in simple manner
1 Compiled less than 6 recipes in disorganized manner

Make It for Me

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Situation: Your sister will be celebrating her 18 th Birthday, you
were asked by your mother if you could make the appetizer
for the party. You excitedly answered yes because you just
finished studying about it. Prepare the appetizer of your choice for

O
your sister.
Dimension P E R F O R M A N C E L E V E L
Very Needs No
Excellent Satisfactory

1. Use of
(4 pts.)
Uses tools and
C
Satisfactory
(3 pts.)
Uses tools and
(2 pts.)
Uses tools and
Improvement
(1 pt.)
Uses tools and
Attempt
(0 pt.)
No
Points
Earned

tools and equipment equipment equipment equipment attempt

equipment correctly and correctly and correctly and but incorrectly and
confidently at all confidently most less confidently less confidently
D
times of the times sometimes most of the time

2. Manifests very Manifests clear Manifests Manifests less No

Application clear understanding of understanding of understanding of attempt
E

of understanding of the step- by-step the step-by-step the step- by-step

procedures the step- by-step procedure procedure procedure
procedure but sometimes seeking
EP

seeks clarification clarification most

of the time
Works Works Works Works No
independently independently independently with independently attempt
with ease and with ease and ease and but with
confidence at all confidence most confidence assistance from
times of the time sometimes others most of
the time
D

3. Safety Observes safety Observes safety Observes safety Most of the time No
work habits precautions at all precautions precautions not observing attempt
times most of the time sometimes safety
precautions
4.Product Product is very Product is Product is less Product is not No
attractive and attractive and attractive and less attractive and attempt
very enticing to enticing to enticing to not enticing to
appetite appetite appetite appetite
Ingredients are Ingredients are Ingredients are Ingredients are No
very well - well - cooked overcooked overcooked attempt
cooked
5. Time Work completed Work completed Work completed Work completed No
management ahead of time within allotted ___(mins./hours/d ___(mins./hours/ attempt
time ays) beyond days) beyond
TOTAL POINTS

Learning Outcome 3
Present a Range of Appetizers

Objectives

At the end of this lesson, you are expected to:

1. identify the fundamentals of plating;

2. identify the accompaniments of appetizers;
3. present appetizers attractively; and
4. observe sanitary practices in presenting appetizers

PY
Appetizers can be more appreciated if presented attractively like the
saying goes “the eyes eats first”. Plate presentation is the process of offering
the appetizer to guests in a stylish and pleasing manner. It requires skills,
style and creativity.

O
This lesson will provide you the knowledge, skills and understanding in
presenting range of appetizers.
Fundamentals of Plating
C
1. Balance
D
The rules of good menu balance also apply to plating. Select foods and
garnishes that offer variety and contrast.
E

 Color. Two or more colors on a plate are usually more

interesting than one. Garnish is also important.
EP

 Shapes. Plan for variety of shapes and forms. Cutting

vegetables into different shapes gives you great flexibility.
 Texture. Not strictly visual consideration, but important in plating
in menu planning.

D

Flavors. One of the factors to consider when balancing colors,

shapes, and texture on the plate.

2. Portion size. This is important for presentation as well as for costing.

 Match portion sizes and plates. Too small a plate makes an
overcrowded, jumbled, messy appearance. Too large a plate
makes the portions look skimpy.
 Balance the portion sizes of the various items on the plate.
Apply logical balance of portions.

3. Arrangement on the plate

Basic Principles of Platter Presentation

1. The three elements of a buffet platter.

 Centerpiece or Grosse piece (gross pyess). This may be an
uncut portion of the main food item, such as a pate or a cold
roast, decorated and displayed whole. It may be a separate but
related item, such as molded salmon mousse
 The slices or serving portions should be arranged artistically.
 The garnish should be artistically done in proportion to the cut
slices.

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2. The food should be easy to handle and serve, so that one portion can
be removed without ruining the arrangement.
3. A simple design is best. Simple arrangement is easier to serve, more
appetizing, and still attractive when are half consumed by the guest.

O
4. Attractive platter presentation may be made on silver or other metals,
on mirrors, chinaware, plastic ware, wood, or any other materials
provided they are presentable and suitable for food.
C
5. Once a piece of food has touched the tray, do not remove it. Shiny
silver or mirror trays are easily smudged, and you’ll have to wash the
tray and start over again. Good pre-planning should be considered.
6. Think of the platter as part of the whole. It must be attractive and
D
appropriate to the other presentation in the table.
E

Designing the platter

1. Plan ahead. Make a sketch by dividing the tray into six or eight
EP

sections. This will help you lay out a balance and symmetrical design.
The sketch should indicate the centerpiece, slices of foods and
garnishes.
2. Get movement into your design. Good design makes your eyes move
D

across the platter following the lines you have set up. It could be
arranged in rows or lines.
3. Give the design a focal point. Use centerpiece to emphasize and
strengthen the design by giving it direction and height. Note that
centerpiece is not always in the center.
4. Keep items in proportion.
5. Make the garnish count. Use garnish to balance out a plate by
providing additional element. Two items on a plate often look
unbalanced, but adding a garnish completes the picture. On the other
hand do not add unnecessary garnishes.

6. Don’t drown every plate in sauce or gravy. It may hides colors and
shapes. You may cover a part of it or a band of sauce across the
center.
7. Keep it simple. Simplicity is more attractive than complicated designs.
8. Let the guest see the best side of everything. Angle overlapping slices
and wedged-shaped pieces toward the customer and the best side of
each slice is face up.
Review of Lesson 2 (Learning Outcome 3)

A. Pose and Dispose

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Let’s find out if you can arrange your prepared appetizers
attractively following the fundamentals of plating,
principles of platter presentation and designing the
platter.

O
Your output will be rated using the rubric below:
SCORE CRITERIA
5 Very artistically and creatively done
4 Artistically and creatively done
C
3 Properly and less creatively done
2 Improperly done and unattractive
D
1 No attempt

You’re amazing, you almost got it perfect. Continue with the next topic
E

to learn how to store appetizers

Learning Outcome 4
Store Appetizer
EP

At the end of the lesson, you should be able to:

A. Utilize quality trimmings;

B. Select appropriate container for storing salads and appetizers;

C. Keep appetizers in appropriate conditions to maintain its freshness,
quality and taste; and
D. Follow workplace safety procedures.

Storing salads and appetizers is one of the most important activities

done after preparing them to maintain freshness and avoid spoilage.

This lesson deals with storage of salads and appetizers using

appropriate container to sustain quality and taste.

Tools and Equipment

1. Chillers
2. Refrigerator
3. Containers for salad and appetizers

Storing Techniques
Storing foods could be done through the following techniques:
1. Refrigerate – to keep food cold or cool.
2. Cold storage – the process of preserving food by means of refrigeration.
3. Chilling – to refrigerate to reduce the temperature of food.

Sanitary Practices when storing salads and appetizers

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1. Handle the food properly to prevent spoilage and contamination.
2. Wash utensils and equipment thoroughly.
3. Keep off hand to a minimum contact to ingredients and food.
4. Keep away from food when you are ill.

O
5. Store food and ingredients properly.
6. Safeguard the food during distribution and serving.
 Chill to refrigerate or to reduce the temperature of food.
C
 Place it to cold storage like refrigerator to preserve perishable
food.
D
Review of Lesson 1 (Learning Outcome 4)
E

A. Complete Me
Completion Type. Fill the blank with a word or group of
EP

words to make the sentence complete. Write your answer in

your test notebook.

1. An Italian appetizer composed of meats, sea foods, and other relishes is

_______.
2. Small food item eaten with wine or other drinks is _______.
3. A salted roe or egg of the sturgeon is ______.
4. Hors d’ oeuvres offered to guest that complements the chef’s cooking style
and talent is ______.
5. Toasted Italian bread flavored with garlic and olive oil is ______.

B. Prove It More
Prepare varieties of appetizer. You will be observed and rated
from the preparation of materials and ingredients, actual
preparation, presentation and storing of your products using
the scoring rubric below.

Dimension P E R F O R M A N C E L E V E L
Very Needs No
Excellent Satisfactory Points
Satisfactory Improvement attempt
(4 pts.) (2 pts.)
(3 pts.) (1 pt.) (0 pt.) Earned
1. Use of Uses tools and Uses tools Uses tools Uses tools and No
tools and equipment and and equipment attempt
equipment correctly and equipment equipment incorrectly and
confidently at all correctly correctly and less confidently

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times and but less most of the time
confidently confidently
most of the sometimes
times
2. Manifests very Manifests Manifests Manifests less No
Application clear clear understanding understanding attempt

O
of understanding of understand of of the step- by-
procedures the step- by-step ding of the the step-by- step procedure
procedure step- by- step seeking
step procedure clarification
procedure
C
but sometimes
seeks
most of the time

clarification
Works Works Works Works No
independently independent independently independently attempt
D
with ease and ly with ease with ease and but with
confidence at all and confidence assistance from
times confidence sometimes others most of
most of the the time
E

time
Very Needs No
Excellent Satisfactory Points
Satisfactory Improvement attempt
EP

(4 pts.) (2 pts.)
(3 pts.) (1 pt.) (0 pt.) Earned
3. Safety Observes safety Observes Observes Most of the time No
work habits precautions at all safety safety not observing attempt
times precautions precautions safety
most of the sometimes precautions
time
D

4.Complete Task is Task is Task is nearly Task is started No

ness of completed completed completed but not attempt
Task following the following following the completed
procedures in the the procedures in following the
activity procedures the project procedures in
improvement/inno in the plan the project plan
vations project plan
5. Time Work completed Work Work Work completed No
manage ahead of time completed completed ___(mins./hours attempt
ment within ___(mins./ /days) beyond
allotted time hours/days)
beyond
TOTAL POINTS

Post Test
A. Below are jumbled letters. Write the correct spelling opposite the
scrambled letters. Write your answer on your test notebook.
1. AINSZTEI ________________________
2. PENMEQUTI ________________________
3. NGILCAEN ________________________
4. CNKTIEH ________________________
5. LCEHIMAC ________________________
6. PERAETPIZ ________________________
7. ELSHERIS ________________________

B. Multiple Choice

PY
Read the following statements carefully. Choose the letter that best
describes the statement. Write your answer on your quiz notebook.
1. Which of the following is a material used for salad making and dessert
that needs great care to ensure long shelf life?
A. glass C. cast iron

O
B. aluminum D. stainless steel
2. Which of the following appetizers are made out of thin slices of bread in
different shapes?
A. relish
C
C. hors d’ oeuvres
B. cocktail D. canapé
3. Tessie finds it hard to remove tough soils from the used pots and pans.
D
It does not respond to different cleaning agents she used. If you will
help her, which of the following will you recommend that will surely
solve her problem?
E

A. abrasive C. detergent
B. acid cleaner D. solvent cleaner
EP

4. It is small pieces or portions of highly seasoned food, usually served

before a meal to induce and stimulate one’s appetite.
A. appetizer C. hamburger
B. dessert D. salad dressing
5. Sherwin owns a restaurant. He is awake up to 12 midnight in order to
D

supervise the business and sees to it that he has enough supply of

materials the next day. This kind of character shows that he is
A. creative C. motivated
B. passionate D. committed
6. Which of the following situations is good housekeeping practice best
shown?
A. Emptying the garbage can every other day.
B. Using imported sanitizing and disinfecting materials
C. Spraying air freshener before and after leaving the room.
D. Planning and implementing a program of regular cleaning of
fixtures, furniture and home appliances

7. Which of the following knife is used for trimming and paring fruits and
vegetables?
A. butcher knife C. paring knife
B. French knife D. shears
8. Which of the following appetizers are made of seafood or fruit, usually
with a tart or tangy sauce?
A. canapé C. relish
B. cocktail D. salad
9. Your younger sister accidentally swallowed poison. What first aid
treatment should you do?
A. Read the label of the poisonous material
B. Remove anything remaining in the mouth

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C. Give her a glass of water or any fruit juice
D. Give her a spoonful of sugar or any kind of sweets
10. Which of the following is the proper order in washing the dishes?
A. utensils, chinaware, silverware, glassware
B. silverware, utensils, glassware, chinaware

O
C. chinaware, glassware, utensils, silverware
D. glassware, silverware, chinaware, utensils
11. Which of the following is the proper order/steps in cleaning kitchen
premises?
C
1.) Rinse all surfaces with cold to hot water to remove thoroughly
all remaining chemical solution and food soil residues
2.) Remove residual food soils from equipment surfaces
D
3.) Scrape and Pre-rinse
4.) Rinse all equipment surfaces sanitizing agent
E

A. 4 3 2 1 C. 3 2 1 4
B. 2 3 1 4 D. 1 2 3 4
12. Which of the following should be practiced when using cutting board
EP

to reduce the spread of bacteria?

A. Use the same chopping board for different kinds of food
B. Keep separate chopping board for your meat and your vegetables
C. Clean the chopping board if needed
D. Scrape chopping board before using
D

Congratulations! You made it with flying colors.

Good luck with the next lesson.

Quarter II
Lesson 1
PREPARE SALAD AND DRESSING (10 WEEKS)

Upon completion of this module the students will be able to:

1. Perform Mise en Place;
2. Prepare variety of salads and dressings;
3. Present a variety of salads and dressings; and
4. Store salads and dressings
Salad is a combination of vegetables, fruits and other ingredients

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served with a dressing. Salad are easy to make and require little, id any
special equipment. A basic understanding of tools use in preparation will help
achieve better results.

This module deals with the skills, and knowledge and attitudes

O
required to prepare and present salads and dressings.

Pre – Test
C
A. Read the statement carefully and choose the answer that best describes
the statement. Write your answer on your test notebook.
D
1. A salad tool used to remove excess water from the salad greens.
A. mixing bowl
B. salad server
E

C. salad spinner
D. cutting boards
2. Used to hold salad ingredients for mixing, or for tossing.
EP

A. knives
B. cutting board
C. mixing bowl
D. salad server
D

3. Salads that can be served as a full meal because it contains

substantial portion of meat, poultry, seafoods, fruits and vegetables.
A. appetizer salad
B. accompaniment salad
C. main course salad
D. dessert salad
4. Salads made of mixtures of ingredients that are held together usually
with a thick dressing like mayonnaise.
A. green salads
B. vegetable salads
C. composed salads
D. bound salads

5. Salad ingredients are arranged on plate rather than being mixed

together
A. fruit salad
B. composed salad
C. bound salad
D. vegetable salad
6. Which of the following considerations are essential in choosing
ingredients for high quality salads?
A. quality and quantity
B. texture and color
C. freshness and variety
D. crispiness and taste

PY
7. Which of the following guidelines is not included in making vegetable
salad.
A. Cooked to a firm, crisp texture and good color
B. Cooked until completely tender and overcooked

O
C. Thoroughly drained and chilled before using
D. Marinated or soaked in a seasoned liquid C
8. Which of the following is not a factor to consider in salad preparation?
A. Contrast and harmony of colors
B. Quality of ingredients
C. Arrangement of food
D
D. Proper food combinations
9. Which of the following procedures for quantity green salad production
E

is the last step to do?

A. Arrange salad plates on worktables
EP

B. Add dressing before serving

C. Prepare all ingredients
D. Refrigerate until serving
10. Which of the following ingredients is not used in making French
dressing?
D

A. egg yolk
B. oil
C. vinegar
D. sugar

11. Which of the following structures of a salad is an edible decorative item

that gives eye appeal and adds flavor to the food?
A. body
B. garnish
C. base
D. dressing

A. Identify the different kitchen tools and utensils in preparing salad. Write
your answer on your test notebook.
1.

PY
3.

O
4.
C
D
5.
E
EP

6.
D

Learning Outcome 1

PY
Perform Mise’ En Place

At the end of this lesson, you are expected to:

1. Identify tools, equipment, and utensils needed in preparing salad and
dressing;

O
2. Clean, sanitize and prepare tools, utensils and equipment based on
the required tasks; C
3. Identify ingredients according to the given recipe; and
4. Prepare ingredients based on the required form and time frame.

Mise’ En Place is a French term which means setting everything in

D
place and organizing all the materials and ingredients before preparing foods.

Tools, Equipments, Utensils Needed in Preparing Salads.

1. Knives – good quality knives with sharp,

sturdy stainless steel blades and with handles

that securely attached and that feel perfectly
comfortable in your hand.

2. Cutting boards – choices of cutting boards are the wooden or blocks

and acrylic cutting boards. When preparing a recipe that contains both
meat (or poultry or seafood) and vegetables requiring cutting, use one
board exclusively the vegetables and the other exclusively for the raw
meat to avoid cross-contamination.

3. 3. Peeler - is a kitchen tool consisting of a slotted

metal blade attached to a handle, that is used to
remove the outer skin or peel of certain vegetables,
frequently potatoes and carrots, and fruits such
as apples, pears.

4. Citrus zester - is approximately four inches long, with

a handle and a curved metal end, the top of which is
perforated with a row of round holes with sharpened
rims. To operate, the zester is pressed with moderate
force against the fruit and drawn across its peel. The rims
cut the zest from the pith underneath.

4. 5. Grater/Shredder - A grater (also known as

a shredder) is a kitchen utensil used to grate

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foods into fine pieces. It was invented by
François Boullier in 1540s.

6. Grill pan – used for salad toppings to be broiled or

O
grilled. C
D
7. Salad Spinners – used to hold just washed salad
E

leave in a slotted basket that is made to spin by hand

and thus fling all the water off the leaves into the outer
container.
EP

8. Mixing bowls – used to mix dressings, marinate

ingredients, hold separate elements of a salad before
D

assembling and used to toss and mix all the

ingredients together. Used bowls made of sturdy,
heavy glass wares or ceramic, so as not to react with
acidic ingredients.

9. Salad servers – “Salad sets” with big salad bowls,

serving bowls and servers. Select materials having
enough surfaces to really grasp the ingredients of

salad, no matter how slippery and thus making tossing easier.

Classification of Salads According to Ingredients Used

1. Green salads – must be fresh, clean, crisp

and cold and well drained. Moisture and air are
necessary to keep greens crisp.
a) Leaves wilt because they lose moisture.
Crispness can be restored by washing and
refrigerating. The moisture that clings to the
leaves after thorough draining is usually enough.
b) Air circulation is essential so do not washed

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greens too tightly or pack too firmly. Refrigerate in
colanders covered with clean damp towels, or in
specially designed perforated plastic bins. These
protect from drying while allowing air circulation.

O
2. Vegetable, Grain Legumes and Pasta Salads - are
salads whose main ingredients are vegetables other
than lettuce or other leafy greens. Starchy items such as
C
grains, pastas and dried legumes can also form the body
of a salad. Raw or cooked vegetables are usually added
to the starch items to enhance the color, flavor and
nutritional balance of the salad. Protein items such as
D
poultry, meat, seafood and cheese maybe added to vegetables and starch
salads.
E

3. Bound salads are mixtures of foods that are held

together or bound with a dressing usually a thick

dressing like mayonnaise. The term bound is most often
used for traditional mixtures of cooked protein, starch
and vegetables items with mayonnaise like chicken
salad, tuna salad, egg salad and potato salad.
D

4. Fruit Salad – contain fruits as their main ingredients,

like appetizer salads or dessert salads.

