Grade

GRADE 8
School GENERAL SANTOS CITY NATIONAL HIGH SCHOOL Level

Learning FOOD
DAILY Teacher MARIANE E. FAMINI Area PROCESSING

LESSON
12:20-01:10 Tamarind
Teaching 03:00-03:50 Vanilla
PLAN Time 03:50-04:40 Zinnia
Quarter FOURTH
05:30-06:20 Violet

WEDNESDAY
PARTICULARS
Date:
I. OBJECTIVES
The learner demonstrates understanding of basic principles and rules to be
A. Content Standards observed to ensure food safety and sanitation when he/she packages food
products.

B. Performance Standards
C. Learning Competencies /
Objectives
The learner observed to ensure food safety and sanitation when he/she
packages food products.
LO 4. Participate in improving environmental practices at work.
4.1 Define and differentiate hazards from risks
4.2 Discuss and identify the different types of workplace hazards.
4.3 Realize the importance of learning hazard and risk in the workplace.

HAZARD AND RISKS

II. CONTENT
(TLE_AFFP7/8OS-0i-j-4)

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide
2. Learning Materials page AF Fish/Food Processing Learning Module

B. Other Learning Resources http//www.google.com

IV. PROCEDURES
A. Reviewing previous lesson
Or presenting the new
lesson
B. Establishing a purpose
for the lesson
C. Presenting
examples/instances of the
new lesson
D. Discussing new concept
& practicing new skills # 1
a. Prayer
b. Checking of Attendance
c. Review: Who can tell me what was our topic yesterday? ( Call a
representative to share his/her ideas)
d. Presenting of objectives (Let the students read the objectives
What do you know about the topic?
What do you want to learn
Motivation: Show a video presentation about hazards and risks.
Question: What can you say about the video presentation?
Guide Question:
What is hazard?
What is risk?
What is the difference between hazard and risk?
The teacher will then discuss the following thru power point
presentation about:
a. what is hazard and risk?
b. different types of workplace hazards
 E. Discussing new concept & While discussing allow the students to give their ideas and examples
practicing new skills # 2 about the different types of workplace hazards.
F. Developing Mastery Give an example of hazards and its corresponding risks? How does
(leads to formative learning hazards and risk relate with other subject areas? Give
assessment) examples.
G. Finding practical Is it important to learn risk and hazards? Why? How can you relate it in
applications of concepts
and skills to daily life your daily living

Guessing game:

There will be a series of picture that the teacher will show in class. The
H. Making generalizations students are going to identify the types of hazard it belong and discuss it in
and abstractions class. This is a group activity.

The points will be based on each groups answer.

Group activity
Each group will have a differentiated activity
Slogan, short skit presentation, reporting and singing
They are going to base their presentation on hazards and risks.
Each group are given 5 minutes to prepare.
Rubrics.
Content and ideas= 20 points
Content and ideas are relevant to the topic -20 points
I. Evaluating learning Content and ideas shows some relevance to the topic-15 points
Presentation= 10 points
The group presented very well-10 points
The group presented it well-5 points
Over all group performance/participation=10points

The group shows overall group participation-10 points

Some of the group are showing group participation-5 points

J. Additional activities for

application or remediation.
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% above in the
evaluation.
B. No of learners who required additional
activities for remediation who scored below
80%
C. Did the remedial lesson work? No of learners
who have caught up with the lesson

D. No of learners who continue to remediation

E. Which of my teaching strategies work well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?

Prepared by:
MARIANE E. FAMINI

School Grade GRADE 8

 GENERAL SANTOS CITY NATIONAL HIGH SCHOOL Level

Learning FOOD
DAILY Teacher MARIANE E. FAMINI Area PROCESSING
LESSON
12:20-01:10 Tamarind
Teaching
PLAN 03:00-03:50 Vanilla Quarter FOURTH
Time 03:50-04:40 Zinnia
05:30-06:20 Violet

FRIDAY
PARTICULARS
Date:
I. OBJECTIVES
The learner demonstrates understanding of basic principles and rules to be
A. Content Standards observed to ensure food safety and sanitation when he/she packages food
products.

