Enclosure 1A to DepEd Order No. ______ , s.

2016

DAILY School LAKEVIEW INTEGRATED SCHOOL Grade Level VI

LESSON LOG Teacher LOWELLI E. CONCEPCION Learning Area TLE-HE
Teaching Dates and Time SEPTEMBER 26-30, 2022 Quarter 1st Quarter
6:25-7:15 Camella
8:05- 8:45 Lakeview 1
9:00-9:50 Lakeview 3
11:00- 12:00 Lakeview 2
dsd

Monday Tuesday Wednesday Thursday Friday

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives,necessary procedures must be followed and if needed, additional lessons,exercises and remedial
I. OBJECTIVES activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content and
competencies and enable children to find significance a n d j o y in learning the lessons.Weekly objectives shall be derived from the curriculum guides.
A. Content Standards Demonstrates an understanding of and skills into the basics of food preservation
B. Performance Standards Preserves food/s using appropriate tools and materials and applying the basics of food
TLE6HE-Og-11 3.2.1 Identifies the tools/utensils and equipment
C. Learning Competencies / Objectives 3.2 Uses the tools/utensils and equipment and 3.2.1 Prepares plan on preserving/processing food
Write the LC code for each their substitutes in food preservation /
processing.
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG, the content can be tackled in a week or two.
II. CONTENT
Food Preservation
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning.Ensure that there is a mix of concrete and manipulative materials as well as
III. LEARNING RESOURCES paper-based materials. Hands-onl earning promotes concept development.
A. References
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning
Resource (LR)portal
Bantigue, R.M. and Pangilinan, J.P. https://food-hacks.wonderhowto.com/how-
(2014) Growing up with Home Economics to/10-brilliant-substitutions-for-specialized-
and Livelihood Education. FNB kitchen-tools-0150526/
Educational, Inc. QC.
https://www.youtube.com/watch?
v=N0Y2QlMO4Uw
B. Other Learning Resources
https://www.youtube.com/watch?
v=KjG28t1iGQI

IV. PROCEDURES
A. Reviewing previous lesson or Recap of previous lesson Recap of previous lesson Recap of previous lesson. Recap of previous lesson. Mention that yesterday, the

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Last week, the discussion was on food Yesterday, the class was able to identify There were exercises or activities on the There were presentation of possible class started with the planning
preservation, the benefits derived from it different tools/instruments and equipment used use of the different tools/instruments and substitutes for kitchen for the presentation of
as well as its different types. We also in food preservation. equipment in food preservation / food tools/instruments. There was a video preserved/processed food.
conducted an inventory of food that can processing,. presentation of these substitutes and Today, they will continue to
be preserved and processed. The class was able to distinguish the difference how they can be used. prepare for the assignment
between tool/instruments and equipment. The class was asked if they could think of next week.
presenting the new lesson This week’s lesson is on the possible substitute/s for tools//instruments. The class was also informed that
tools/instruments/utensils and equipment they willl present by group
that we use for food preservation. processed/preserved food next
week.

The class started with their planning

for the project and the first step was
to identify a food item.

Ask the learners on the importance of Our lesson for today is a continuation of the Ask the learners why there is a need to The eight (8) groups will present their Continue with group discussion
familiarizing the learners with the discussion yesterday because the class will be think of substitutes for instruments/tools in plans. on project.
tools/utensils and equipment in food asked to present the recipes of preserved the kitchen.
preservation. foods/processed foods and identify the There is emphasis on non-duplication The class discussed with their
B. Establishing a purpose for the tools/instruments and equipment used to Emphasize the need to be resourceful for of food items with the same mode of individuall group their chosen
lesson complete the process. the learners food preservation. recipe, tools and equipment,
tasks for each member of the
group, workplan, and the
budget for the project.

Ask the difference between Individual class presentation. With reference to the assigned task to the After presentation, the teacher will The group representative will
tools/instruments and equipment. learners, the teacher will call on learners to ask the class to group themselves check with the HE room if the
The other members of the class will provide provide examples of substitutes. again then discuss the following: tools and equipment needed
Before the difference is determined, ask feedback on the presentation.  Choosing a recipe. are available.
the learners to give examples of tools / Show photos to the class.  Identifying tools and equipment
instruments and equipment. that will be used in completing If the tools are not available,
Knife sharpener - sharpen your knife with a the process the learners will bring them to
C. Presenting examples/ instances of ceramic bowl or mug  Listing the steps in class.
the new lesson Egg separator – water bottle preserving/processing of food
 Assigning tasks for each group Bring the needed ingredients
member for the project..
Jar opener – duct tape  Designing a work plan
 Preparing a budget
Burger press – measuring cup, jar lids  Documenting photos

Double boiler – two saucepans or one pan

and a mixing bowl
Ask the learners examples of these Play a video clip on food preservation / food The teacher will explain each of the The eight (8) groups will
D.Discussing new concepts and practicing tools/instruments: processing. The video contains the specific Show a video on substitute for kitchen items that will be included in the provide updates on the status
new skills #1 steps undertaken for the completion of the tools/instruments. presentation: of preparation for their
Response may include knives, fork, process. The use of the tools / utensils/ assignment.
spoon, whisk, spatulas, graters, wooden instruments and equipment are very evident in  Recipe of the
https://www.youtube.com/watch?