5. Composed Salads – made by arranging two or more

elements attractively on a plate. They are called
composed because the components are arranged on the
plate rather than being mixed together. They are
elaborate and can be substantial in size, usually served
as main courses or fruit courses rather than
accompaniments or side dishes.

6. Gelatin Salads – most gelatin products are made with

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sweetened prepared mixes with artificial color and flavor.
But some professional cook used to prepare salads
using unflavored gelatin relying on fruit juices and other
ingredients for flavor.

O
Review of Lesson 1 (Learning Outcome 1) C
A. Picture Me
Give the characteristics of the different types of salads.
D
Type of salad Characteristics
E

Main Course Salad

Appetizer
Side Dish Salad
EP

Dessert Salad
Accompaniment Salad

Your answer will be rated using the rubric below.

CRITERIA 4 3 2 1
Exceptionally Generally Lacks clarity and Unclear cannot
Clear clear and easy clear and difficult to understand
to understand quite easy to understand
understand
Comprehensive Thorough and Substantial Partial or not Misunderstanding
comprehensive explanation comprehensive or serious
explanation explanation misconception on the
explanation
Relevant Highly relevant Generally Somewhat Irrelevant
relevant relevant

B. Organize your Learning

Make an album of the different kinds of salad with their
picture and recipe listed.
Your output will be rated using the rubric below:

SCORE CRITERIA
5 Artistically and creatively done with full illustrations and pictures of
the recipe
4 Artistically and creatively done with some illustrations and pictures
of the recipe
3 Properly done with some illustrations and pictures of the recipe

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2 Properly done with few illustrations and pictures of the recipe
1 Done untidily with few illustrations and pictures of the recipe
Now you’re ready to go on with the ways on how to prepare variety of salad
and dressing!

O
Learning Outcome 2
Prepare a Variety of Salad and Dressing
At the end of the lesson, you are expected to:
C
1. Identify the components of salad, factors to consider in salad
preparation, and different kinds of salad dressing and their ingredients;
D
2. Select and use correct equipment in preparing salad and dressing;
3. Prepare a variety of salad and salad dressing; and
4. Follow workplace safety procedures.
E

Enumerate ingredients for salad making.

Ingredients of Salads
Freshness and variety of ingredients are essential for high quality salads.
1. Salad Greens – Iceberg lettuce, Romaine Lettuce, Boston Lettuce,
Biff or limestone lettuce, Chinese cabbage, spinach, sprouts
D

2. Vegetables (Raw) - avocado, bean sprouts, broccoli, cabbage, carrots,

cauliflower, celery, cucumber, mushrooms, onions, peppers, radish,
tomatoes.

PY
O
C
D

3. Vegetables (Cooked, pickled and canned) – asparagus, beets, carrots,

cauliflower, corn, pimientos, olives, peppers, cucumber.

EP
D

4. Starches – dried beans, potatoes, macaroni products, grains, bread

(croutons)

PY
5. Fruits(Fresh, Cooked, Canned or Frozen) – apple, banana, berries,

O
coconut, melon, oranges, papaya, peaches, pears, and mangoes
C
E D
EP
D

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6. Protein foods – meat (beef, ham), poultry, fish and shellfish, salami,
luncheon meat, bacon, eggs, hard cooked, cheese, cottage cheese, aged
or cured types.

O
C
E D
EP
D

7. Miscellaneous – gelatin, nuts

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Guidelines for Making Salads

1. Vegetables, Legumes, Grains and Pasta Salads

O
 Neat, accurate cutting of ingredients is important because the
shapes of the vegetables add to eye appeal.

C
Cut vegetables as close as possible to serving time or they may
dry or shrivel at the edges.
 Cooked vegetables to a firm, crisp texture and good color.
 After cooking, vegetables must be thoroughly drained and
D
chilled before using.
 Starches, pastas and legumes should be cooked until
E

completely tender but not overcooked.

 Vegetables are sometimes marinated or soaked in a seasoned
liquid before being made into salad. The marinade is usually
EP

some form of oil and vinegar dressing that also serves as the
dressing for the salad. Do not plate marinated salads too far
ahead of time because the lettuce base will wilt.
 Grains and pastas may also be marinated for a short time. If
D

marinated too long, pasta absorb too much liquid and become
very soft. Legumes should not be allowed to stand longer in a
marinade because the acid toughen the proteins in the beans.

2. Bound Salads

 Cooked ingredients must be thoroughly cooled before being

mixed with mayonnaise and the completed salad mixture must
be kept chilled at all times.
 Leftover such as chicken meat or fish which have been handled
according to the rules of good sanitation and food management
can be used for making bound salads.

100

 Potatoes for salads should be cooked whole before peeling and

cut in order to preserve nutrients.
 Crisp vegetables like celery, green peppers, carrots, chopped
pickles, onions and water chestnuts are used.
 Bland ingredients like potatoes and some foods maybe
marinated in seasoned liquid such as vinaigrette before being
mixed with mayonnaise and other ingredients.
 Fold in thick dressings gently to avoid crushing or breaking the
main ingredients.
 Bound salads are portioned using scoop to give height and
shape to the salad.
 For plated salads, serve on a base with greens and choose

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attractive, colorful garnishes when appropriate

3. Fruit Salads

 Fruit salads are often arranged, mixed or tossed of most fruits

O
that are delicate and easily broken. An exception is the Waldorf
salad, made of firm apples mixed with nuts, celery and
mayonnaise based dressing.

C
Broken or less attractive pieces of fruit should be placed on the
bottom of the salad while more attractive pieces arranged on
top.

D
Some fruit discolor when cut and should be dipped into an acid
such as tart or fruit juice.
 If both vegetables and fruits salads are being prepared,
E

vegetables salad should be prepared first.

 Drained canned fruits well before mixing them in the salad.
EP

 Dressings for fruit salad are usually sweet, but fruit juices are
used to add tartness.

4. Composed Salads
D

 Prepare and season each ingredients separately and evaluate

the flavor and quality.
 Arrangements may be plated ahead of time and add delicate
ingredients just before serving.
 Flavors and textures of all ingredients should provide pleasing
contrast
 Observe general concepts of plating and presentations of
output.

101

5. Gelatin Salads

 Observe the correct proportion of gelatin and liquid. Too much

gelatin makes a stiff, rubbery product while too little makes a
soft product that will not formed the desired shape.
 To dissolve unflavored gelatin, stir it in cold liquid to avoid
lumping and let it stand for 5 minutes to absorb water. Then
heat it until dissolves, or add hot liquid and stir until dissolved.
 To dissolve sweetened, flavored gelatin, stir it into boiling water.
It will not lump because the gelatin granules are held apart by
sugar granules.
 For quick setting, dissolve the gelatin to half of the volume of

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liquid and the other half is cold water to lower the temperature.
For even faster setting, add crushed ice in an equal volume of
cold water, stir until the ice is melted.
 Do not add raw pineapple and papaya to gelatin salads because
these fruits contain enzymes which dissolve gelatin.

O
 Canned fruits and other juicy items must be well drained before
adding because they will watered down the gelatin.
 Unmold gelatin if it is firm
C
- Loosen it by dipping a small pointed knife in warm water and
running the tip of it around the top edge of the molded
gelatin.
- Dip the mold into hot water for 1 – 2 seconds
D
- Quickly moisten tips of the fingers and gently pull gelatin
away from edge
E

 Refrigerate gelatin salads

Procedure for Quantity Salad Production

1. Prepare all ingredients. Wash and cut greens, fruits, vegetables, and
garnishes. Prepare cooked vegetables and mix bound and marinated
salads. Have all ingredients chilled.
D

2. Arrange salad plates on worktables. Line them up on trays for easy

transfer to refrigerator.
3. Place bases on all plates.
4. Arrange body of salad on all plates.
5. Garnish all salads.
6. Refrigerate until serving.
7. Do not add dressing to green salads until serving.

Important Factors to consider in Salad Preparation

1. Quality of ingredients. Salad is as good as the quality of its
ingredients, so you have to use ingredients that are fresh, ripe and in
season.

102

2. Eye Appeal. It should be attractive, appetizing, creatively presented.

3. Simplicity. Make it simple not overcrowded.
4. Neatness. Keep salad neatly placed in a plate.
5. Contrast and Harmony of Colors. Contrast in color for your garnishing
can accentuate the appearance of the salad.
6. Proper Food combinations. Choose combination of ingredients
carefully. Pineapples and coconut go well with chicken but not
compatible with tuna.
7. Foods should be recognizable. Taste of the food that you are using as
a base should be identifiable when you taste the salad. The dressing
should dominates the taste.
8. Keep foods properly chilled but not ice-cold.

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9. Serve hot foods while hot and cold foods cold.
10. Keep it clean and crispy. This is done by washing greens in large
quantity of water and drain well and removing the green from the
water to allow the dirt to settle to the bottom of the container.

O
11. Flavorful. Tempting and stimulating if prepared and presented
properly.
12. Drain all the ingredients well. Water or excess juices will weaken
C
dressings and will make your salad look messy.
13. Do not overcook food. Food and ingredients when overcooked
eliminates the color and its vitamins and minerals as well.
D
Coleslaw
E

Ingredients:
EP

1 ½ pt Mayonnaise
2 fl oz. Vinegar
1 oz Sugar (optional)
2 tsp Salt
½ tsp White pepper
D

4 lb EP Cabbage, shredded
25 Lettuce cups

Procedure:
1. Combine the mayonnaise, vinegar, sugar, salt, and pepper in a
stainless steel bowl. Mix until smooth.
2. Add the cabbage and mix well.
3. Taste and, if necessary, add more salt and/or vinegar.
4. Arrange the lettuce leaves as under liners on cold salad plates.
5. Using a no. 12 scoop, place a mound of coleslaw in the center of each
plate.
6. Hold for service in refrigerator.

103

Fruit Salad

Ingredients:
2 cups unpeeled apples, cubed
1 cup pitted dates
1 cup celery chopped
3 tablespoons lemon juice
½ cup all-purpose cream
Garnish, if desired
¼ cup nuts
Salad greens

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Procedure
1. Assemble all utensils and supplies.
2. Carefully wash the celery, apples and salad greens. Refrigerate
the salad greens.
3. Cubed the apples in rather large pieces, and cover with lemon

O
juice to prevent discoloration. Also chop the celery and dates in
rather large pieces.
4. Combine the chopped ingredients with the dressing using a fork.
5. If desired, chill the salad in a covered bowl.
6. Serve on crisp salad greens.
C
This salad is suitable for refreshment plate at a party or for serving
D
lunch or supper. It may be prepared in advance.
E

Potato Salad
Ingredients:
EP

2.5 kg AP waxy potatoes

375 ml basic vinaigrette
7 ml salt
1 ml white pepper
375 g celery, small dice
D

125 g onion, chopped fine

500 ml mayonnaise
25 lettuce cups
50 pimiento strips

Procedure:

1. Scrub the potatoes. Steam or boil until tender, but do not overcook.
2. Drain the potatoes. Leave in the colander or spread out on a sheet pan
until cool enough to handle.

104

3. Peel the warm potatoes. Cut into ½- in. (1.2 cm.) dice.
4. Combine the dressing, salt and pepper. Add the potatoes and mix
carefully to avoid breaking or crushing them.
5. Marinate until cold. For the purpose of food safety, chill the potatoes in
the refrigerator before proceeding with the next step.
6. If any vinaigrette has not been absorbed by the potatoes, drain it off.
7. Add the celery and onion, mix gently.
8. Add the mayonnaise. Mix carefully until evenly blended.
9. Keep refrigerated until ready to use.
10. Arrange the lettuce as under liners on cold salad plates.
11. Using a No.11 scoop, place a 4- oz. (125-g.) mound of potato salad on

PY
each plate.
12. Garnish each salad with 2 strips pimiento placed crosswise on top.
13. Hold for service in refrigerator.

O
Jellied Meat Salad
Ingredients:

1 tablespoon gelatin
C
¼ cup cold water
1½ cup hot stock
D
2 tablespoon lemon juice
¼ teaspoon salt
½ cup chopped vegetables
E

2 tablespoon green pepper cut in thin shreds

1 cup diced meat (beef, veal, chicken)
EP

Procedure:
1. Soften gelatin in cold water for about 5 minutes.
2. Bring the broth to a boil, remove from fire and add the softened gelatin,
lemon juice, and salt. Stir until the gelatin dissolves.
D

3. When cool, place in the refrigerator to thicken the consistency of

unbeaten egg white.
4. Fold in to the thick mixture chopped meat, vegetable and green
pepper.
5. Pour in to a loaf pan or individual molds and chill several hours.
6. When firm, unmold and serve on salad greens. Garnish with
mayonnaise.

Gelatin salads are colorful and attractive. They are inexpensive and
may use leftover fruits (except fresh pineapple), vegetable, and meats. They
may be prepared in advance and kept for consumption for several days.

105

Prepare Variety of Salad Dressing

Ingredients of Salad Dressing

Salad dressings are liquid or semi liquids used to flavor salads. The
flavors of most salad dressings are not modified by cooking. The quality
depends directly on the quality of the ingredients used. Most salad dressings
are made primarily of an oil and an acid with other ingredients added to
modify the flavor or texture.

1.Oils – should have mild, sweet flavor. Strongly

flavored oil can make excellent salad dressing but

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not appropriate with every food.
Examples: corn oil, soybean oil, canola oil, peanut
oil, olive oil, walnut oil

O
2. Vinegar – should have a good, clean sharp
C
flavor. Most salad vinegar are about 5% acidity,
but some range as 7-8%.
D

3. Lemon Juice – fresh lemon juice maybe used

in place of or in addition to vinegar in some

preparation.
EP

4. Egg yolk – as essential ingredient in

mayonnaise and other emulsifier dressings. For

safety, pasteurized eggs should be used.

5. Seasoning and flavorings – fresh herbs are

preferable to dried herbs. Other flavorings include
mustard, ketchup, Worcestershire sauce and
various kinds of cheeses.

106

Types of Salad Dressings

1. Oil and Vinegar dressings – Basic

vinaigrette is a simple mixture of oil, vinegar
and seasonings which is an example of
temporary emulsions. The ratio of oil to vinegar
is 3 parts oil to 1 part vinegar. However, it can
be changed to taste. Less oil makes the
dressing tarter, while more oil makes it taste
milder and oilier.

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2. Emulsified Dressings – Mayonnaise is an
emulsified dressing. It is served as the base
for wide variety of other dressings.

O
Mayonnaise based dressings are generally
thick and creamy.
C
D
3. Other Dressings – cooked salad dressing
is similar with appearance to mayonnaise, but
E

it has a tarter flavor, while mayonnaise is

richer and milder. Cooked dressing is made
EP

with little or no oil and with a starch thickener.

There is a variety of dressings based on neither mayonnaise nor oil

and vinegar. They include dressings on sour cream and on fruit juice and
yogurt and low calorie dressings. The important thing is that these dressings
should have well balanced flavor with a pleasant tartness and should
harmonize and complement the salad which they are served.

107

Emulsions in Salad Dressings

The uniform mixture of two mixable liquids, oil and vinegar is called emulsion.

a. a. Temporary Emulsions – a simple oil and

vinegar dressing is called temporary emulsion
because the two liquids always separate after
being shaken. The harder the mixture is beaten
or shaken, the longer it takes for it to separate.

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b. Permanent Emulsions – mayonnaise is also a

O
mixture of oil and vinegar, but the two liquids do
not separate because it contains egg yolk which is
a strong emulsifier. The egg yolk forms a layer
C
around each of the tiny droplets and holds them in
suspension. All emulsions form more easily at
room temperature.
E D

Other stabilizers are used in some preparations.

Cooked dressing uses starch in addition to eggs.
EP

Commercially made dressings may use such

emulsifiers as gums, starches and gelatin.
D

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Standard Recipes for Salad Dressings

French Dressing

Ingredients:
½ teaspoon dry mustard
½ teaspoon paprika
½ teaspoon salt
½ teaspoon sugar, optional
¼ cup lemon juice or vinegar
½ cup salad oil

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Steps in preparation:
1. Measure the dry seasonings into a bowl, add the vinegar or lemon juice,
and dissolve them.
2. Add the oil, mix well, and transfer to a jar. Shake well.

O
3. Just before serving shake again to blend thoroughly.
C
Mayonnaise Dressing

Ingredients:
D
½ teaspoon mustard
½ teaspoon salt
E

¼ teaspoon sugar
Pinch pepper
Pinch paprika
EP

1 egg
2 cups salad oil
3 tablespoon lemon juice or vinegar
D

Steps in preparation:
1. Measure seasonings into bowl. Blend, and add egg. Mix well.
2. Gradually add the first ½ cup of the oil, almost drop by drop, beating
well. Then add the lemon juice and the rest of the oil slowly and
continue beating all during these additions.
3. Transfer to the covered refrigerator jar and store.

109

Cooked Salad Dressing

Ingredients:
3 tablespoons flour
2 tablespoons sugar
½ teaspoon dry mustard
2 teaspoons salt
2 cups milk
1 egg
1/3 cup vinegar or lemon juice
2/3 cup fortified margarine

PY
Steps in preparation:

1. Sift the flour, sugar, salt, and mustard, on top of a double boiler.
2. Add ¼ cup milk and stir until smooth. Carefully add the remaining milk.
3. Cook over low heat until the mixture thickens. Stir constantly.

O
4. Place over hot water on the bottom of the boiler. Cook for 10 minutes
and stir occasionally.
5. Beat the egg well, add the lemon juice, and beat. Slowly add to the
cooked mixture and cook until well blended.
C
6. Remove from heat, add butter. While cooling beat with the rotary beater
about twice for improved texture.
7. Cool and store in a covered container.
D
This type of dressing is easy to prepare for the inexperienced cook. It
E

is inexpensive and not as rich as mayonnaise.

Review of Lesson 1 (Learning Outcome 2)

A. Fill Me In
Fill in the blanks with the correct word or group of words. Write
your answer on your test notebook.
D

1. Canned fruits and other juicy items must be well __________

before being added or they will dilute the gelatin and weaken it.
2. Flavors and textures of all components should be __________ or
provide pleasing contrast.
3. Some fruit discolor when cut and should be dipped into an _______
such as tart fruit juice.

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4. Cooked ingredients must be thoroughly __________ before being

mixed with mayonnaise and the completed salad mixture must be
kept chilled at all times.
5. Neat, accurate cutting of ingredients is important because the
shapes of the vegetables add to ____________.
6. Cooked vegetables should have a firm, _________ texture and
good color.
7. Potatoes for salads should be cooked whole, then peeled and cut in
order to preserve ___________.
8. Broken or less attractive pieces of fruit should be placed on the
__________ of the salad, with the more attractive pieces arranged

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on top.
9. Arrangements maybe _________ ahead of time only if the
components will hold well. Add delicate items just before serving.
10. To dissolve sweetened, flavored gelatin, stir it into boiling water. It

O
will not ____________ because the gelatin granules are held apart
by sugar granules. C
B. Do It Now
D
Mixed Green Salad
Prepare mise en place for mixing green salad. Using the
following rubric, evaluate your product.
E

Tools/Equipment Needed:
EP

Refrigerator
Colander
Mixing bowl
Plate for serving
D

Ingredients:
Romaine lettuce
Pepper strips
Carrots
Dressing

Procedure:
1. Wash greens thoroughly.
2. Drain greens well.
3. Crisp the greens. Refrigerate green in a colander cover with damp cloth.
4. Cut or tear into bite pieces.

