School COLLAT INTEGRATED SCHOOL Grade Level 8
Teacher JESABEL E. EGANA Learning Area TLE-FOOD PROCESSING
DAILY LESSON LOG Duration Week 1 Quarter Third
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed, additional lessons,
exercises and remedial activities may be done for developing content knowledge and competencies. These are using Formative Assessment strategies. Valuing objectives support the
learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.
A. Content Standards: The learner demonstrates understanding on food processing by sugar concentration.
B. Performance Standards: The learner demonstrates independently the method of food processing by sugar concentration.
C. Learning LO 1. Prepare Equipment, Tools and Utensils
Competencies/Objectives: 1.1. Prepare equipment, tools and utensils for preserving foods by sugar concentration in accordance with manufacturer’s manual
Write the LC Code for each
1.2. Calibrate equipment, tools and utensils in accordance with
manufacturer’s specifications
1.3. Sanitize equipment, tools and utensils for preserving foods by sugar concentration
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
Prepare Equipment, Tools and Utensils
II. CONTENT
Lists the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete and
III. LEARNING RESOURCES manipulative materials as well as paper-based materials. Hands-on learning promotes concept development.
A. References
1. Teacher’s Guide Pages
2. Learner’s Materials Pages EXPLORATORY COURSE
Grades 7 and Grade 8
3. Textbook Pages
4. Additional Materials from https://www.google.com/search?
Learning Resource (LR) q=food+processing+sugar+concentration+learning+module+&sca_esv=0f32ba588ab44b75&rlz=1C1PASC_enPH1106PH1106&sxsrf=ADLYWIKoO5RQHpVcMRa75sb4tDozQL7f9Q
portal %3A1736044280584&ei=-
B. Materials and PowerPoint Presentation
Resources: - Manufacturer manuals for equipment
- Refractometer or hydrometer
- Calibration kit (if applicable)
- Cleaning and sanitizing agents
- Beakers, measuring spoons, and cups
- Protective gloves and aprons
- Whiteboard and markers
- Handouts with instructions and diagrams
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
IV. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which
you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their
learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing Previous Lesson - Discuss the importance Review the importance of
or Presenting the New of sugar concentration in sugar concentration in food
Lesson food preservation. preservation.
- Introduce the key
processes: preparation,
calibration, and
sanitation of equipment.
B. Establishing a Purpose for Objective1: Objective 2: Objective 3: Sanitization
the Lesson Preparation Calibration
- Explain how to read Describe the calibration - Discuss the importance of
and follow the process and its importance sanitizing equipment to
manufacturer's manual in maintaining equipment prevent contamination.
for equipment setup. accuracy.
C. Presenting Showing PowerPoint
Examples/Instances of the Demonstrate the proper
Presentation of
Lesson cleaning and sanitizing
equipment, tools and
techniques using the
utensils for preserving
appropriate agents.
foods by sugar
concentration.
D. Discussing New Concepts Demonstrate the correct - Provide a step-by-step Emphasize safety
and Practicing New Skills #1 preparation of a demonstration of calibrating measures, such as wearing
refractometer or a refractometer using a gloves and aprons.
hydrometer for use. standard solution.
IV. PROCEDURES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by
the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things,
practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge.
Indicate the time allotment for each step.
E. Discussing New Concepts Highlight the significance
and Practicing New Skills of following the manual to
#2 ensure accurate
measurements.
F. Developing Mastery QUIZ NO. 1
Leads to Formative - Recap the key points of (Showing pictures)
Assessment preparation, calibration,
and sanitization. Give the name of each
- Discuss how these equipment, tools and
processes contribute to utensils for preserving
effective food foods by sugar
preservation. concentration.
G. Finding Practical - Allow students to
Applications of Concepts . practice calibration in
and Skills in Daily Living small groups, following
the manufacturer’s
specifications.
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by
V. PROCEDURES the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things,
practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge.
Indicate the time allotment for each step.
H. Making Generalizations and - Ask question to - Ask question to - Ask question to
Abstractions about the reinforce learning, such reinforce learning, such reinforce learning, such
Lesson as: as: as:
Why is it important to What are the steps How do you ensure that
follow the manufacturer's involved in calibrating a equipment is properly
manual when preparing refractometer? sanitized?
equipment?
I. Evaluating Learning . Guided Practice QUIZ NO. 1
(Showing pictures)
- Divide students into
groups to practice Give the name of each
preparing, calibrating, equipment, tools and
and sanitizing equipment. utensils for preserving
- Provide guidance and foods by sugar
support as they work concentration.
through each step.
Provide students with
checklists for each
process to ensure they
understand each step.
Observe students during
the guided practice to
assess their
understanding and skills.
J. Additional Activities for
Application or Remediation - Encourage students to
ask questions and seek
clarification when
needed.
- Offer feedback and
support to help students
refine their techniques.
VI. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your student’s progress this week. What works? What else needs to be done to help the students learn?
VII.REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in
the evaluation
B. No. of learners who require
additional activities for remediation
C. Did the remedial lessons work? No.
of learners who have caught up
with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
work well? Why did this work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovations or localized
materials did I use/discover which I
wish to share with other teachers?
Prepared by: Checked by:
JESABEL E. EGANA GRACE M. BERNAL
Learning Facilitator Principal III