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mallets, containers, plastic bins with the video. v=N0Y2QlMO4Uw preserved/processed food
airtight lids, ceramic dishes with plastic
lids and foil containers, jars, bag, food https://www.youtube.com/watch?  Tools / instruments used in the
brushes, measuring cups, colander, v=KjG28t1iGQI activity
strainer, timer, weighing scale, measuring
spoons, handheld can opener, cooking
thermometer, etc. Think of other substitute for  Equipment used in the activity
tools/iinstrument.
Ask the learners examples of equipment  Steps in preserving/processing
used in food preservation: juicer, mixer, of food
electric can opener, blender, refrigerator,
stove, oven.  Role of each member of the
group
What then is the difference between tools
and equipment?

One major difference is the use of

electricity.

The teacher will show photos or drawings The contents of the video will be processed by The teacher will inform the class that by Tell the class that it might be the first
of examples of tools/instruments and the class. next week, they will be bringing time that they have heard of the
equipment. preserved/processed foods which they following:
themselves will prepare.  Work plan
The teacher will ask the learners the use  Budget
of each tool/instrument and equipment.  Photo Documentation
The class will be divided into eight (8).
With reference to the lessons last week on
The teacher will then present a photo the methods of food preservation, assign (not included in the CG)
where the specific tool or equipment is two groups per method.
E. Discussing new concepts and practicing new used or being used.
skills#2
Group 1 - Drying
Group 2 - Salting
Group 3 - Freezing
Group 4 –Processing
Group 5 – Drying
Group 6 – Salting
Group 7 - Freezing
Group 8 - Processing

F. Developing mastery The class will prepare Pickled Papaya. Presentation of another video clip on Each group will identify what food item they Define, explain and provide
(Leads to Formative Assessment 3) What tools/utensils/instruments will be processing/preservation of food. will work on. There should be no examples.
used? duplication of food items for groups who will
 Grater Midway in the presentation, the teacher will be working on the same method. Workplan – is the list of tasks that
 Bowl pause the video then ask the class what the need to be done for a specific
 Jar next steps will be. activity. It indicates the day and time

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 Teaspoon The individual group will plan on the and the task that will be done.
 Cup The video presentation will be played again. preserved/processed food which they will
 Muslin bag prepare. Budget – is the list of the expenses
 Squeezer or costs of items used in the activity.
 Collander
 Tray or bilao Photo Documentation – are pictures
taken before, during and after the
 Sauce pan
activity. These are action shots e.g.
 Knife
discussing, marketing, food
 Slicer preparation, of cooking until the final
product is ready for presentation.

G. Finding practical applications of Describe how the above The teacher will ask the learners what process
concepts and skills in daily living tools//instruments will be used? in the video is very important in food
preservation / food processing. Ask them why.
Ask the class what equipment will be
used in the preparation of Pickled
Papaya?

Answer: Gas stove or gas range

Ask the class when it will be used.

H. Making generalizations and abstractions Remember the difference between The class continue with their
about the lesson tools/instruments and equipment. planning for next week’s
presentation
Familiarize yourselves with the
tools/instruments used in the preservation
of food.
I. Evaluating learning Present a situation wherein the The teacher will go around the eight (8) The teacher will go around the eight The teacher will advise the
tools/instruments needed for a specific recipe groups to ensure that they are on the right (8) groups to ensure that they are on group on how to better prepare
are not available. track. the right track. for their presentation next
week.
Ask the learners to think of a substitute. Clarifications by the learners will be Clarifications by the learners will be
addressed by the teacher. addressed by the teacher. Clarifications by the learners
will be addressed by the
teacher.
J. Additional activities for application or Bring recipes on preserved foods. Submit photos of possible substitutes for
remediation Identify the equipment and kitchen tools/instruments. .
tools/instruments that will be used to
complete the process.
V. REMARKS
Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn?
VI. REFLECTION Identify what help your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No.oflearnerswho earned80%onthe formative
assessment

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B. No.oflearnerswho requireadditionalactivities
forremediation.
C. Didtheremediallessons work?
No.oflearnerswho havecaughtupwiththe
lesson.
D. No.oflearnerswho continuetorequire
remediation
E. Whichofmyteaching strategiesworkedwell?
Why didthesework?
F. WhatdifficultiesdidI encounterwhichmy
principalorsupervisorcan helpmesolve?
G. What innovation or localized materials did I
use/discover which I wish to share with
other teachers?
For improvement, enhancement and/or clarificationof any DepEd material used, kindly submit feedback to [email protected]

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