111

5. Mixed the greens. Toss gently until uniformly mixed. Non-juicy raw
vegetable garnish such as green pepper strips or carrots red maybe mixed
in at this time. For toss salad to serve immediately, add the dressings to
the greens in a bowl. Toss to coat the greens with the dressing.
6. Plate the salads. Cold plate should be used. Continue avoid plating salad
more than an hour or two before service to prevent wilting or drying of
greens.
7. Garnish and serve.
Dimension P E R F O R M A N C E L E V E L
Very Needs No
Excellent Satisfactory Points
Satisfactory Improvement Attempt
(4 pts.) (2 pts.) Earned
(3 pts.) (1 pt.) (0 pt.)

PY
1. Use of tools Uses tools Uses tools Uses tools and Uses tools and
and equipment and and equipment equipment
equipment equipment correctly and incorrectly and
No
correctly and correctly and but less less confidently
attempt
confidently at confidently confidently most of the
all times most of the sometimes time

O
times
2. Application of Manifests Manifests Manifests Manifests less
procedures very clear clear understanding understanding No
understanding
of the step-
understanding
of the step-
of
C
the step-by-step
of the step- by-
step procedure
attempt

by-step by-step procedure seeking

procedure procedure but sometimes clarification
D
seeks most of the
clarification time
Works Works Works Works
independently independently independently independently
E

with ease and with ease and with ease and but with
No
confidence at confidence confidence assistance
attempt
all times most of the sometimes from others
EP

time most of the

time
3. Safety work Observes Observes Observes Most of the
habits safety safety safety time not
No
precautions at precautions precautions observing
attempt
D

all times most of the sometimes safety

time precautions
4.Completeness Task is Task is Task is nearly Task is started
of Task completed completed completed but not
following the following the following the completed
No
procedures in procedures in procedures in following the
attempt
the activity the project the project plan procedures in
improvement/i plan the project plan
nnovations
5. Time Work Work Work Work
No
management completed completed completed completed
attempt
ahead of time within allotted ___(mins./hours ___(mins./hour
time /days) beyond s/days) beyond
TOTAL POINTS

112

C. Show Off
Another task is given to you this time you will choose and
prepare one type of salad dressing. Choose from among the
given recipes above. Your product and performance will be
rated using the scoring rubric.

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correctly and correctly and but less less confidently
attempt
confidently at confidently confidently most of the
all times most of the sometimes time
times
2. Application of Manifests Manifests Manifests Manifests less
procedures very clear clear understanding understanding No

O
understanding understanding of of the step- by- attempt
of the step- of the step- the step-by-step step procedure
by-step by-step procedure seeking
procedure procedure but sometimes clarification
C seeks
clarification
most of the
time
Works Works Works Works
independently independently independently independently
D
with ease and with ease and with ease and but with
No
confidence at confidence confidence assistance
attempt
all times most of the sometimes from others
E

time most of the

time
3. Safety work Observes Observes Observes Most of the
EP

habits safety safety safety time not

No
precautions at precautions precautions observing
attempt
all times most of the sometimes safety
time precautions
4.Completeness Task is Task is Task is nearly Task is started
of Task completed completed completed but not
D

following the following the following the completed

No
procedures in procedures in procedures in following the
attempt
the activity the project the project plan procedures in
improvement/i plan the project plan
nnovations
5. Time Work Work Work Work
No
management completed completed completed completed
attempt
ahead of time within allotted ___(mins./hours ___(mins./hour
time /days) beyond s/days) beyond
TOTAL POINTS

What a magnificent performance, this time learn how to present it more

attractively with the next topic.

113

Learning Outcome 3
Present a Variety of Salads and Dressings

At the end of this lesson, you are expected to:

1. Identify the structure of a salad;
2. Present salad and dressing attractively;
3. Identify the accompaniments of salad and dressing; and
4. Observe sanitary practices in presenting salad and dressing.

Structure of a Salad

Plated Salad has four parts:

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 Base or Under liner
 A cup-shaped leaves of iceberg or Boston lettuce make attractive
bases. They give height to salad.
 Body – main part of the salad

O
 Garnish – An edible decorative item that is added to salad to give
eye appeal, and adds flavor as well. It should harmonize with the
rest of the salad ingredients.
C
 Dressing – A seasoned liquid or semi liquid added to the body of
the salad to give added flavor, tartness, spiciness and moistness.
D
Dressing may be added at service time, served separately for the customer to
add, or mixed with the ingredients ahead of time.
E

Guidelines for Arranging Salads

EP
D

1. Keep the salad off the rim of the plate

2. Strive for a good balance of colors
3. Height helps make a salad attractive
4. Cut ingredients neatly
5. Make every ingredient identifiable
6. Keep it simple

114

Waldorf salad

Purpose: Prepare and present Waldorf salad

Tools/Equipment Needed:
Refrigerator
Mixing bowl
Paring knife
Scooper
Serving Plate

Ingredients:

PY
1 ½ Chantilly dressing
heavy whipped cream and mayonnaise)
4 lb red apples
1 lb celery stalk, dice
4 ozwalnuts, coarsely chopped

O
Lettuce cups
2 oz chopped walnuts C
Procedures:

1. Prepare the dressing. Combine whipped cream and mayonnaise in a

bowl. Refrigerate.
D
2. Pour the apples and diced without peeling them.
3. Add apples to the dressing and mix in to prevent darkening.
E

4. Add celery and walnuts. Fold in until evenly mix.

5. Arrange the lettuce cups as under liners on hold salad plates.
6. Scoop mixture of salad on each lettuce cup.
EP

7. Sprinkle each salad with chopped nuts, then serve.

Salad Nicoise

Purpose:
Prepare and present salad nicoise

Directions:
Prepare and present salad nicoise
using the ingredients and following
the procedure given properly.

115

Ingredients:
3 lb. Waxy potatoes, scrubbed
3 lb. Green beans, washed and trimmed
2 lbs. Mixed salad greens, washed, trimmed, and
crisped
160 oz. Canned Tuna, solid pack or chunk
25 pcs Anchovy fillets
50 pcs Olives, black or green
50 pcs Hard-cooked egg quarters
100 pcs Tomato wedges
½ cup Chopped parsley

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Vinaigrette:
1 qt Olive oil
1 cup Wine vinegar
1 tsp Garlic, chopped fine
1tbsp Salt

O
½ sp Pepper

Procedure:
C
1. Cook the potatoes in boiling salted water until just tender. Drain and
let cool. Peel. Cut into thin slices. Hold in refrigerator, covered.
2. Cook the beans in boiling salted water. Drain and cool under cold
running water. Cut into 2-in. pieces. Hold in refrigerator.
D
3. Line cold salad bowls or plates with the lettuce leaves.
4. Combine the potatoes and green beans. Divide the mixture among the
E

salad bowls, about 3 oz per portion.

5. Drain the tuna and break it into chunks. Place a 1 ½ -oz portion in the
center of each salad.
EP

6. Arrange the anchovy fillets, olives, egg quarters, and tomato wedges
attractively on the salads.
7. Sprinkle the salads with chopped parsley.
8. Hold for service in refrigerator.
9. Combine the dressing ingredients and mix well. Just before service,
D

mix again and dress each salad with 1 ½ fl oz. dressing.

Review of Lesson 1 (Learning Outcome 3)

A. Label the parts of the plated salad.

Write your answer on your test
notebook.
B. Enumerate the guidelines for
arranging salads into a platter. Write
your answer on your test notebook.

116

Learning Outcome 4
Store Salads and Dressings

At the end of the lesson, you should be able to:

A. Identify safety and hygienic practices in storing salad and

dressing.

B. Keep appetizers in appropriate conditions to maintain its

freshness, quality.

Safety and hygienic practices in storing salad and dressing

PY
 Green Salads are plated in a cold plate. Avoid plating salads more
than an hour or two before service. Garnish that is tossed should
be added at serving time.
 Refrigerate salads before serving time.
 Dressing is added immediately before serving, or serve it on the

O
side.
 Refrigerate salads until serving. Do not hold more than a few
C
hours, or the salads will sag. Holding boxes should have high
humidity.
 Do not add dressing to green salads until serving, or they will sag.
E D
EP
D

117

Principles and Practices of Hygiene in Preparing Salads and Salad

Dressing

Washing all salad vegetables is important to ensure food safety.

Washing is done in the following manner:
1. Prepare a detergent in a bowl of tap water. Dissolve very well 5g (litter)
of powdered or liquid detergent in 4L (1gallon) of water. Make sure
there is no undissolved powder.
2. Soak the vegetable in this solution for about 1 minute. Ingredients that
have to be peeled should be washed too.
3. Gently wash vegetables and pay special attention to the stems and
leaves.

PY
4. Rinse the vegetables in tap water several times to ensure that there is
no remaining detergent or soap.
5. The vegetables may further be sanitized in a mild solution of potassium
permanganate or hypochlorite by soaking for about a minute, then
rinsing them.

O
6. Spin-dry the vegetables in a salad spinner, or dry by putting them on a
clean cloth or disposable paper. Make sure that the greens are dry
when combining with the dressing because wet greens will prevent the
C
dressing from coating the leaves. This makes the dressing very watery
and tasteless and reduces the crispness of the salad.

Review of Lesson 1 (Learning Outcome 4)

D
You’re almost done but not so fast. Here’s another task to perform.
E

A. Fix and Parade

Your school will be celebrating its 60th Founding
Anniversary. There is a problem on who will be in-charge of
EP

preparing the salad and dressing for the event. Believing

that you have acquired the knowledge and skills in the
preparation of salad and dressing, you confidently accepted
the task.
D

Your performance will be rated using the following rubric:

I can do it I can do it with I can do it with I can do it with
independently minimal moderate considerable
and confidently assistance assistance assistance
at all times and confidently and confidently and less
most of the time sometimes confidently most
of the time
4 3 2 1
Preparation of
materials

118

Preparation of
Salad

Preparation of
Dressing

Presentation

Storing

Post Test
A. Read the statement carefully and choose the answer that best describes
the statement. Write your answer on your test notebook.

PY
1. A salad tool used to remove excess water from the salad greens.
A. mixing bowl C. salad spinner
B. salad server D. cutting boards
2. Used to hold salad ingredients for mixing, or for tossing.
A. knives C. mixing bowls

O
B. cutting boards D. salad server
3. Salads that can be served as a full meal because it contains
substantial portion of meat, poultry, seafood’s, fruits and vegetables.
A. appetizer salad
CC. main course salad
B .accompaniment salad D. dessert salad
4. Salads made of mixtures of ingredients that are held together usually
D
with a thick dressing like mayonnaise.
A. green salads C. composed salads
B. vegetable salads D. bound salads
E

5. Salad ingredients are arranged on plate rather than being mixed

together
EP

A. fruit salad C. bound salad

B. composed salad D. vegetable salad
6. Which of the following considerations are essential in choosing
ingredients for high quality salads?
A. quality and quantity C. freshness and variety
D

B. texture and color D. crispiness and taste

7. Which of the following guidelines is not included in making vegetable
salad?
A. cooked to a firm, crisp texture and good color
B. cooked until completely tender and overcooked
C. thoroughly drained and chilled before using
D. marinated or soaked in a seasoned liquid
8. Which of the following is not a factor to consider in salad preparation?
A. contrast and harmony of colors
B. quality of ingredients
C. arrangement of food
D. proper food combinations

119

9. Which of the following procedures for quantity green salad production

is the last step to do?
A. Arrange salad plates on worktables.
B. Add dressing before serving.
C. Prepare all ingredients.
D. Refrigerate until serving.
10. Which of the following ingredients is not used in making French
dressing?
A. egg yolk C. vinegar
B. oil D. sugar
11. Which of the following structures of a salad is an edible decorative item
that gives eye appeal and adds flavor to the food?

PY
A. body C. base
B. garnish D. dressing

C. Identify the different kitchen tools and utensils in preparing salad. Write
your answer on your test notebook.

O
1. 6
C
2. 7.
E D

3. 8.
EP

4. 9.
D

Very well done. You’re now about to move on to the next lesson. Good luck!

120

Quarter III
Lesson 1
PREPARE SANDWICHES (10 WEEKS)

Objectives

At the end of this lesson, you are expected to do the following:

1. Perform mise en place;
2. Prepare variety of sandwiches;
3. Present variety of sandwiches; and
4. Store sandwiches.

PY
Sandwiches refers to a food item made with two or more slices
of bread with fillings between them. A widely popular and convenient
lunchtime food, quickly made and served and adaptable to many
variations that it satisfies nearly every taste and nutrition requirement.
Preparing sandwiches is one of the fundamental skills required

O
in modern food service. In this lesson you will learn the fundamentals of
sandwich making, the ingredients, types of sandwiches, its methods of
preparation for efficient production and service.
C
Pre – Test
A. Multiple Choice. Read the statement carefully then choose the answer
that best describes the statement. Write your answer on your test
D
notebook.
1. It is the most important principle for sandwich safety after preparation
E

to avoid spoilage.
A. 4 – 40 – 140
B. 4 –140 – 40
EP

C. 140 – 4 – 40
D. 40 – 140 – 4
2. Which tool is used to measure serving of soft foods, such as filling ice
cream, and mashed potato?
D

A. potato masher
B. scooper
C. scoop or dipper
D. baster
3. There are many kinds of kitchen knives, each with a special use. Which
one is used to cut thick sandwiches?
A. butcher knife
B. paring knife
C. deli knife
D. sandwich knife

121

4. A small flat, round bladed utensil that is serrated on one side and smooth
on the other, used to apply food spreads over bread slices.
A. Cutting Board
B. Measuring Spoon
C. Sandwich Spatula
D. Serrated Knife
5. A plastic, serrated edge knife that is designed to slice lettuce without
causing the edges to turn brown.
A. Lettuce Knife
B. Mixing Spoon
C. Bread Toaster

PY
D. Grill

B. Identify the following statements and write your answer on your test
notebook.
________ 1. A knife with a sharp edge that has saw like notches or teeth

O
used to slice bread, fruits and vegetables.
_________2. It comes in wood and plastic, use to protect the table while
slicing bread.
C
_________3. Pyrex bowls that are large enough to hold the ingredients
while they are being mixed.
_________4. Used to combine ingredients.
_________5. A set of individual measuring spoons used to measure small
D
quantities of ingredients.
_________6. Are flat heated surface or wheel where food is directly
cooked.
E

_________7. A typically small electric kitchen appliance designed to toast

multiple types of bread products.
EP

_________8. A machine used to chill sandwiches and often foods.

C. Give one type of sandwich that you know. Describe briefly and write how it
is being prepared by completing the open ended statement below. Write
your answers on your test notebook.
D

1. The type of sandwich I know is _________________________.

1. This type of sandwich is ______________________________.
2. This type of sandwich is being prepared by:
a. _____________________________

b. _____________________________

c. _____________________________

d. _____________________________

e. _____________________________

122

Learning Outcome 1
Perform Mis’En Place

At the end of the lesson, you should be able to:

1. Identify tools, utensils and equipment needed in preparing
sandwiches; and
2. Use appropriate tools, utensils and equipment for different types of
sandwiches.

Tools, Utensils and Equipment in Preparing Sandwiches

B. Tools and Utensils
1. SANDWICH SPATULA

PY
A small flat, round bladed utensil that is
serrated on one side and smooth on the other,
appearing somewhat like a round spatula. It is
used to apply food spreads, over bread slices.

O
2. SCISSORS
Use to cut customized edges on bread for tea
sandwiches, hors d’oeuvres, or children’s
C
sandwiches. Use the shears to cut a pocket in
toast and waffles. Cut sandwiches in different
shapes like rectangles, triangles and circles.
D
3. COOKIE CUTTERS
Small, medium and large. Small ones are
E

perfect for cutting out the tinier breads for tea

sandwiches and medium and large for making
EP

larger sandwiches.

4. GRATER AND SHREDDER

Grating cheese, meat and other ingredients

allows flavors to mix, thus; palatability of
sandwich is increase.

5. SPATULA
A long flexible blade with a rounded end, used
to level off ingredients in measuring cups and
spoons and for spreading fillings on
sandwiches.

123

6. BUTTER KNIFE
A small knife with a blunt edged blade that is used
to apply spreads, such as butter, peanut butter,
and cream cheese, on bread or dinner rolls.

7. CHEF’S KNIVES
Come in various lengths of 6, 8, 10, and 12 inches.
The smaller sized knives are typically referred to
as mini chef's knives while the longer lengths are
known as traditional chef's knives.

PY
8. DELI KNIFE
Designed for thick sandwiches, this knife is made
to cut easily and quickly through a variety of
sandwich ingredients. The deli knife has offset

O
blade allowing ease of slicing and handling.

9. LETTUCE KNIFE
C
Plastic serrated edge knife that is designed to slice
lettuce without causing the edges to turn brown. It
D
is efficient in slicing lettuce.

10. PARING KNIFE

A small knife with a straight, sharp blade that is

generally three to five inches long. Its thin, narrow
EP

blade is tapers to a point at the tip. It is easy to

handle and works well for peeling and coring foods
or mincing and cutting small items.
D

11. SANDWICH KNIFE

A sharp-bladed kitchen utensil used to slice
through a medium amount of food ingredients
"sandwiched" between two slices of bread. Similar
in use to a deli knife, the sandwich knife is shorter
in length with a shorter blade depth in order to
easily cut through smaller to medium-sized
sandwiches.

124

12. SERRATED KNIFE

A knife with a sharp edge that has saw-like notches or
teeth. The blade of a serrated knife is 5 to 10 inches
long and is used to slice through food that is hard on
the outside and soft on the inside, such as slicing
through the hard crusts of bread. A serrated knife with
a short, thin blade is intended for slicing fruits and
vegetables

10. CUTTING BOARD

Comes in wood and plastic, use to protect the table

PY
when slicing bread.

O
11. MIXING BOWLS
Bowls that are large enough to hold ingredients while
C
they are being mixed
D
12. RUBBER SCRAPER
A pliable rubber scraper used to scrape down sides of
bowl and get mixture of fillings from pans.
E
EP

13. MEASURING CUPS

Graduated Measuring Glass - a transparent glass with
fractions [1, 3/4, 2/3,1/2, 1/3, ¼ ]. Is used for
measuring liquids
D

Individual Cups - with fractional parts [1, 3/4, 1/2, 1/4,]

are used for solids or dry ingredients.

13. UTILITY TRAY

used to hold food in place.

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14. STRAINER
used to separate liquid from solid.

15. MIXING SPOON

used to combine ingredients.

16. CAN OPENER

used to open cans.

PY
17. MEASURING SPOONS
A set of individual measuring spoons used to
measure small quantities of ingredients.

O
EQUIPMENT FOR SANDWICH MAKING
C
GRILLS / GRIDDLES. These are flat heated
D
surfaces where food is directly cooked.
E
EP

OVENS. These are equipment which are enclosed

in which food is heated by hot air or infrared
radiation.
D

MICROWAVE OVENS. Special tubes generate

microwave radiation, which create heat inside the
food.

126

SALAMANDERS. Small broiler, use primarily for browning

or glazing the tops of sandwiches.

BREAD TOASTER. The toaster is typically a small

electric kitchen appliance designed to toast multiple types
of bread products.

PY
SLICER. Is used to slice food more evenly and uniformly

O
C
CHILLERS. Machines used to chill sandwiches and other
food.
E D
EP

FREEZE. Used to hold food for longer times and to store

foods purchased in frozen form
D

REFRIGERATOR. A thermally insulated compartment

used to store food at a temperature below the ambient
temperature of the room.

127

Ingredients Used For Sandwiches

Breads – good quality breads provide variety,

texture, taste, bulk, nutrients and eye appeal to
sandwiches. Fresh bread is easier to slice or cut if it
has been chilled.

Meats – maybe beef, pork and sausage products like

ham, roast beef and salami

PY
Poultry – are chicken or turkey breasts

O
characterized by a delicate golden brown
surfaces.
.
C
D

Fish and Shellfish – some popular seafood

ingredients are tuna, sardines, grilled

and fried fish fillets, crab meat and
EP

shrimp which are highly perishable and

should be kept chilled to maintain quality.
D

Cheese – refers to cheddar, processed cream

cheese and cheese spreads which are easily sliced,
firm texture and act as binder, moistener of other
ingredients. It should be refrigerated and remain
covered until ready to serve to avoid drying out.

128

Spreads – like mayonnaise, mustard and

butter, moisten the bread and compliment the
flavors of other ingredients. They should be
served immediately and kept refrigerated to
preserve its color and flavor.

Condiments – like olive oil, relishes

, chutneys give a lift to a sandwich,

PY
some of them are high in acid so
don’t combine them with strong
flavored condiments.

O
Vegetables – should be crisped and proportion to the
size of sandwich. Lettuce, tomatoes and onions are
C
indispensable in sandwich making. They add texture,
flavor and color to the sandwich.
D

Miscellaneous – fruit fresh or dried,

jelly, jam, peanut butter, eggs and nuts

adds flavor, color, nutrients and texture
to sandwich production.
EP

Note: Skills learned in cleaning, sanitizing, and preparing tools, utensils, and
equipment based on required tasks from Lesson 1, LO1 should be applied in
D

preparing sandwiches.

129

Review of Lesson 1 (Learning Outcome 1)

A. Recognize Me?
Below are statements describing the types of ingredients used
in the preparation of sandwiches? Choose the correct
word/term from the box and write your answer in your test
notebook.

Meats Poultry Chees

Breads Fish and Shellfish Spreads
Condiments Vegetables

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______________1. A staple food prepared by cooking
a dough of flour and water and often additional
ingredients.

O
______________2. Maybe beef, pork and sausage product.
______________3. Popular seafood which are highly perishable and should
be kept chilled to moist as quality.
C
______________4. It moistens the bread and compliments the flavors of
other ingredients.
______________5. These are relishes, olive oil and chutneys that give a lift
to a sandwich.
D
______________6. Chicken or turkey breasts, tenderly cooked are seasoned.
______________7. These are indispensable in sandwich making because
E

they add texture, flavor and color to sandwich.

______________8. These are sliced thinly, firm texture, and act as binder,
moistener of other ingredient.
EP

Different Types of Sandwiches

COLD SANDWICHES
D

1. Open-faced Sandwiches

Open sandwiches make use of one kind of

bread with the filling on top. The slices of white
bread can be cut into squares, triangles or
rounds.

Butter is spread lightly on top and pieces of

cheese or meat fillings are arranged and
garnished attractively like that make /use of biscuits,
cookies or toasts instead of using breads.

130

2. Regular Cold Sandwiches

A plain sandwich is made up of two slices of

bread, preferably a day-old bread, toasted if
desired, and on which butter can be readily
spread. Its crusts may or may not be removed,
depending upon your preference. Butter,
mayonnaise or a prepared sandwich spread
may be used as lining to prevent the bread from
absorbing moisture from the filling. Moreover, it
ensures that the bread and the filling will stick
together.

PY
3. Pinwheel Sandwiches

Pinwheels are made of bread cut lengthwise, about 3/8

inch thick. Fresh cream bread is preferable because they

O
are easy to roll and will not crack. Trim crusts and flatten
long slices with rolling pin. Spread bread with softened
butter or margarine and your choice of any smooth filling,
like creamed cheese, marmalades, cheese pimiento,
C
peanut butter, jams and jellies. Smooth filling are ideal for
pinwheel sandwiches, because they do not have bulk and
can be spread thinly. Roll up bread like a jelly roll.
D
4. Tea Sandwiches
E

Tea sandwiches are small fancy sandwiches made from

light, delicate ingredients and bread that has been
EP

trimmed of crusts. And may be made ahead of time and

frozen. They are often cut into fancy shapes, squares,
rectangles and oblongs add to the variety. Fillings and
spreads can be the same as those for canapés.
D

5. Multi-decker Sandwiches

Are made with more than two slices of bread (or rolls split
into more than two pieces) and with several ingredients in
the filling. The club sandwich is a popular multi-decker
sandwich, made of three slices of toast and filled with
sliced chicken, mayonnaise, lettuce, tomato and bacon
and cut into four triangles

131

6. Wrap/Rolled Sandwiches

Wraps are sandwiches in which the fillings are wrapped,

like a Mexican burrito, in a large flour tortilla of similar
flatbread. They may be served whole or cut in half if
large.

PY
HOT SANDWICHES

O
Regular Hot Sandwiches. Simple hot sandwiches
consist of hot fillings, usually meats but sometimes fish,
grilled vegetables, or other hot items, between two slices
C
of bread. They may also contain items that are not hot,
such as a slice of tomato or raw onion on a hamburger.
D
Hot Open-Faced Sandwich. Open-faced
sandwiches are made by placing buttered or
E

unbuttered bread on bread on a serving plate,

covering it with hot meat or other filling and
EP

topping with a sauce, gravy, cheese, or other

topping. This type of sandwich is eaten with a
knife and fork.

Grilled Sandwiches. Grilled sandwiches, also called

toasted sandwiches, are simple sandwiches that are

buttered on the outside and browned on the griddle, in a
hot oven, or in a Panini grill (see sidebar). Sandwiches
containing cheese are popular for grilling.

Deep Fried Sandwiches. Deep-fried

sandwiches are made by dipping sandwiches
in beaten egg and sometimes in bread crumbs,
and then deep-fry.

132

Filled rolls, focaccia or pita bread, flavored

breads served with dips like quesadillas and
burritos

A. Hot or Cold?
Classify the following sandwiches either hot or cold

PY
sandwiches. Write your answer in your test notebook.

1. Chicken Wraps sandwich _______________________

O
2. Club sandwich _______________________

3. Tea sandwiches
C _______________________

4. Hamburgers _______________________
D
5. Toasted sandwiches _______________________

6. Burritos _______________________
E

7. Quesadillas _______________________
EP

8. Pinwheel sandwiches _______________________

9. Hotdog sandwich _______________________

10. Chicken and veggie tortilla Sandwich _______________________

B. Portrait of You

Collect and compile twenty pictures of different types of

sandwiches, classify according to Hot or Cold sandwiches.

133

Your output will be rated using the scoring rubric below:

SCORE CRITERIA
5 Properly compiled complete (20) pictures of various sandwiches in
a very attractive manner and were able to classify all of them
correctly
4 Properly compiled (16-19) pictures of various sandwiches in
attractive manner and were able to classify all of them correctly
3 Properly compiled (10-15) pictures of various sandwiches in less
attractive manner and were able to classify them with more than
two errors
2 Properly compiled (6-9) pictures of various sandwiches in less

PY
attractive manner and were able to classify them with more than
five errors
1 Compiled less than 6 pictures of various sandwiches in disorderly
manner and were able to classify them with more than five errors

O
Learning Outcome 2
Prepare a Variety of Sandwiches
C
At the end of the lesson, you are expected to:

A. Identify sandwich component;

B. Identify bread suited for sandwich making;
D
C. Prepare suitable filling and spread;
D. Select and prepare glazes/sweet sauces; and
E

E. Prepare sandwiches using sanitary practices.

BASIC COMPONENTS OF A SANDWICH

1. The Structure or Base – it is the part upon which the ingredients are
placed, consists of some form of bread or dough produce that is whole
or sliced.
D

2. Moistening Agent – is meant to bind the sandwich providing an

improvement of both flavor and texture. It acts as the protective layer
between the filling and the structure, preventing the filling from
softening or wetting the bread.
3. The filling – consists of one or more ingredients that are stacked,
layered or folded within or on the structure to form the sandwich. The
varieties of fillings should be carefully selected. The filling can be hot or
cold and comes in any form of cooked, cured meat, fruit, vegetables,
salad or a combination of any of them.

134

TYPES OF BREAD

A. Yeast Bread. Loaf bread is the most commonly used bread for
sandwiches.

1. White Bread. These are long rectangular

loaves that provide square slices. It is one of
the most versatile sandwich bread. It comes
in various flavors and goes well with
everything and toast nicely.

PY
2. Whole wheat bread – a classic bread for
sandwiches; it is nutritionally superior to white
bread, taste better and has more interesting
textures, slightly more compact and brownish

O
in color.
C
3. Rye Bread – is stronger tasting bread than
white and whole wheat. A heavy and a hearty
flavor bread that goes with so many types of
D
meat and condiments.
E

B. Buns and Rolls

1. Sandwich rolls come in all sizes, shapes and textures. The softest
include hamburger buns and hot dog rolls.
D

2. French and Italian bread rolls including

sourdough and ciabatta, split horizontally. They work
well for grilled sandwiches.

135

C. Flat Breads are made from flatten often unleavened bread

Pita comes in both white and whole wheat. As the flat

bread bakes, it puffs up, forming a pocket that is
perfect for stuffing.

Focaccia flat Italian bread, a cousin of pizza an inch or

more thick and very rich in olive oil. It is sold by whole
and cut into squares, split and filled.

PY
Lavash small and rectangular, when softened in water,
can be rolled around a stuffing to make a pinwheel

O
shaped sandwich.
C
Tortillas unleavened round corn meal breads baked on
D
a hot stone, size ranges to 6 inch-14 inch or larger
preferably used for quesadillas and burritos.
E

Wraps are very thin, flat breads that are used for sandwich wraps, burritos
EP

and tacos.

Tortillas are corn or flour which has unleavened round

cornmeal breads baked on a hot stone. They ranges in
D

size from 6 inch – 14 inch or larger preferably used for

quesadillas and burritos.

136

Sandwich wraps are either whole wheat or spinach

flavor.

D. Quick Breads These breads

are raised by chemical action
of baking powder or baking

PY
soda like biscuits, banana
bread, carrot bread and
generally more tender and
crumbly than yeast bread.

O
They are used for sweeter
tasting sandwiches and are
best for tea sandwiches.
C
FILLINGS AND SPREADS FOR SANDWICHES
D
Sandwich Fillings
E

The filling is the heart of the sandwich. It is place between or on top of bread
and it provides flavor and body to the sandwich.
EP

TYPES OF FILLINGS

1. Dry Fillings- refer to ingredients such as sliced or cooked meat, poultry

and cheese.
D

2. Moist Fillings – refer to ingredients mixed with salad dressing or

mayonnaise.

Here are fillings you may use separately or in combination.

Meat and Poultry

Meats used as fillings should be cooked, covered and refrigerated. Slice

just before the sandwich is to be prepared to avoid drying out and lose flavor.
Thinly sliced meats are more tender and juicy than thickly sliced.

137

1. Beef products- sliced roast beef, hamburger patties, steaks, corned

beef.
2. Pork products- roast pork, barbeque pork, ham, bacon.
3. Poultry- turkey breast, chicken breasts.
4. Sausage Products- salami, frankfurters, bologna, liverwurst, luncheon
meats, grilled sausages.

Cheese

Cheese dries out rapidly when unwrapped and sliced, when slicing is
done ahead, the slices should remain covered until ready to use:

PY
 Sandwich cheeses - cheddar types, Swiss types, provolone, cream
cheese, process cheese, cheese spreads.

Fish and shellfish

Most seafood fillings are highly perishable and should be left chilled at all

O
times.
 Seafood Fillings- tuna, sardines, smoked salmon, shrimp, anchovies,
fried fish, grilled or pan fried fish fillets.
C
Mayonnaise based salad
D
The most popular salads for sandwich fillings are tuna salad, egg salad,
chicken or turkey salad and ham salad.
E

Vegetable items
EP

Lettuce, tomato and onion are indispensable in sandwich production,

also, any vegetable used in salads may also be used in sandwiches.

Miscellaneous
D

Fruits, fresh or dried, jelly, peanut butter, hard cooked egg, and nuts.

Most popular sandwich fillings combinations

 Chicken Salad
 Egg and Cheese
 Chicken and Bacon
 BLT – Bacon Lettuce and Tomato (also contain eggs)
 Cheese and Onion
 Prawn mayonnaise
 Chicken and Ham

138

 Cheese and Ham

 Salmon and Cucumber
 Tuna and Cucumber
 Pimiento Cheese
 Peanut Butter and Jelly
 Egg and Bacon
 Ham and Egg
 Corn Beef and Cheese
 Cream Cheese and Bacon
 Chicken Caesar
 Chicken and Stuffing
 Apple Slaw- mix mayonnaise, lemon juice, cheese, apple, onions.

PY
 Cream Cheese with finely chopped celery and grated carrots

Spreads
Purposes of Spreads

O
1. To protect the bread from soaking up moisture from the filling.
2. They add flavor.
3. They also add moisture. C
Butter
Butter protects the bread from moisture, used soft butter to spread on
bread. You may soften butter by whipping in a mixer or by simply letting it
D
stand at room temperature. You may use margarine as a substitute or a
flavored butter.
E

Mayonnaise
Mayonnaise is often preferred to butter as a spread because it
EP

contributes more flavor but sandwiches made with mayonnaise should be

served immediately or refrigerated at once and kept refrigerated until
served.

Review of Lesson 1 (Learning Outcome 2)

A. Can you Name Me?

Identify the types of bread being described below. Write your
answer in your test notebook.

_______________1. The most commonly used bread for sandwiches.

_______________2. Classic bread is nutritionally superior to wheat
bread, more compact and brown in color
_______________3. Stronger tasting bread
_______________4. Made from flattened, often unleavened bread

139

_______________5. Are excellent choice for sandwich that comes in

all sizes, shapes and textures
_______________6. A flat bread with pocket that is perfect for stuffing
_______________7. A very thin flat bread that is used for burritos and
tacos
_______________8. Breads raised by chemical action of baking
powder
_______________9. Unleavened cornmeal baked on a hot stone.
_______________10.A flat Italian bread cut into squares split and file

Preparing Sandwiches

PY
The preparation of sandwiches requires great deal of hand works and
with utmost sanitary practices. Whether you are making sandwiches in
quantity or by order, your goal is to make the production as efficient, quick,
safe, and healthy as possible.

O
Tips:
1. Preparation of Ingredients – prepare everything ahead of time, so
C
nothing is left to do but assembles the ingredient. It includes, mixing
fillings, preparation of spreads, slicing bread, meats, vegetable and
cheese, separating lettuce, preparing garnishes and other ingredients.
D
2. Arrange Ingredients for maximum efficiency- to reduce your
movement to a maximum, everything you need should be within easy
E

reach.

Needed Tools/Equipment:
EP

1. Storage equipment for ingredients includes refrigeration equipment

for cold ingredients and a steam table for hot ingredients.
2. Hand tools included spreading, spatulas, cutting board and knives,
including a serrated knife and a sharp chef’s knife for cutting the
D

finished sandwich. Also a slicer is necessary.

3. Portion control equipment includes scoops for fillings and a portion
scale for other ingredients.
4. Cooking equipment includes griddle, grills, broilers and deep fryers,
microwave ovens are good for cooking.

Show that you learned something by doing this activity.

A quick review of the lesson on preparing sandwiches. Demonstrate by

following the given procedures.

140

B. Try Me

MAKING SIMPLE COLD SANDWICHES

(Ham Sandwich)

Steps:

1. Prepare and assemble all ingredients: sandwich

breads, spreads, fillings

PY
2. Assemble necessary equipment, including
wrapping materials

O
C
3. Arrange bread slices in rows on the table top
D

4. Portion filling with a scoop or spoon onto

alternate rows of bread

5. Spread fillings evenly and neatly on alternate slices, leaving the

other slices plain. Fillings should not hang over the edges of the
bread. If the filling is spreadable spread it evenly to the edges.
Follow spreading techniques with three quick strokes.

6. Spread all
bread slices
to the edge
with desired
spread.

141

7. Arrange lettuce or other vegetable

accompaniments on top of filling.

8. On top of this place ham or any desired

filling.

PY
9. Top the filled slices with the plain bread
slices.

10. Stack two or three sandwiches and cut with a

O
sharp serrated knife as desired.
C
D

11. Place sandwich on sandwich bags

or wrap in plastic wraps to

maintain freshness.
EP

12. Refrigerate until service.

Tips:

To maintain the good quality of a sandwich perform any of the

following:

1. Wrap separately in plastic, waxed paper or sandwich bags.

2. Place in storage pans, cover tightly with plastic wrap and cover with
clean damp towels. The towels must not touch the sandwiches, their
purpose is to provide a moisture barrier to help prevent drying.

142

3. Refrigerate immediately and hold until served.

Your output and performance will be rated using the rubric below

PY
equipment equipment correctly and incorrectly and
No
correctly and correctly and but less less confidently
attempt
confidently at confidently confidently most of the
all times most of the sometimes time
times
2. Application of Manifests Manifests Manifests Manifests less

O
procedures very clear clear understanding understanding No
understanding understanding of of the step- by- attempt
of the step- of the step- the step-by-step step procedure
by-step
procedure
C
by-step
procedure
procedure
but sometimes
seeking
clarification
seeks most of the
clarification time
D
Works Works Works Works
independently independently independently independently
with ease and with ease and with ease and but with
No
confidence at confidence confidence assistance
E

attempt
all times most of the sometimes from others
time most of the
time
EP

3. Safety work Observes Observes Observes Most of the

habits safety safety safety time not
No
precautions at precautions precautions observing
attempt
all times most of the sometimes safety
time precautions
D

4.Completeness Task is Task is Task is nearly Task is started

of Task completed completed completed but not
following the following the following the completed
No
procedures in procedures in procedures in following the
attempt
the activity the project the project plan procedures in
improvement/i plan the project plan
nnovations
5. Time Work Work Work Work
No
management completed completed completed completed
attempt
ahead of time within allotted ___(mins./hours ___(mins./hour
time /days) beyond s/days) beyond
TOTAL POINTS

143

Other sandwich preparations you can choose from.

Preparations you can choose from.

Make hot sandwiches:

HAMBURGER

1. Prepare and assemble all ingredients; sandwich

breads like hamburger buns, slices of cheese,
vegetables and slices of meat.

PY
2. Assemble necessary tools, equipment oven, and

O
toaster.
C
3. Toast the bread lightly and place it on a clean sheet
D
with the cut side up.
E

4. Put two slices of cheese on the bread like cheddar,

Swiss, mozzarella or any cheese combination

desired.
D

5. Cover the cheese with your choice of meat like roast

beef, turkey, sliced ham.

6. Top the meat with another slice of cheese.

144

7. Add your choice of vegetable like red onion,

tomatoes, and red peppers.

8. Sprinkle a bit of spice, fresh basil or parsley

and dried spices like chili or turmeric powder.

PY
9. Finish the sandwich with another piece of bread and put it in a pre-
heated 350°F oven for about 5 minutes.

O
Enrich your learning… practice… practice…
To prepare and present clubhouse sandwich
C
Clubhouse Sandwich
D
INGREDIENTS:
3 slices White bread
E

Mayonnaise
2 leaves Lettuce
2 slices Tomatoes
EP

2 slices Cucumber
1 slice Ham
1 slice cheese
1 egg, scrambled
2 pieces of toothpicks
D

Procedure:

1. Place the 3 slices of bread on a clean work

surface, spread the tops with mayonnaise.

2. On the first slice, place 1 lettuce leaf, then 2

slices of tomatoes and cucumber.

145

3. Place the second slice of toast on top of

the first slice, spread side down.

4. Spread the top with mayonnaise.

PY
5. On top of this, place the ham then the
other lettuce leaf.

O
C
6. Add the scrambled egg.
E D
EP

7. Top with the third slice of toast, spread

side down.
D

8. Place the toothpicks on two sides of the

sandwich to hold it together.

146

9. Cut the sandwich from corner to corner onto

triangles. Each triangle will have a pick through
the center to hold together.

10. Place on a plate with the points up.

PY
To Make a Grilled Cheese Sandwich

Grilled Cheese Sandwich

Ingredients

O
1 slice cheddar cheese / quick melt cheese
C
2 slices white bread
Butter
D
Procedure:
E

1. Place the slice of cheese between the

slices of bread.
EP

2. Butter the outsides of the sandwich and

place on the griddle.
D

3. Cook until golden brown on one side.

Turnover and cook until the second side
is golden brown and the cheese starts to
melt.

4. Remove the sandwich from the griddle.

5. Cut in half diagonally and serve

immediately.

147

To Prepare Pinwheel Sandwich

Pinwheel Sandwich
Materials/Ingredients:

5 Slices of white bread

5 slices of ham / any spread

Procedure:
1. Assemble bread and toppings/spread.

PY
2. Remove the crusts from the bread.

3. Flatten pieces of bread with rolling pin. Roll

O
once or twice.
C
E D

4. Spread or place toppings on each slice of

bread.
EP

5. With two hands, roll up each slice to create the

pinwheel.
D

6. Insert a toothpick if it won’t stay rolled together

on its own.

7. Wrap tightly in either plastic wrap or grease

proof paper and refrigerate.

8. Slice them ½ Inch thick and fasten with

toothpicks before serving on platters with pieces
of fruit or salad vegetables artfully displayed.

148

To Prepare Chicken BLT Wrap

Chicken BLT Wrap

Ingredients:

1 tortilla
1 oz. mayonnaise
1 oz. Lettuce leaves
3 pcs thinly slices tomatoes
1 oz. cooked bacon, crumbled
2 oz. chicken breast, in thin slices

PY
Procedure:
1. Spread the tortilla with the mayonnaise, leaving ½ inch border around.
2. Arrange the lettuce leaves in the center of the tortilla, leaving a border
of about 2 inch uncovered.

O
3. Arrange the tomato, bacon, and chicken on top of the lettuce.
4. Roll the tortilla tightly. The mayonnaise on the edge of the tortilla helps
seal it closed.
5. Serve whole or cut in half diagonally.
C
Submarine Sandwich
D
Materials/Ingredients:
E

1 Submarine roll
2 tbsp. mayonnaise
1 oz. salami cut in thin slices
EP

1 oz. ham, cut in thin slices

1 oz. bologna cut in thin slices
1 oz. provolone cheese cut in thin slices
2 tomato slices
2 onion slices, very thin
D

3 green bell pepper rings

Procedure:
1. Split the roll horizontally, but leave it hinged on one side.
2. Spread the roll with mayonnaise.
3. Arrange the meats and cheese in the sandwich in layers. If the slice
meats are too wide to fit, fold them in half.
4. Arrange the tomato, onion and pepper slices on top of the meats and
cheese.
5. Close the sandwich. Leave it whole or cut it in half for service.
6. Serve the sandwich with mustard and olives or pickles on the side.

149

Learning Outcome 3
Present a Variety of Sandwiches

At the end of the lesson, you are expected to:

1. Portion and control sandwiches and sandwich ingredients; and

2. Present sandwiches attractively

Portion Sandwiches and its Ingredients

Portion Control is necessary to proportionate the weight, scoop and

slice of food items, like ham and roasted beef. Other ingredients can be

PY
portion control, by slicing the meat thinly and correctly. You will need a good
meat slicer and a scale to weigh your meat.
For sandwich fillings you can use scoops and make sure it does not
exceed the scoop edges. The scoop is made so you can proportionately

O
apportion the amount of food, no more or no less.

Sliced items are portioned by count and by weight. If portioning is by

C
count, take care to slice to the proper thickness. If done by weight, each
portion can be placed on squares of waxed paper or stacked in a container.
E D
EP

Creative sandwich preparation

Sandwiches should be attractively served on plates
D

for individual serving or on platters for multiple

serving. The plate or platters can be decorated with
suitable ingredients to enhance the overall
presentation.

Attractive presentation makes a garnish tray more

appealing so you should learn the techniques for
creating a balanced, colorful and appetizing buffet
arrangement. Garnishes that complement sandwiches such as a variety of
olives, peppers and pickles add color and texture to the tray.

150

Arranging a bed of greens offers a festive and inviting cold tray presentation
for any kind of event.
 Spread leaf lettuce on a tray, decorate the tray edges with the top curly
part of the leaves the base of the leaves point toward the center of the
tray. This creates a decorative bed for the sandwiches and garnishes.
 Spear the center of each sandwich with a long toothpick if it is layered,
such as club sandwiches or slices of submarine sandwiches. The pick
keeps the sandwich together on the tray and makes them neater for
guests to select, so the sandwich won’t fall apart when someone picks
it up.
 Arrange the sandwiches by the filling, with the contents exposed to

PY
make sandwich selection more obvious.
 Sandwich quarters should be arranged with cut edge of the sandwich
pointing up at the viewer.
 Arrange finger sandwiches in a spiral, or setting up the sandwiches in

O
rows in the tray, with a row of garnishes between each row of
sandwiches.
 Place vegetarian sandwiches on a separate tray from sandwich made
with meat products.
C
 Handle food picks carefully. Remove food picks before giving
sandwiches to children.
D
 Plate pinwheel sandwiches in a circular design on a platter with the pin
wheel filling facing upward to show off the colors of the ingredients.
E
EP
D

151

Review of Lesson 1 (Learning Outcome 3)

A. Prepare and present sandwiches attractively using suitable garnishes,
condiment and service wares.

Dimension P E R F O R M A N C E L E V E L
Very Needs No Points
Excellent Satisfactory
Satisfactory Improvement Attempt Earne
(4 pts.) (2 pts.)
(3 pts.) (1 pt.) (0 pt.) d
1. Use of Uses tools and Uses tools Uses tools and Uses tools No
tools and equipment and equipment and attempt
equipment correctly and equipment correctly and equipment
confidently at correctly but less incorrectly and

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all times and confidently less
confidently sometimes confidently
most of the most of the
times time
2. Manifests very Manifests Manifests Manifests less No
Application clear clear understanding understanding attempt

O
of understanding understandi of of the step-
procedures of the step- by- ng of the the step-by- by-step
step procedure step- by- step procedure procedure
step but sometimes seeking
procedure seeks
C
clarification
clarification
most of the
time
Works Works Works Works No
independently independen independently independently attempt
D
with ease and tly with with ease and but with
confidence at ease and confidence assistance
all times confidence sometimes from others
E

most of the most of the

time time
3. Safety Observes Observes Observes Most of the No
work habits safety safety safety time not attempt
EP

precautions at precautions precautions observing

all times most of the sometimes safety
time precautions
4.Completen Task is Task is Task is nearly Task is started No
ess of Task completed completed completed but not attempt
following the following following the completed
D

procedures in the procedures in following the

the activity procedures the project procedures in
improvement/i in the plan the project
nnovations project plan plan
5. Time Work Work Work Work No
management completed completed completed completed attempt
ahead of time within ___(mins./hour ___(mins./hou
allotted time s/days) beyond rs/days)
beyond
TOTAL POINTS

152

Learning Outcome 4
Store Sandwiches

At the end of this lesson, you are expected to:

1. Store sandwiches hygienically at the proper temperature; and

2. Keep sandwiches in appropriate conditions to maintain freshness
and quality.

Proper storage for sandwiches

PY
Storing sandwiches is one of the most important activities after
preparation wherein they are to be kept properly to avoid spoilage. The
most important principles for sandwich safety are keeping temperatures cool
and avoiding cross contamination. Remember the basic formula 4-40-140
which means perishable foods should spend no more than 4hours at a

O
temperature between 40 and 140°F. By the end of 4 hours bacteria may
have multiplied to unsafe levels, so food that has sat out at room
C
temperature for two hours and then been returned to the refrigerator has
only another two hours of room temperature shelf life left unless it has been
cooked again.
D
- Some sandwich ingredients and fillings should be cooked, covered in a
separate airtight container, refrigerate until ready to use.
E

- Keep bread tightly wrapped and in moisture proof wrapping. This stops it
from drying and guards against picking up odors. It should be away from
EP

ovens and hot equipment.

- If bread must be kept more than one day, it may be frozen thaw, without
unwrapping.
- Wrap sandwiches with wax paper, paper napkins plastic wraps or
D

aluminum foil to keep them in good condition.

- To keep a number of unwrapped sandwiches just place a damp towel in a
shallow pan and cover with wax paper. Arrange layers of sandwiches with
wax paper between each layer. Put wax paper over the sandwiches and
cover it with a damp towel. Keep the sandwiches in the refrigerator until
serving time.
- Refrigerate sandwiches for as long as possible if there will be a time
between making and serving cover each tray with wax paper or cling wrap
to prevent the sandwiches from drying out.

153

- All sandwiches should be stored at recommended chill temperatures

0.5°C, soon after packing
- Packing must be clearly labeled with the product description, use by date
and storage requirement.

Storing Techniques

1. Wrapping – to draw, fold in order to cover

2. Packaging Material – used package sandwich
3. Cold Storage – the process of preserving perishable food on a large
scale by means of refrigeration
4. Chilling – to refrigerate or to reduce the temperature of food

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5. Freezing – application of low temperature that changes the state of
water in the food from liquid to solid ice.
6. Refrigeration – to keep cold or cool.

O
Review of Lesson 1 (Learning Outcome 4) C
A. Identify the storing techniques being described in the
following statements. Write your answers on your test
notebook.
D

1. It is used to package sandwich.

2. The process of preserving perishable food on a large scale by means

of refrigeration
EP

3. To draw, fold in order to cover

4. Application of low temperature that changes the state of water in the
food from liquid to solid ice.
5. To keep cold or cool.
D

6. To refrigerate or to reduce the temperature of food

B. Package Deal
Situation: Your friend will be celebrating her birthday. She
ordered 50 pieces of a variety of sandwiches. Perform the job
order from the preparation of materials and ingredients, actual preparation,
presentation and storing.

154

Below is the rubric to evaluate your performance.

Dimension P E R F O R M A N C E L E V E L
Very Needs No
Excellent Satisfactory Points
Satisfactory Improvement Attempt
(4 pts.) (2 pts.) Earned
(3 pts.) (1 pt.) (0 pt.)
1. Use of tools Uses tools Uses tools Uses tools and Uses tools and
and equipment and and equipment equipment
equipment equipment correctly and incorrectly and
No
correctly and correctly and but less less confidently
attempt
confidently at confidently confidently most of the
all times most of the sometimes time
times
2. Application of Manifests Manifests Manifests Manifests less
procedures very clear clear understanding understanding No
understanding understanding of of the step- by- attempt

PY
of the step- of the step- the step-by-step step procedure
by-step by-step procedure seeking
procedure procedure but sometimes clarification
seeks most of the
clarification time

O
Works Works Works Works
independently independently independently independently
with ease and with ease and with ease and but with
No
confidence at confidence confidence assistance
all times
time
C
most of the sometimes from others
most of the
attempt

time
3. Safety work Observes Observes Observes Most of the
D
habits safety safety safety time not
No
precautions at precautions precautions observing
attempt
all times most of the sometimes safety
E

time precautions
4.Completeness Task is Task is Task is nearly Task is started
of Task completed completed completed but not
EP

following the following the following the completed

management completed completed completed completed

attempt
ahead of time within allotted ___(mins./hours ___(mins./hour
time /days) beyond s/days) beyond
TOTAL POINTS

Post Test
A. Read the statement carefully and choose the answer that best
describes the statement. Write your answer in your test notebook.
1. It is the most important principle for sandwich safety after preparation
to avoid spoilage.
A. 4 – 40 - 140 C. 140 – 4 - 40
B. 4- 140 – 40 D. 40 – 140 – 4

155

2. Which tool is used to measure in serving of soft foods, such as filling ice
cream, and mashed potato?
A. potato masher C. scoops or dipper
B. scooper D. baster
3. There are many kinds of kitchen knives, each with a special use. Which
one is used to cut thick sandwiches?
A. butcher knife C. deli knife
B. paring knife D. sandwich knife
4. A small flat, round bladed utensil that is serrated on one side and
smooth on the other, used to apply food spreads over bread slices.
A. cutting board C. sandwich spatula
B. measuring spoons D. serrated knife

PY
5. A plastic, serrated edge knife that is designed to slice lettuce without
causing the edges to turn brown.
A. Lettuce Knife C. Bread Toaster
B. Mixing Spoon D. Grill

O
B. Identify the following statements and write your answer on your test
notebook.
________ 1. A knife with a sharp edge that has saw like notches or teeth
used to slice bread, fruits and vegetables.
C
_________2. It comes in wood and plastic, use to protect the table while
slicing bread.
D
_________3. Pyrex bowls that are large enough to hold the ingredients
while they are being mixed.
_________4. Used to combine ingredients.
E

_________5. A set of individual measuring spoons used to measure small

quantities of ingredients.
EP

_________6. Are flat heated surface or wheel food is cooked directly.

_________7. A typically small electric kitchen appliance designed to toast
multiple types of bread products.
_________8. A machine used to chill sandwiches and often foods.
D

C. Give one type of sandwich that you know. Describe it briefly and write how
it is being prepared by completing the open ended statement below. Write
your answer on your test notebook.
1. The type of sandwich I know is _________________________.
2. This type of sandwich is ______________________________.
3. This type of sandwich is being prepared by:
A. _____________________________
B. _____________________________
C. _____________________________
D. _____________________________
E. _____________________________

156

Quarter IV
Lesson 1
PREPARE DESSERT

At the end of the lesson, you are expected to:

1. Perform mise en place;

2. Prepare desserts and sweet sauces;
3. Plate/present desserts; and
4. Store desserts.

PY
Dessert is usually sweet course or dish (as of pastry or ice cream) usually
served at the end of a meal.

Pre – Test

A. Read the following statements carefully and choose the answer that best

O
C
describes the statement. Write the letter of your answer on your test
notebook.
D
1. The purpose of storing desserts is to
A. Increase its volume
B. Soften food tissues
E

C. Improve the palatability

D. Enhance freshness and quality
EP

2. Which of these sauce is best for a simple dessert?

A. Cold
B. Light
C. Hot Fudge
D. Rich
D

3. The following are thickening agents used in the preparation of sauce,

EXCEPT
A. Baking Powder
B. Cornstarch
C. Cream
D. Egg
4. Which of the following is considered the simplest dessert?
A. Custard
B. Fruits
C. Gelatin
D. Puddings

157

5. All of the following are characteristics of good fruit desserts, EXCEPT

A. Appetizing aroma
B. Slightly chilled temperature
C. Simple and attractive
D. Moderately sweet
6. What is the process of putting your product into containers for easy
distribution?
A. Packaging
B. Labeling
C. Wrapping
D. Storing
7. This term refers to packaging in large standardized containers for

PY
efficient shipping and handling
A. Aseptically
B. Bulk
C. Packaging
D. Containerization

O
8. Which of the following material is made from wood pulp and used for
flexible packaging of goods?
A. Cellophane
B. Glass
C. Metal
C
D. Paper
9. A thin and transparent material that is made of cellulose and contains
D
variable amount of water and softener
A. Cellophane
E

B. Glass
C. Metal
D. Paper
EP

10. This packaging material is transparent and able to withstand heat

treatments such as pasteurization and sterilization.
A. Cellophane
B. Glass
C. Metal
D

D. Paper
11. Which of the following tools is used for whipping eggs or butter, and for
blending gravies, sauces and soups?
A. Grater
B. Spatula
C. Whisks
D. Scraper
12. Which of the following cannot be used as garnishing in dessert?
A. Fruit C. Chocolate
B. Nut D. Flower

158

13. Which of the following guidelines should not be practiced in plating

dessert?
A. Layer flavors and texture
B. Make garnishes edible
C. Don’t crowd the plate
D. Use monotype plate
14. Which of the following sanitary practices is not true in storing desserts?
A. Wash utensils and equipment thoroughly
B. Keep away from food when you are ill
C. Store foods and ingredients in a dry place
D. Safeguard the food during distribution

PY
15. In plating and presenting food, which among the following statement is
related to texture?

A. Enhances plate presentation

O
B. Plays important part in plate presentation
C. Adds visual interest to the food
D. Serves as frame of the presentation
C
16. Which of the following tools is used for measuring small quantity of
ingredients like salt, baking powder and others.
D
A. Measuring Cup
B. Measuring Cup
C. Funnels
E

D. Spatula
EP

17. Which of the following tools and equipment is used to chop, blend,
mix, whip, puree, grate, and liquefy foods?
A. Blender
B. Mixer
C. Grater
D

D. Range

159

A. Complete the procedures in making a Gelatin Dessert. Write your

answers on your test notebook.

PY
Boil sugar and gulaman in
two cups water

O
C
Picture of gelatin
dessert
E D
EP
D

When partly jelled,

arrange fruits in mold and
add remaining gulaman

160

Learning Outcome 1
Perform Mise en Place

At the end of the lesson, you are expected to:

1. Identify tools and equipment needed in preparing dessert;

2. Give the importance of dessert in a meal;
3. Classify dessert according to types of ingredients used; and
4. Give the characteristics of desserts.
Tools, Equipment, and Utensils needed in preparing desserts/sweets

PY
Everyone should be familiar with the tools, equipment and utensils
needed in preparing desserts. Every pastry chef must have these tools,
utensils, and equipment for efficient preparation of desserts. Each tools is
designed to perform a specific job in the kitchen.

Measuring cup and spoon. Individual

O
measuring cup for dry ingredients, glass
measuring cup for liquid and measuring
C
spoon for ingredients used in small
quantity.
D

Mixing bowl is used for mixing ingredients.

It comes in different sizes: small, medium,

and large.
EP

Can opener is used to open food

containers.

Cutting board is a wooden or plastic

board where fruits and vegetables are
cut.

161

1. Double boiler is used when temperatures must be kept below

boiling, such as for egg sauces, puddings, and to keep foods warm
without overcooking.
Funnels are used to fill jars. They are made of various sizes of
stainless steel, aluminum, or plastic

2. Graters are used to grate, shred,

slice and separate foods such as
carrots, cabbage and cheese

PY
3. Kitchen Knives are often referred to
as the cook's or chef’s knife. They are

O
use for peeling and slicing fruits and
vegetables

 Fruit and salad knife is used to

prepare salad greens, vegetables, and
C
fruits
 Spatula is used to level off ingredients
D
when measuring and to spread
frostings
 Citrus knife is used to section citrus
E

fruits. The blade has a two-sided,

serrated edge.
EP

 Paring knife is used to core, peel, and

section fruits and vegetables. The
blades are short, concave with hollow
ground.
D

4. Kitchen Shears are practical for

opening food packages, cutting tape or
string to package foods or simply to
remove labels or tags from items.

162

5. Scraper is a rubber or silicone tools

to blend or scrape the food from the bowl;
metal, silicone or plastic egg turners or
flippers

6. Spoons are solid, slotted, or perforated. They are made of stainless

steel or plastic. The solid ones are used to spoon liquids over foods and
to lift foods, including the liquid out of the pot

PY
7. Temperature Scales are used to
measure heat intensity. Different
thermometers are used for different
purposes in food preparation – for meat,

O
candy or deep-fat frying.
C
8. Vegetable peeler is used to scrape
vegetables, such as carrots and potatoes
and to peel fruits. The best ones are
D
made of stainless steel with sharp double
blade that swivels.
E

9. Whisks for Blending, Mixing are used

for whipping eggs or batter, and for

blending gravies, sauces, and soups. The
beaters are made of looped steel piano
wires which are twisted together to form
the handle.
D

10. Wooden spoons continue to be kitchen

essentials because of their usefulness for
used for creaming, stirring, and mixing.
They are made of hard wood.

163

11. Baking pan. One cannot bake without

bakeware. Baking pans like loaf pans,
cake pans, pie plates, and baking sheets
and so on are necessary for baking.

Equipment

PY
More complicated tools are called equipment. They may refer to a
small electrical appliance, such as a mixer, or a large, expensive, power-
operated appliance such a range or a refrigerator.
.
1. Refrigerators/Freezers are necessary

O
in preventing bacterial infections from
foods.
C
E D

2. Range is a kitchen appliance used for

cooking food.
EP
D

3. Mixers are used for mixing, creaming,

beating and whipping ingredients. The
ultimate mixer for anyone who bakes is,
of course, a stand mixer.

164

4. Blenders are used to chop, blend,

mix, whip, puree, grate, and liquefy all
kinds of food. A blender is a very useful
appliance.

Note: As a rule, never use a piece of equipment until you are thoroughly
familiar with its operation and features.

PY
Review of Lesson 1 (Learning Outcome 1)

A. Name the Tool

Identification Type. Write the correct name of the

O
tool/equipment given its uses and function below. Write your
answers on your test notebook.

Tools/Equipment
1.
C Uses and Functions
Used for measuring small quantity of ingredients like
salt, baking powder, baking soda
2. Used to grate, shred, slice and separate foods such
D
as carrots, cabbage and cheese.
3. Used for whipping eggs or butter, and for blending
gravies, sauces, and soups.
E

4. Used to fill jars, made of various sizes of stainless

steel, aluminum, or of plastic
EP

5. Are practical to use for opening food packages,

cutting tape or string to package foods or simply to
remove labels or tags from items
6. Are used to chop, blend, mix, whip, puree, grate,
and liquefy all kinds of food
D

7. Used for mixing, creaming, beating and whipping

ingredients
8. Chef's tools, use for all types of kitchen tasks, from
peeling an onion and slicing carrots, to carving a
roast or turkey
9. Used for creaming, stirring, and mixing. And made
from hard wood
10. A kitchen appliance used for cooking food.

165

Reasons for eating desserts and sweets

 Dessert balances out a meal and gives “closure” to the meal.

 Eating dessert is an opportunity to experience different flavors and

textures that you cannot get in other foods like vegetables, meats, and
fruits.

 Dessert can be an opportunity to be creative you can make interesting

mixtures that you otherwise may not have thought of.

 Dessert isn’t “fattening” Remember, there is no such thing as a

PY
fattening food
 It will make you feel like a kid again. Forget anti-aging creams or long
and sweaty workout sessions at the gym, the fastest way to recapture
your youth, or embrace a more youthful spirit is to eat like a kid
 It is romantic.

O
Desserts are designed for romance. After all, you can’t really order a salad
with two forks. But, when it comes to cake, that is a different matter.
C
Classification/types of desserts and their characteristics

A. Fruits
D
The simplest dessert and one of the best are fruits because they are
nutritious, appetizing, and easy to prepare and serve.
E
EP
D

Characteristics of good fruit desserts:

 appetizing aroma
 simple
 clean washed appearance
 slightly chilled

166

B. Cheese

Cheese is another excellent dessert

that is ready to serve. It is made in all parts
of the world from a variety of milks from
cow, goat and sheep. Cheese differs
depending on the kind of milk used, the
kinds of cheese-making procedures, the
seasonings and the ripening processes also
distinguish its variety. Each variety has a definite character, a special appeal
and particular uses.

PY
The three general types of cheese based on consistency are:
1. Soft
A. unripen cheese

O
B. ripened by bacteria
2. Semi – hard
A. ripened by mold
B. ripened by bacteria
3. Hard
C
A. with gas holes
B. without gas holes
D
C. Gelatin Dessert
E

These are easily prepared, economical and

vary in many ways. Gelatin is marketed in
EP

two forms. First, the unsweetened, granular

type that must be softened in water before
use, and the fruit gelatin to which flavor,
color, and sugar have already been added.
D

D. Custard

Baked and soft custards vary in so many

ways. Creamy, delicate, baked custards
may be served in their baking cups or may
be unmolded and served with fruit
garnishes or with dessert sauces.

167

Characteristics of baked custard

 firmness of shape
 smooth, tender texture
 rich and creamy consistency
 excellent flavor

Characteristics of soft custard

 velvety smooth texture
 rich flavor
 has pouring consistency of heavy cream

PY
E. Puddings
Puddings are relatively simple to prepare and vary
with sauces. These are classified as:

O
- Cornstarch pudding, sometimes called
blancmange
- Rice pudding
C
- Bread pudding
Characteristics of Pudding
D
 attractive appearance
 excellent consistency
 well – blended flavor
E

 firmness of shape
 an accompanying sauce to add interest
EP

F. Fruit Cobblers

These are not fruit pies. They have a depth of two or

three inches and are topped with biscuit dough rather
D

than being made with pie crust. They may be served

either hot or cold.

168

G. Frozen Desserts

1. Ice cream- smooth frozen mixture of milk, cream,

sugar, flavorings and sometimes eggs.

2. Sherbet and Ices – made from fruit juices, water

PY
and sugar. American sherbet contains milk and
cream and sometimes egg white. The egg whites
increase smoothness and volume. Ice contains only
fruit juice water, sugar and sometimes egg white.

O
3. Frozen Soufflés and Frozen Mousses Made
like chilled mousses and Bavarians, whipped cream,
C
beaten egg whites or both are folded to give
lightness and allow to be still frozen in an ordinary
freezer.
D

B. Give an example for each type of dessert. Write your answer on your test
E

notebook.
1. Frozen Desserts ____________________________________
2. Fruit cobbler’s ____________________________________
EP

3. Pudding ____________________________________
4. Fruit ____________________________________
5. Custard ____________________________________
6. Gelatin ____________________________________
7. Cheese ____________________________________
D

169

Learning Outcome 2
Prepare Desserts and Sweet sauces

At the end of this lesson, students are expected to:

A. Identify ingredients for desserts;

B. Select and prepare sweet sauces;
C. Prepare variety of desserts and sauces using sanitary practices;
and
D. Follow workplace safety procedures.

Descriptor

PY
There are a wide variety of ingredients that may be used in the
preparation and cooking of cold and hot desserts. Some of the most common
ingredients include:

O
Ingredients needed in preparing desserts and sweet sauces

Sugar The common element linking virtually all desserts is sugar. It may be
C
used to sprinkle over fruit, beaten into egg yolks for custard or into white’s for
meringue. Many desserts use sugar syrup, which involves boiling sugar and
water to the desired temperature.
D
Gelatin is used to set many cold moulded desserts. It is the basis for jellies
and is also used to set creams and mousses.
E

Egg yolks may be mixed with flavorings, sugar and cream or milk to make
custard or they may be whisked together over hot water to create a sabayon
EP

Egg whites when raw egg whites are beaten, air is trapped in the mixture in
the form of bubbles. Egg whites beaten to soft peaks will support soufflés and
mousses while whites beaten to firm peaks are suitable for meringues.
D

Fruit Ripe perfect fruit provides the basis for many desserts, with very little
effort needed to make an attractive colourful display. Fruit may be pureed,
baked or poached and can then be used for pies, soufflés and puddings.

Cream This ingredient is often used as a decoration or accompaniment for

both cold and hot desserts, but may also be used as one of the recipe
ingredients. Whipped cream may also be used as an effective layer for trifle.
Cream may be combined with rice, sugar and milk to make a delicious rice
pudding.

170

Batters This simple mixture of flour and water is used to make crepes and
pancakes. Batter is also used to coat fruit for fritters.

Nuts are available whole, ground, roasted or caramelised. They are an

important part of dessert cookery as they provide flavour for creams and ice
creams.

Chocolate may be melted to easily blend into fillings and batters. It can also
be poured over desserts such as cakes and puddings. When melted
chocolate is cooled it can be shaped and moulded into many attractive
decorations.

Quality

PY
Many recipes will specify the type and quality of the ingredients required. It is
important that you observe these requirements if you are to achieve quality
desserts.

O
Quality points to look for when selecting dessert ingredients.
Ingredients Quality points
Sugar
C
 Granulated sugar is used in most recipes.
 Castor sugar is best for meringues and some cakes
D
because it dissolves more easily.
 Confectioner's sugar or icing sugar is used mostly
for dusting the tops of desserts.
E

 Brown sugar is commonly used in hot sauce as it

produces a lovely rich caramel flavour.
EP

Gelatin
 Many desserts are prepared using commercial leaf
or powdered gelatin.

D

Gelatins may be plain or flavored and colored for

effect.

171

Egg yolks
 Take eggs out of the refrigerator prior to use so
they are at room temperature. This way they will
whisk up better and incorporate more air.

Egg whites  Egg whites should be fresh and a grade quality.

 They may be purchased in bulk frozen or you may
freeze them in small quantities if you have excess.

PY
 If egg whites have not been cleanly divided and
contain traces of yolk, they will not whip up to
satisfactory foam. A pinch of salt helps the whites
to whip up better.

Cream
O

C
The characteristics of cream will differ according to
whether it is pure cream, double cream, reduced
cream or cream that has had a stabiliser or gelatin
added to it to make the texture seem thicker and
D
improve the whipping qualities.
 Creams vary in taste and texture so choose
E

according to recipe specifications.

 Used only pasteurised cream.
EP

 Pay particular attention to use-by dates.

Batter  Batters should be made up from the fresh
ingredients.
 Batter is often rested at room temperature after it is
D

made to reduce its elasticity so that it flows more

freely over the pan.
 Batters can be flavored with vanilla and other
spices.

172

Nuts
 Nuts may be purchased natural or blanched.
 Freshness is always important. Keep nuts well
wrapped and store in refrigerator to prevent the oils
in the nuts becoming rancid.
 If you require toasted nuts, toast them yourself to
ensure the nuts are fresh in the first place.

Chocolate

PY
 Chocolate is available in various types, namely
bitter sweet, semi-sweet, white, dark and milk
chocolate.
 Milk and white chocolate because of their milk

O
content are more difficult to work with than dark
chocolate.
C
Sweet Sauces
Sauce - a flavored liquid blend of ingredients that adds flavor and enhances
the appearance of the food.
D
Fudge - a soft confection made of butter, sugar, chocolate.
Sauces can give an entirely different appearance, flavor, color, and
moisture to desserts.
E

Kinds and Varieties of Sauces

1. Rich sauce is well suited to a simple dessert.
EP

2. Light sauce is suited to a rich dessert.

3. Hot fudge is a delightful contrast to a cold cornstarch pudding or to
vanilla ice cream.
4. Hot sauces are made just before they are to be used.
D

5. Cold sauces are cooked ahead of time, then cooled, covered and
put in the refrigerator to chill.

Thickening Agents for Sauces

Thickening agents improve the quality of the sauces.

1. Starch 5. Flavor
2. Cream 6. Grains
3. Eggs 7. Cornstarch
4. Rice

173

Most dessert sauces fall into one of three categories:

1. Custard Sauces -Vanilla custard sauce, Chocolate or other flavor

may be added to create varieties.
2. Fruit Purees -These are simply purees of fresh or cooked fruits,
sweetened with sugar. Other flavorings and spices are sometimes
added.
3. Syrups - Includes such products as chocolate sauce and caramel
sauce.

Guidelines in Preparing Vanilla Custard Sauce

PY
1. Use clean, sanitized equipment and follow procedure.
2. When combining the egg yolks and sugar, whip the mixture as
soon as the sugar is added. Letting the sugar and egg yolks
stand together without mixing creates lumps.

O
3. Scald milk before combining with the yolks.
4. Slowly beat the hot milk into the beaten eggs and sugar.
C
5. Place bowl with egg mixture in a pan of simmering water and
stir constantly to prevent curdling.
6. To test for doneness, the mixture lightly coats the back of the
spoon.
D
7. Immediately cool the sauce by setting the pan or bowl in ice
water. Stir occasionally to cool evenly.
E

8. If the sauce curdles, immediately stir in one (1) to two (2)

ounces cold milk, transfer the sauce to a blender, and blend at
high speed.
EP

Storage of Sauces

Sauces should be kept in airtight containers and stored in a cool dry

place away from moisture, oxygen, light and pests. Food made with starches
D

that contain egg, milk, cream and other dairy products are prone to bacterial
contamination and to food- borne illness. Sauces made with these ingredients
should be kept out of the temperature danger zone. Thickened sauce should
also be prepared, served and stored with caution. These products should be
stored in the refrigerator and never left to stand at room temperature too long.

174

Review of Lesson 1 (Learning Outcome 2)

A. Identify the ingredients described in the following

statements. Write your answers on your test notebook.

1. _______Simple mixture of flour and water is used to make crepes and

pancakes. It is also used to coat fruit for fritters.
2. _______These ingredients are available whole, chopped or ground,
roasted or caramelized. They are an important part of dessert cookery
as they provide flavor for creams and ice creams.
3. _______Melted to easily blend into fillings and butters. It can also be

PY
poured over desserts such as puddings. When melted and cooled it
can be shaped and moulded into many attractive decorations.
4. _______The common element for all desserts. It may be used to
sprinkle over fruit, beaten into egg yolks for custard or into whites for a
meringue. It serves as sweeteners.

O
5. _______This is used to set many cold moulded desserts. It is the basis
for jellies and is also used to set creams, mousses and glazes.
C
B. Read the following statements carefully and choose the letter that best
describes the statements. Write your answers on your test notebook.
D
1. This is a flavored liquid blend of ingredients that adds flavor and
enhances the appearance of the food.
E

A. appetizer
B. sauce
C. dessert
EP

D. stock

2. Which of the following sauces is suited to a simple dessert?

A. cold sauce
D

B. hot fudge sauce

C. light sauce
D. rich sauce

3. This is a delightful contrast to a cold cornstarch pudding or vanilla ice

cream.
A. hot fudge
B. hot sauce
C. rich sauce
D. light sauce

175

4. The following are thickening agents for sauce, EXCEPT

A. baking powder
B. cornstarch
C. cream
D. egg

5. Which of the following containers is used to store sauces?

A. airtight jar
B. plastic bottle
C. medium-sized bowl
D. small plastic bag

PY
To prepare variety of desserts and sweet sauces
Make a Fruit Dessert (Fruit Cocktail)

O
Equipment/tools needed:
Casserole
Gas or electric stove
Knife
C
Chopping board
Measuring cup
D
Measuring spoon
Wooden spoon
E

Refrigerator/chiller

Ingredients needed:
EP

2 c ripe papaya, peeled and cubed 2/3 c sugar

1 t citric acid 1 c water
1 t calamansi juice
1 tbsp. almond extract
1 tbsp. honey
D

4 slices canned pineapple, tidbits

Procedure:
1. Cook cubed papaya in syrup made of 2/3 c. sugar and ½ c. water.
Add ½ tsp. citric acid.
2. When cooked, add ¼ almond extract.
3. Cook singkamas similarly. Combine all the fruits and mix well.
4. Chill before serving. For dressing, use honey-calamansi juice
mixture.
5. Add mixture to fruits before serving

176

Gelatin dessert

Equipment/tools needed:
casserole
Gas or electric stove
Knife
Chopping board
Measuring cup

Materials/ingredients needed
4 slices ripe mangoes (scoop the flesh)
2 bars gulaman, torn into pieces pineapple

PY
½ cup (diced)
½ c. milk (evaporated milk or fresh)
1 pc. banana (neatly cut)
2 cup water

O
PROCEDURE:
1. Boil sugar and gulaman in two cups water.
2. Remove from fire, strain through a sieve.
C
3. Add milk and put half of the mixture in a wet mold.
4. Put in a cool place to jell.
5. When partly jelled, arrange fruits in mold and pour the remaining
D
gulaman.
6. Chill until firm. Serve cold.
E

Soft custard

Equipment/tools needed:
EP

Sauce pan
Double boiler
Measuring cups
Wooden spoon
Egg beater
D

Spoon for testing

Materials/ingredients needed
3 pcs eggs, slightly beaten (or 6 yolks)
3tbps. sugar
2cups milk, scalded
1tps. whipped cream ( optional)
pinch of salt

177

Procedure:

1. Scald the milk in a sauce pan over low fire.

2. Combine the eggs, salt and sugar.
3. Gradually stir in the milk and cook on top of the double boiler for 5
minutes. Stir constantly to avoid scorching.
4. Test with a spoon to see if done. If done, the spoon is well-coated
with the custard. Add vanilla and cool quickly.
5. Serve in well-chilled glass dish or tall glass. Top with whipped
cream, if desired.
Note: If you accidentally overcook the custard and it curdles, set the pan in
cold water and beat smoothly with an egg beater.

PY
Maja Blanca

Equipment/tools needed:
Casserole

O
Gas or electric stove
Knife
Chopping board
Measuring cup
C
Measuring spoon
Wooden spoon
Carajay
D

Materials/ingredients needed
E

4 cups coconut cream

10 pcs. young corn on the cob -or-creamed corn
1 cup cornstarch
EP

3 cups sugar
4 cups coconut finely grated
PROCEDURE:
D

1. Scrape corn kernels from the cob.

2. Pound or put through a food processor.
3. Strain and squeeze through cheesecloth.
4. Mix with coconut cream and cornstarch
5. Add 2 cups sugar and cook in a saucepan.
6. Stir continuously until thick.
7. Pour into a mold.
For topping, toast grated coconut in a frying pan. Add remaining cup of sugar
and cook until golden brown. Sprinkle over pudding.
*Note: Skip steps 2-3 if using creamed corn.

178

CHOCOLATE MOUSSE

Equipment/tools needed:
Weighing scale
Mixing bowl
Utility tray
Rubber scraper
Electric mixer
Refrigerator/chiller

Materials/ingredients needed
500 g bittersweet chocolate

PY
125 g butter
180 g egg yolks
250 g egg whites
75 g sugar
250 ml heavy cream

O
Procedure:
1. Melt chocolate over hot water.
C
2. Remove from heat and add butter. Stir until the butter is melted
and completely mixed in.
3. Add the egg yolks one at a time. Mixed in egg yolk completely
before adding the next.
D
4. Beat the egg whites until they form peaks. Add the sugar and
beat until the egg whites form stiff but moist peaks. Do not over
E

beat.
5. Fold the egg whites into the chocolate.
6. Whipped the heavy cream until it form soft peaks. Fold it into the
EP

chocolate mixture.
7. Spoon the mousse into serving dishes or use a pastry bag fitted
with a star tube.
8. Chill the mousse well before serving.
D

CHOCOLATE SAUCE

Equipment/tools needed:
Casserole
Gas or electric stove
Knife
Chopping board
Measuring cup
Measuring spoon
Wooden spoon
Skillet

179

Materials/ingredients needed
4 squares (4 oz.) unsweetened chocolate
1½ cups sugar
2 cups hot water
1 T light corn syrup
2T cold water
2T cornstarch
1T butter
1½ t vanilla
Pinch salt

PY
Procedure:
1. Cut the chocolate into small pieces. Melt on top of the double boiler.
2. Gradually add the hot water, stirring until the mixture is well blended.
3. Dissolve the cornstarch in cold water and combine with the chocolate
mixture.

O
4. Add sugar, corn syrup and salt. Mix until well blended.
5. Boil for 10 minutes or until the starch is thick and smooth.
C
6. Add butter and vanilla.
7. Let cool. Place in a covered jar and store in the refrigerator

STRAWBERRY SAUCE
D
Equipment/tools needed:
Casserole
E

Gas or electric stove

Knife
EP

Chopping board
Measuring cup
Measuring spoon
Wooden spoon
Skillet
D

Materials/ingredients needed
¾ cup Sugar
1 ½ tbsp cornstarch
1 cup strawberries, pitted, crushed
2 tbsp lemon juice

Procedure:
1. Combine the sugar and cornstarch.
2. Stir in the crushed fruit.
3. Bring to a boil and stir constantly. Cook until clear.

180

4. Remove from fire. Add lemon juice and serve hot or cold.
5. This sauce may be stored in a covered jar and placed in the
refrigerator.
Note: Any fruit or fruit juice may be substituted for strawberries
Your product and performance will be rated using the rubric below.

O
procedures very clear clear understanding understanding No
understanding understanding of of the step- by- attempt
of the step- of the step- the step-by-step step procedure
by-step
procedure
by-step
procedure
C procedure
but sometimes
seeking
clarification
seeks most of the
clarification time
Works Works Works Works
D
independently independently independently independently
with ease and with ease and with ease and but with
No
confidence at confidence confidence assistance
E

attempt
all times most of the sometimes from others
time most of the
time
EP

3. Safety work Observes Observes Observes Most of the

of Task completed completed completed but not

following the following the following the completed
No
procedures in procedures in procedures in following the
attempt
the activity the project the project plan procedures in
improvement/i plan the project plan
nnovations
5. Time Work Work Work Work
No
management completed completed completed completed
attempt
ahead of time within allotted ___(mins./hours ___(mins./hour
time /days) beyond s/days) beyond
TOTAL POINTS

181

Learning Outcome 3
Plate/present desserts

At the end of this lesson, students are expected to:

1. Identify the accompaniments of desserts;

2. Present desserts attractively; and
3. Identify factors to consider in plating and presenting desserts.

Accompaniments, Garnishes and Decorations for Desserts

PY
Dessert Syrup

Flavored simple syrup use to moisten cakes. Flavorings maybe extracts like
vanilla, liquors like rum. Add flavorings after the syrup has cold, flavor may
lost if added to hot syrup. Lemon or orange rind may also add flavor to syrup

O
Cream Anglaise C
Stirred vanilla custard sauce; consists of milk, sugar, egg yolks and vanilla
stirred over low heat until lightly thickened.
Pastry Cream
D
Contains starch as well as eggs, resulting in a much thicker and more stable
product. It is used as a cake and pastry fillings for cream pies and pudding.
E

With additional liquid, it is used as custard sauce.

Custards
EP

Consist of milk, sugar, eggs and flavorings. (Whole eggs are used for greater
thickening power). Used as pie fillings, as a dessert by itself and as a basis
for many bake puddings.
D

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.

182

1. Garnishes that add attraction

Fruit Garnish Nut Garnish Chocolate

Garnish Cookie Garnish

Guidelines in plating dessert:

PY
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

O
plate clear, so the servers aren't touching the food when they place the
desserts in front of the customers. C
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
D
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.
E

4. Layer flavors and textures in your dessert. Textures and flavors hit
the palate at different times. Ask yourself, "How can I make this
EP

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
D

add or enhance the theme really well.

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

183

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.

PY
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

O
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.
C
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.
D
Here are some other techniques to keep in mind when garnishing:


E

Never decorate a plate with something inedible

 Ensure the garnish complements and enhances the dish
EP

 Choose garnishes that are the correct size; they should be easy to eat

Review of Lesson 1 (Learning Outcome 3)

A. Think and Pair

Answer the following questions and discuss
your answer with your seatmate.

1. What are the important factors to be considered in plating and

presenting desserts?
2. How do you plate desserts?
3. Why do we do the proper plating of desserts before presenting
them to the guest?

184

Learning Outcome 4
Storing Dessert

At the end of the lesson, student are expected to store or to package dessert

Storing cold and hot dessert

As many dessert contain egg and dairy product, they present a
potential health hazard if not stored properly

REMEMBER: Proper storage means cooled dessert must be covered with

plastic or placed in lidded container before storing in cool room.
 Dessert containing uncooked eggs should be handled with extreme

PY
care, as raw egg is a medium in which dangerous bacteria such as
salmonella can thrive. This means you need to be really careful with
food like chocolate mousse and uncooked cheese cake that contain
egg white for a gelatin.
 Egg custard contain protein, which provides good for bacteria that are

O
present in the custard can grow quickly, bacteria that are present in the
custard can grow quickly to dangerous numbers.
C
 Any dessert that is not required for immediately consumption must be
cooled rapidly and stored in the cool room required.
 If you plan to prepare dessert hot until service, make sure that the
temperature of the food is over 65’c. Never leave an egg mixture in
D
Bain- Marie for a while should be discard at the end of service.
 If milk and cream are used in dessert like trifle and custard, they must
E

not be left to stand at room temperature for any length of time. They
should be kept in the refrigerator until the last possible moment to
EP

prevent the risk of food poisoning.

 Many dessert have limited storage life. Make sure you check with your
supervisor and follow organizational requirement.
Packaging Materials for Storing Dessert
D

1. Glass Container
2. Plastic Container
3. Plastic/Cellophane
4. Aluminum foil
Equipment
1. Chiller
2. Freezer
3. Refrigerator
5. Packaging Tapes
6. Boxes

185

Storage Techniques
1. Refrigerate – To keep cool or cold
2. Cold Storage – The process of storing food by means of refrigeration
3. Chilling – To Refrigerate or to reduce the temperature of food
Review of Lesson 1 (Learning Outcome 4)

A. Live It On
Your school will be celebrating its 50th Founding Anniversary
and your class is tasked to prepare desserts for the occasion.
Prepare at least two types of desserts.

PY
Your product and performance will be rated using the rubric below.
Dimension P E R F O R M A N C E L E V E L
Very Needs No
Excellent Satisfactory Points
Satisfactory Improvement Attempt
(4 pts.) (2 pts.) Earned
(3 pts.) (1 pt.) (0 pt.)
1. Use of tools Uses tools Uses tools Uses tools and Uses tools and

O
and equipment and and equipment equipment
equipment equipment correctly and incorrectly and
No
correctly and correctly and but less less confidently
attempt
confidently at
all times
confidently
most of the
C
confidently
sometimes
most of the
time
times
2. Application of Manifests Manifests Manifests Manifests less
procedures very clear clear understanding understanding No
D
understanding understanding of of the step- by- attempt
of the step- of the step- the step-by-step step procedure
by-step by-step procedure seeking
E

procedure procedure but sometimes clarification

seeks most of the
clarification time
EP

Works Works Works Works

independently independently independently independently
with ease and with ease and with ease and but with
No
confidence at confidence confidence assistance
attempt
all times most of the sometimes from others
time most of the
time
D

3. Safety work Observes Observes Observes Most of the

habits safety safety safety time not
No
precautions at precautions precautions observing
attempt
all times most of the sometimes safety
time precautions
4.Completeness Task is Task is Task is nearly Task is started
of Task completed completed completed but not
following the following the following the completed
No
procedures in procedures in procedures in following the
attempt
the activity the project the project plan procedures in
improvement/i plan the project plan
nnovations
5. Time Work Work Work Work
No
management completed completed completed completed
attempt
ahead of time within allotted ___(mins./hours ___(mins./hour
time /days) beyond s/days) beyond
TOTAL POINTS

be reproduced or transmitted in any form or by any means -
electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016.
Downloaded by Angie Bagiw ([email protected])
lOMoARcPSD|37835542

Lesson 2
Package Prepared Food Stuff

At the end of this lesson, you are expected to perform the following:

1. Select packaging materials; and

2. Package food items.
This lesson describes the skills and knowledge required to package and label
prepared foodstuffs for storage and transportation. It requires the ability to
check the quality of food and select correct packaging materials.

PY
Learning Outcome 1
Select Packaging Materials

At the end of the lesson, you are expected to:

O
1. Give the meaning of packaging, its importance and functions; and
2. Select appropriate packaging material.
C
Food packaging - is packaging of food which requires protection,
tampering resistance, and special physical, chemical, or biological needs. It
also shows in the product label any nutrition information on the food being
consumed.
D
The main objective of packaging is to keep the food in good condition
E

until it is sold and consumed, and to encourage customers to purchase the

product. Correct packaging is essential to achieve both these objectives.
EP

Packaging should provide the correct environmental conditions for food

starting from the time food is packed through to its consumption. A good
package should therefore perform the following functions:

Provide a barrier against dirt and other contaminants thus keeping the
D

product clean

Prevent losses. For example, packages should be securely closed to

prevent leakage

Protect food against physical and chemical damage. For example the
harmful effects of air, light, insects, and rodents. Each product will have its
own needs

Package design should provide protection and convenience in

handling and transport during distribution and marketing

187

Help the customers to identify the food and instruct them how to use it
correctly

 Persuade the consumer to purchase the food

 Cluster or group together small items in one package for efficiency.
Powders and granular materials need containment
 Marketing - The packaging and labels can be used by marketers to
encourage potential buyers to purchase the product.
 Correct packaging prevents any wastage (such as leakage or
deterioration) which may occur during transportation and distribution.

Types of Packaging Materials

PY
In many developing countries the most commonly used food packaging
materials include:

 leaves

O
 vegetable fibers
 wood


papers, newsprint
earthenware
C
 glass
 plastics
D
 metals
E

Leaves

Banana leaves are often used for wrapping certain types of food (e.g.
EP

suman). Corn husk is used to wrap corn paste or unrefined block sugar, and
cooked foods of all types are wrapped in leaves. They do not however protect
the food against moisture, oxygen, odors or micro-organisms, and therefore,
not suitable for long-term storage.
D

Vegetable fibers

These include bamboo, banana, coconut, and cotton fibres. These

natural materials are converted into yarn, string or cord which will form the
packaging material. These materials are very flexible, have some resistance
to tearing, and are lightweight for handling and transportation. Being of
vegetable origin, all of these materials are biodegradable and to some extent
re-usable.

188

As with leaves, vegetable fibres do not provide protection to food

which has a long shelf-life since they offer no protection against moisture
pick-up, micro-organisms, or insects and rodents.

Vegetable fiber basket

Wood

Wooden shipping containers have traditionally been used for a wide

range of solid and liquid foods including fruits, vegetables, tea and beer.
Wood offers good protection, good stacking characteristics and strength.
Plastic containers, however, have a lower cost and have largely replaced

PY
wood in many applications. The use of wood continues for some wines and
spirits because the transfer of flavor compounds from the wooden barrels
improves the quality of the product.

Wooden crate

O
Paper C
Paper is an inexpensive packaging material. It is however highly
absorptive, fairly easily torn, and offers no barrier to water or gases.

The degree of paper re-use will depend on its former use, and
D
therefore paper that is dirty or stained should be rejected. Newsprint should
be used only as an outer wrapper and not be allowed to come into direct
E

contact with food, as the ink used is toxic.

Earthenware
EP

Earthenware pots are used worldwide for storing liquids and solid
foods such as curd, yoghurt, beer, dried food, and honey. Corks, wooden lids,
leaves, wax, plastic sheets, or combinations of these are used to seal the
pots.
D

Glass

Glass has many properties which make it a popular choice as a packaging

material:

 Glass is able to withstand heat treatments such as pasteurization

and sterilization.
 Does not react with food.
 Protects the food from crushing and bruising

189

 Resistant to moisture, gases, odors and microorganisms

 Re-usable, re-sealable and recyclable
 Transparent, allowing products to be displayed. Coloured glass
may be used either to protect the food from light or to attract
customers

Disadvantages of using glass as packaging materials

 Glass is heavier than many other packaging materials and this may
lead to higher transport costs
 It is easy to fracture, scratch and break if heated or cooled too

PY
quickly
 Potentially serious hazards may arise from glass cracks or
fragments in the food.

O
Preparation of glass containers

 Inspection
 Washing.
C
 Rinsing.
 Sterilization.
D
 Sealing and capping
 Cooling
E

Plastics
EP

The use of various plastics for containing and wrapping food depends
on what is available. Plastics are extremely useful as they can be made in
either soft or hard forms, as sheets or containers, and with different thickness,
light resistance, and flexibility. The filling and sealing of plastic containers is
D

similar to glass containers.

Flexible films are the most common form of plastic. Generally, flexible
films have the following properties:

 Cost is relatively low.

 Good barrier properties against moisture and gases.
 Heat sealable to prevent leakage of contents.
 Have wet and dry strength.

190

 Easy to handle and convenient for the manufacturer, retailer, and

consumer.
 Little weight to the product.
 Fit closely to the shape of the product, thereby wasting little space
during storage and distribution.

Metal

 Metal cans have a number of advantages over other types of

containers:
 Metal cans provide total protection of the contents.

PY
 Metal cans are tamperproof.
 Metal cans are convenient for presentation.

Disadvantages of metal food packaging materials:

O
 Heavier than other materials, except glass, and therefore have higher
transport costs
 The heat treatment associated with the use of metal cans is not suitable for
small-scale production
C
Learning Outcome 2
D
Package Food items

At the end of the lesson, you are expected to:

1. Package food items in compliance with Occupational Health and

Safety Procedures;
2. Adopt appropriate packaging method according to enterprise
standards; and
3. Label foods according to industry standards.
D

Food Safety on Storing and Transporting Foods

Food Packaging has been defined by Paine (1962) as the “art science
and technology of preparing goods for transport and sale”. More specifically, it
is a way of making sure that a product reaches the end user in good condition
at the least cost to the producer. In effect, a packaging material provides the
means of transporting a product from one place to another with maximum
protection at the least cost

191

Food is packed in terms of quality, shelf life, microbial condition and

portion control. Spoilage of food is caused by poor packaging of food. Below
are some other factors in the spoilage of food:

a. PH of food- This simply indicates the inverse amount of hydrogen ion

available in the food system. This is oftentimes associated with acidity of
food. Thus, foods with high amounts of hydrogen ion have low pH and this
is considered to have acidic taste. For instance, green mangoes have
generally lower pH (Ph below 4.0) and therefore have high acidity.

b. Moisture content – This is related to the physical state of the food itself.
Products with very high moisture could be those in liquid form, while those

PY
with very low free moisture could be dried or frozen. This product
component is very important relative to food spoilage. The higher the
moisture content, the greater the chances for microbial growth and
chemical changes.

O
c. Amount and nature of fat content – The chemical processes also
accelerate breakdown of fats on food. Thus, products with high fat content
like oils, butter, soft cheese, fried foods and the like tend to spoil fast when
C
inadequately packaged. Exposure to the atmosphere causes rapid
oxidation breaking down the fat into free fatty acids in food. The faster the
breakdown, the greater the chances of development of rancidity.
D
d. Enzyme system – It is a chemical processes like fermentation and
hydrolysis which occur in high moisture food, especially in the presence of
E

oxygen of ambient tropical temperature. When foods undergo these

processes, they change in texture, flavor, odor and color. Under these
conditions, the product may already be considered spoiled.
EP

e. Initial Microbial load – This means that micro-organisms thrive best in

high moisture foods like molds, yeast, and bacteria they grow faster in
food with the high moisture content.
D

Classification of packaging according to use:

As a primary package – This type of package is meant to directly

contain the product. Hence, it gets in direct contact with the goods. Thus, this
package is expected to meet all the requirements for safety and protection of
the consumers like tetra packs or canned food packages

As a secondary package – This is utilized to contain a specified number

of unit packs. Thus, it may contain a dozen tetra packs or 2 dozens of tin cans
or a gross of candies and so on. Its major function is to allow for the unit
packs to be carried in bulk.

192

As a tertiary package – When transporting in bulk, the secondary

package may have to be packed again for greater protection and for bulk
transfer. Use of tertiary package is normally for bulk transport or storage in
large warehouses.

Occupational and health safety procedures in packaging foods

Steps on how to package meat before freezing.

1. Divide your meat into your set serving sizes
2. Get a plastic zip bag big enough to hold the portion size plus a little extra
room for the meat to expand from the freezing process.

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3. Put the meat into the bag, then flatten.
4. Squeeze as much of the air as you can get out, then close the zip.
5. Date the bag so you know how long it's been in your freezer

O
Methods of Food Packaging
C
Home Canned Foods - one of the oldest and most common methods of food
packaging in homes is the use of home canning. Fruits and vegetables
are placed in glass jars and sealed in the jars by heating the jars and
then placing a rubber stopped jar top on the jar. The seals also need to
D
be airtight to prevent the growth of bacteria.
E

Freezing and chilling food - another common method of packaging food is

freezing and chilling .Freezing can be done with a variety of methods.
Most often, it is vegetables that are frozen, although berries and other
EP

fruits can also lend themselves to being frozen.

Canned foods - canning foods as a method of food processing have been

around, foods that are canned commercially are cooked prior to being
placed in the can in order to prevent E. coli contamination. Canned
D

foods come in a wide variety, ranging from meat to vegetables to fruit.

Foil Packaging - one of the innovative methods of commercial food

packaging is foil wrapping. Foil wraps are often pouches that are filled
and then the bottom and top of the pouch is sealed with a heat seal
similar to those used with commercial frozen packaging. Foil packaging
allows the foods to be sealed in the package without losing any residual
moisture that may still be in the food. The best foods to package in this
manner are usually dried fruits, baked goods or grain products.

193

What must appear on the label?

The following must appear on the label:

 Name under which the product is sold

 List of ingredients
 Quantity of certain ingredients
 Net quantity
 Date of minimum durability
 Any special storage instructions or conditions of use
 Name or business name and address of the manufacturer or packager, or

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of a seller
 Place of origin of the foodstuff if its absence might mislead the consumer to
a material degree
 Instructions for use where necessary

O
 Beverages with more than 1.2% alcohol by volume must declare their
actual alcoholic strength C
Review of Lesson
D
A. Seal It On
E

Prepare a dessert for a birthday party. Prepare all the

materials and ingredients, perform actual preparation,
EP

presentation, packaging and storing of the dessert. Your output and

performance will be rated using the rubric below.

Dimension P E R F O R M A N C E L E V E L
D

Very Needs No
Excellent Satisfactory
Satisfactory Improvement Attempt Points
(4 pts.) (2 pts.)
(3 pts.) (1 pt.) (0 pt.) Earned
1. Use of Uses tools and Uses tools and Uses tools and Uses tools and No
tools and equipment equipment equipment correctly equipment attempt
equipment correctly and correctly and and but less incorrectly and
confidently at all confidently confidently less confidently
times most of the sometimes most of the time
times
2. Manifests very Manifests clear Manifests Manifests less No
Application clear understanding understanding of understanding of attempt
of understanding of of the step- by- the step-by-step the step- by-step
procedures the step- by-step step procedure procedure procedure
procedure but sometimes seeking
seeks clarification clarification most
of the time

194

Dimension P E R F O R M A N C E L E V E L
Very Needs No
Excellent Satisfactory
Satisfactory Improvement Attempt Points
(4 pts.) (2 pts.)
(3 pts.) (1 pt.) (0 pt.) Earned
Works Works Works Works No
independently independently independently with independently but attempt
with ease and with ease and ease and with assistance
confidence at all confidence confidence from others most
times most of the sometimes of the time
time
3. Safety Observes safety Observes Observes safety Most of the time No
work habits precautions at all safety precautions not observing attempt
times precautions sometimes safety precautions
most of the
time
4.Complete Task is Task is Task is nearly Task is started but No

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ness of completed completed completed not completed attempt
Task following the following the following the following the
procedures in procedures in procedures in the procedures in the
the activity the project plan project plan project plan
improvement/in
novations
5. Time Work completed Work Work completed Work completed No
manage ahead of time completed ___(mins./hours/da ___(mins./hours/d attempt

O
ment within allotted ys) beyond ays) beyond
time
TOTAL POINTS C
Post Test
A. Read the following statements carefully and choose the answer that best
describes the statement. Write the letter of your answers on your test
D
notebook.
E

1. The purpose of storing dessert is to

A. increase its volume
B. soften food tissues
EP

C. improve the palatability

D. enhance freshness and quality

2. Which of these sauce is best for a simple dessert?

A. Cold
D

B. Light
C. Hot Fudge
D. Rich

3. The following are thickening agents used in the preparation of sauce,

EXCEPT
A. Baking powder
B. Cornstarch
C. Gelatin
D. Flour

195

4. Which of the following is considered the simplest dessert?

A. Custard
B. Fruits
C. Gelatin
D. Puddings

5. All of the following are characteristics of good fruit desserts, EXCEPT

A. Appetizing aroma
B. Slightly chilled temperature
C. Simple and Attractive
D. Moderate Sweet
6. What is the process of putting your product into containers for easy

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distribution?
A. Packaging
B. Labeling
C. Wrapping
D. Storing

O
7. This term refer to packaging in large standardized containers for
efficient shipping and handling
A. Aseptically
C
B. Bulk
C. Packaging
D. Containerization
D
8. Which of the following material is made from wood pulp and used for
flexible packaging of goods?
E

A. Cellophane
B. Glass
EP

C. Metal
D. Paper
9. A thin and transparent material that is made of cellulose and contains
variable amount of water and softener.
D

A. Cellophane
B. Glass
C. Metal
D. Paper
10. This packaging material is man-made polymers of very high molecular
weight.
A. Cellophane
B. Glass
C. Metal
D. Paper

196

11. Which of the following tools is used for whipping eggs or butter, and
for blending gravies, sauces and soups?
A. Grater
B. Spatula
C. Whisks
D. Scraper
12. Which of the following cannot be used as garnishing in dessert?
A. Fruit
B. Nut
C. Chocolate
D. Flower

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13. Which of the following guidelines should not be practiced in plating
dessert?
A. Layer flavors and texture
B. Make garnishes edible
C. Don’t crowd the plate

O
D. Use monotype of plate
C
14. Which of the following sanitary practices is not true in storing
desserts?
A. Wash utensils and equipment thoroughly
B. Keep away from food when you are ill
D
C. Store foods and ingredients in a dry place
D. Safeguard the food during distribution
E

15. In plating and presenting food, which among the following

statements is related to texture?
EP

A. Enhances plate presentation

B. Plays important part in plate presentation
C. Adds visual interest to the food
D. Serves as frame of the presentation
D

16. Which of the following tools is used for measuring small quantity of
ingredients like salt, baking powder and others?
A. Measuring Cup
B. Measuring Spoon
C. Funnels
D. Spatula

17. Which of the following tools and equipment is used to chop, blend,
mix, whip, puree, grate, and liquefy foods?
A. Blender C. Grater
B. Mixer D. Range

197

C. Complete the procedures in making Gelatin Dessert. Write your answer

on your test notebook.

Boil sugar and gulaman

in two cups water

Picture of gelatin
dessert

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O
C
When partly jelled,
arrange fruits in mold and
add remaining gulaman

Summative Assessment
D
A. Read the following questions carefully and choose the letter that best
E

describes the statement. Write your answer on your test notebook.

1. A sweet course or dish which is usually served at the end of a meal.

A. Sauce
B. Dessert
C. Stock
D. Appetizer
D

2. All of the following are characteristics of good fruit desserts, EXCEPT

A. Appetizing Aroma
B. Slightly Chilled Temperature
C. Simple and Attractive
D. Moderately Sweet

3. What is the process of putting your product into containers for easy
distribution?
A. Packaging
B. Labeling
C. Wrapping
D. Storing

198

4. Which of the following sanitary practices is not true in storing desserts?

A. Wash utensils and equipment thoroughly
B. Keep away from food when you are ill
C. Store foods and ingredients in a dry place
D. Safeguard the food during distribution

5. In plating and presenting food, which among the following statements is

related to texture?

A. Enhances plate presentation

B. Plays important part in plate presentation
C. Adds visual interest to the food
D. Serves as frame of the presentation

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6. It is the most important principle for sandwich safety after preparation
to avoid spoilage.
A. 4 – 40 - 140

O
B. 4- 140 – 40
C. 140 – 4 - 40
D. 40 – 140 – 4
C
7. Which of the following considerations is essential in choosing
ingredients for high quality salads?
A. Quality and Quantity
D
B. Texture and Color
C. Freshness and Variety
E

D. Crispiness and taste

8. Which of the following guidelines is not included in making vegetable

salad?
A. Cooked to a firm, crisp texture and good color
B. Cooked until completely tender and overcooked
C. Thoroughly drained and chilled before using
D. Marinated or soaked in a seasoned liquid
D

9. Which of the following procedures for quantity green salad production

is the last step to do?
A. Arrange salad plates on worktables
B. Add dressing before serving
C. Prepare all ingredients
D. Refrigerate until serving

199

10. Which of the following appetizers is made out of thin slices of bread in
different shapes.
A. Relish
B. Cocktail
C. Hors d’ oeuvres
D. Canapé

11. Pelita finds it hard to remove tough soils from the used pots and pans, it
does not respond to different cleaning agents she used, if you will help
her which of the following will you recommend that will surely solve her
problem?

PY
A. Abrasives
B. Acid Cleaners
C. Detergents
D. Solvent Cleaners

O
12. Your younger sister accidentally swallowed poison. What first aid
treatment should you do?
A. Read the label of the poisonous material.
B. Remove anything remaining in the mouth.
C
C. Give her a glass of water or any fruit juice.
D. Give her a spoonful sugar or any kind of sweets.
D
13. Which of the following is the proper order in washing the dishes?
A. Chinaware, utensils, silverware, glassware
E

B. Utensils, silverware, glassware, chinaware

C. Silverware, chinaware, glassware, utensils,
EP

D. Glassware, silverware, chinaware, utensils

14. Which of the following is the proper order/steps in cleaning kitchen

premises?
A. Rinse all surfaces with cold to hot waterto remove thoroughly
D

all remaining chemical solution and food soil residues.

B. Remove residual food soils from equipment surfaces
C. Scrape and Pre-rinse
D. Rinse all equipment surfaces with sanitizing agent
A. 2 4 13 B. 3 1 4 2 C. 3 2 1 4 D. 1 2 3 4

200

B. Identify the following tools and equipment in column B. Write your

answers in column A with a short description of the uses or functions.
Write your answers on your test notebook. (2 pts. each)
A B

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2.

O
3.
C
E D

4.
EP
D

201

PY
9.

O
C
10.
E D

A. Arrange the following steps in preparing hamburger in proper sequence.

Use A for the first step, B for second and so on. Write your answers on
EP

your test notebook.

______ 1. Cover the cheese with meat like roast beef, turkey, or sliced
ham.
______ 2. Sprinkle a bit of spice, fresh basil or parsley and dried spices
D

like chili or turmeric powder.

______ 3. Assemble necessary tools, equipment, oven, and toaster.
______ 4. Top the meat with another slice of cheese.
______ 5. Toast the bread lightly and place it on a clean sheet with the cut
side up.
______ 6. Add your choice of vegetable like red onion, tomatoes, and red
peppers.
______ 7. Finish the sandwich with another piece of bread and put it in a
pre-heated 350 F oven for about 5 minutes.
______ 8. Put two slices of cheese on the bread like cheddar, Swiss,
mozzarella or any cheese combination desired.

202

______ 9. Prepare and assemble all ingredients; sandwich breads like

hamburger buns, sliced cheeses, vegetables and meats.

B. Arrange the following steps in cleaning and sanitizing range in proper

sequence. Use A for the first step, B for second and so on. Write your answer
on your test notebook.
______ 1. When cool, wash top of range
______ 2. Before replacing, rub with oil-damped cloth
______ 3. Remove all burnt sediments and wipe grease from top of range
after each use.
______ 4. Clean oven by removing grates, scraping off food deposits,
washing and drying.

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______ 5. Run oiled cloth over top of range
______ 6. Scrape grease from curbs and openings hinges.
______ 7. Keep burners clean. Gas burners can be soaked and scrubbed
with stiff brush while electric burners should be cleaned with a
brush or with a damp cloth.

O
C. Draw/illustrate the structure of a plated salad and label its parts. Write your
answers on your test notebook.
C
Your answer will be rated using the rubric below.
SCORE CRITERIA
D
5 Very creatively done and able to label all the parts correctly
4 Very creatively done and able to label 2-3 parts correctly
3 Creatively done and able to label 2-3 parts correctly
E

2 Less creatively done and able to label 1 part correctly

1 Untidy done and no label
EP

Synthesis -The knowledge, skills, and values learned from this Cookery

Learner’s Material - served as an eye opener to what is to be done in the

real workplace.
D

To become a successful chef someday or a successful entrepreneur in

line with food or cooking, you should continue to assess and develop your
Personal Entrepreneurial Characteristics (PECs), grab every opportunities for
business, take into practice the proper observance of cleanliness in the
kitchen, the proper ways on how to prepare appetizers, salads and dressings,
sandwiches, desserts and the proper storage of the products. Ability to apply
the safety measures in the workplace should always be practiced. Bear in
mind that being a successful entrepreneur in the field of cookery requires you
to always come up with quality and most satisfying products or services

203

Glossary of terms

A bain-marie Also known as a water bath or double boiler

Aeration (whisking) Air is incorporated into a mixture, which
produces a considerable increase in volume. This
method may be used for cold soufflé or mousse
Baking Involves applying dry heat to a food item
Bain-marie (water bath)-cooking containers of mixture are placed in a
larger baking tray half full of water to be cooked in the
oven. This allows for a more gentle cooking process to
avoid curdling mixtures.
Basic meringue A light foamy mixture of whipped egg white and caster

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sugar, which is baked in the oven and served cold.
Barbeque To cook food by grilling it over a wood or charcoal fire.
Batter A mixture of dry and liquid ingredients with a pouring
consistency

O
Blancmange A French milk pudding or custard usually flavored with
Blend To mix two or more ingredients together until uniformly
combined.
Boiling
C
The temperature of the liquid is brought up to 100 oC and
maintained to cook the food item
Bread Food product made of flour, sugar, shortening, salt and
liquid leavened by the action of yeast
D
Broil Cooking food with a radiant heat source place above the
food
E

Brush To use a brush to spread a thin coal of butter or oil on

food
Butter a semi-solid fat made by churning cream and contain
EP

80% of milk fat

Canapés Hors d’oeuvres consisting of a small piece of bread or
toast, often cut in a decorative slope, garnished with a
savory spread or topping
Chiffonade A finely shredded usually lettuce
D

Chill To refrigerate to reduce the temperature of food

Cold Storage The process of preserving perishable food on a larger
seal by means of refrigeration
Contamination The state of being contaminated
Cooling/chilling Some cold desserts need to be refrigerated prior to
service to set the item and enhance taste and
appearance. Such desserts may include mousse, trifle,
crème caramel and jellies
Creaming Beating together sugar and fat until the mixture is creamy
in color with a fluffy texture. This method is used for
sponge-based puddings and some cheese fillings

204

Cut To divide food material with a knife or scissors in any

desired sheet
Dusting Icing sugar, caster sugar or cocoa powder may be finely
sprinkled over the surface of a dessert to improve the
appearance
Egg based These desserts use an egg custard base, e.g., bread and
butter pudding. Zabaglione is another example of an egg-
based dessert that uses yolks, sugar and marsala.
Filling Fruit, nuts, cheese or other mixtures may be used to fill
pies, tarts, fruits, crepes or dariole moulds
Filling Mixture of ingredients placed between slices of bread
Flans Tins are lined with sweet short pastry, which is filled with

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fruit and topped with a fruit glaze
Freeze State of water in the food from liquid to solid
Fry To cook food in a small amount of fat
Garnishing To draw, fold a cover sandwich
wrapping

O
Glazing This process results in an attractive shiny surface. To do
this you can brush over a thin layer of heated jam,
thickened fruit juice, sugar syrup or gelatine solution
Grate
C
To shred food into small pieces with the use of a grater
Grill Cooking food over direct heat
Hot soufflés These desserts are based on a firm meringue base and
D
may incorporate chocolate, fruit or cheese and is further
flavoured with alcohol or vanilla
Hygiene Conditions and practices followed to maintain health
E

including sanitation and personal cleanliness

Jellies Gelatine is used to set these fruit flavored desserts or as
EP

a glaze on fruit tarts

Layering Placing in layers over or under another bread
Loaf A term used to describe a piece of bread
Mayonnaise An emulsion of oil, egg yolk, vinegar , mustard and
sometimes seasoning, used as a dressing, a spread or
D

bases for additional sauces

Mix To combine ingredients so as to blend them together
Mis’en place Pronounced meez en plas) is a French phrase which
means "putting in place", as in set up. It is used in
professional kitchens to refer to organizing and arranging
the ingredients (e.g., cuts of meat, relishes, sauces, par-
cooked items, spices, freshly chopped vegetables, and
other components) that a cook will require for the menu
items that he or she expects to prepare during his/her
shift.
Molding Forming into desired shapes

205

Packaging Used for making package

Method
Pan cakes and A basic batter mixture, which when pan-fried, can be
crepes served with sauce or filling
Pan Frying Large to medium size item cook in a pan or skillet with a
little bit of fat
Peeling Apples, pears and pineapple that may be used for a pie
or tart need to be peeled in preparation for the final
product
Pies and tarts These pastry cases are often filled with fruit or may be
filled with nuts such as pecan pie.
Perishable Liable to fast decay

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Piping Trimming edges
Piping Egg white is beaten stiffly to form a firm peak, which may
then be piped into shapes such as shells or nests. The
mixture must be firm enough to hold its shape on the tray
when baked. This method is used for meringues.

O
Poaching The temperature of the liquid is maintained just below
boiling point
Poach To cook something in a liquid 160-180 °F
Portioning Dividing into serving sizes.
C
Pour To pour a mixture into a pan
Portioning If you are making a number of desserts from a large
D
quantity of mixture, it is important to portion the mixture
accurately so that each pudding looks the same.
Cold desserts that may be portioned include individual
E

jellies, mousses, crème caramels and summer puddings.

Hot desserts that may be portioned include soufflé,
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individual pies or puddings or fillings for crepes and

pancakes.
Provolone Is an Italian cheese that originated in Casilli, shapes
varying from 10 to 15 cm (3.93–5.90 in) long
Pureeing A food processor, blender or sieve is used to transform
D

fruit into a smooth pulp or sauce. This method is used for

the fillings of flans and fruit based coulis (sauces)
Refrigerate To keep cool
Roll To dredge
Roast A method of dry heat cooking uncovered
Sanitation The maintenance of a clean food preparation
environment by healthy food workers in order to prevent
food borne illness and food contamination
Sabayon Is an Italian dessert, or sometimes a beverage, made
with egg yolks, sugar, and a sweet wine
Sandwich One or two pieces of bread with a filling

206

Shred/ Grate To rub food against a greater in a circular motion or back

and forth to cut into fine pieces.
Shredded To cut into strip
Slice To cut across flat pieces, to cut into even slices
Slicing Fruits such as apples, pears and peaches may be sliced
before being placed into a pie
Sponge based Desserts which have a sponge base can be steamed or
baked and can be flavoured with a variety of ingredients
including chocolate, jam, honey, lemon, orange, cheese,
fruit pulp, or a syrup such as treacle
Spread To cover with a thin layer, as to spread butter or
mayonnaise on bread

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Spreading Spreading butter or mayonnaise on bread when making
sandwiches
Steaming Involves placing a covered basin of mixture above boiling
water so that steam may be used to cook the product
Stir To move a spoon round and round in a bowl to mix

O
ingredients
Stuffed To fill sandwiches with various fillings
Toast To brown by direct heat as to toast bread
Trifle
C
Sponge cake soaked in fruit juice or sherry, layered with
fruit salad and custard. Trifle may be decorated with
whipped cream, glace cherries or nuts.
D
Trim To remove the parts of a food that are not needed for
preparation
Turning out or This involves turning the dessert out of a mould or basin.
E

de-moulding When turning out the dessert, take care to not damage
the shape of the food item
EP

Whisking Incorporating air into the mixture to make it lighter and

fluffier, e.g. a hot soufflé
Wraps Made with soft flat breads folded or wrapped.
D

207

References

 Payne, June et.al (2010). Thesis; Introduction to Food service, South

Asia, Pearson Education PTE. LTD,

 Wayne, Gisslen, (2007). Professional Cooking, John Wiley & Sons Inc.

 De Leon, Gatchalian, M. S.Y., Introduction to Food Technology

pp. 336-374

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 Chavez, Libia L., et.al., (2006). Basic Foods for Filipinos, 4th edition.

 De Leon, Sonia Y. et al, (1999). Basic FOODS for Filipino, pp. 495-500

 Sandoval, Maria Teresa G., (1993). Culinary Arts 3 and 4,

O
pp. 85-86.


C
De leon, Sonia Y., Ph. D. et al, (1999). Basic Foods for Filipinos 3rd
Edition,
pp. 420-429
D
 Llgas, Avelina I., et al., Home Technology Food Management and
Service I,
pp. 62-63.
E

 De Leon, Sonia Y. et al, (1999). Basic FOODS for Filipino, pp. 420-
EP

432.

 Lewis, Dora S., et al., (1955). Family Meals and Hospitality, pp. 41-48.
D

 De Guzman, Ines Alcantara, Suratos, Ceasar P., Technology and

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