B. Performance Standards
C. Learning Competencies /
Objectives
The learner observed to ensure food safety and sanitation when he/she
packages food products.
LO 4. Participate in improving environmental practices at work.
4.4. Explain environmental hazards.
4.5. Discuss how environmental risks, hazards and incidents can be
prevented and controlled the following:
a. Flood b. Fire c. Pollution

ENVIRONMENTAL HAZARDS ( FLOOD, FIRE AND POLLUTION)

II. CONTENT
(TLE_AFFP7/8OS-0i-j-4)

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide
2. Learning Materials page AF Fish/Food Processing Learning Module

B. Other Learning Resources http//www.google.com

IV. PROCEDURES
Review the past lesson:
A. Reviewing previous lesson Differentiate hazard from risk
Or presenting the new
Activity 1. Anagram–Group the class into three (3) and show them a series
Lesson of transposed letters and let them guess the correct word in 10 secs.
Whichever group who first got the correct answer will win the game.

B. Establishing a purpose
for the lesson
C. Presenting
examples/instances of the
new lesson
D. Discussing new concept
& practicing new skills # 1
What do you think those words (in the game) are related to?
Let the learners read the objectives
Can you give me examples of hazards?
The teacher will then discuss the following thru power point
presentation about:
a. explain environmental hazards
b. discuss how flood, fire and pollution can be prevented and
controlled

E. Discussing new concept & Ask the students to give their ideas or suggestions on how to prevent
practicing new skills # 2 damages of flood, fire and pollution?
F. Developing Mastery What is an environmental hazard?
 (leads to formative What are the different categories of environmental hazards?
assessment) How flood, fire and pollution can be prevented and controlled?
G. Finding practical Is it important to learn environmental hazards? Why? How can you
applications of concepts
and skills to daily life relate it in your daily living?

Sustainable development requires people to carry out

H. Making generalizations
and abstractions
I. Evaluating learning
J. Additional activities for
application or remediation.
environmental mitigation (lessening the damaging effects) for
newly developed factories, dams, irrigation schemes and other
undertakings as prescribed by law.
Activity 2. ROLE PLAYING
Group the class into three (3). Each group will role play the scenario of
the people being affected of flood or losing a house or properties due
to fire and pollution that endangers human health and life.
The learners will be graded according to the rubrics presented.

V. REMARKS

VI. REFLECTION
H. No. of learners who earned 80% above in
the evaluation.
I. No of learners who required
additional activities for remediation
who scored below 80%
J. Did the remedial lesson work? No of
learners who have caught up with the
lesson
K. No of learners who continue to
remediation
L. Which of my teaching strategies work
well? Why did these work?
M. What difficulties did I encounter
which my principal or supervisor can
help me solve?
N. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?

Prepared by:
MARIANE E. FAMINI
Teacher 1

ROLE PLAY RUBRIC

Name: ____________________________________ Date: _______________________

Grade and Section: __________________________ Role played: _________________

Activity: __________________________________

Criteria: Rating:

Speech was clear with appropriate volume and infliction. 5 4 3 2 1

Role played was in convincing, consistent manner. 5 4 3 2 1

Arguments and viewpoints expressed fit role played. 5 4 3 2 1

Costumes and props are effectively used. 5 4 3 2 1

Role-play was well prepared and organized. 5 4 3 2 1

Role-play captured and maintained audience interest. 5 4 3 2 1

Comments: ___________________________________________________________________

____________________________________________________________________________

Grade
GRADE 8
School GENERAL SANTOS CITY NATIONAL HIGH SCHOOL Level

Teacher MARIANE E. FAMINI Learning FOOD

 DAILY
LESSON
Teaching
PLAN Time
PARTICULARS
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning Competencies /
Objectives
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide
2. Learning Materials page
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson
Or presenting the new
Lesson
B. Establishing a purpose
for the lesson
C. Presenting
examples/instances of the
new lesson
D. Discussing new concept
& practicing new skills # 1
E. Discussing new concept &
practicing new skills # 2
F. Developing Mastery
Area PROCESSING
12:20-01:10 Tamarind
03:00-03:50 Vanilla Quarter FOURTH
03:50-04:40 Zinnia
05:30-06:20 Violet
FRIDAY
Date:
The learner demonstrates understanding of basic principles and rules to be
observed to ensure food safety and sanitation when he/she packages food
products.
The learner observed to ensure food safety and sanitation when he/she
packages food products.
LO 4. Participate in improving environmental practices at work.
4.6. Discuss how environmental risks, hazards and incidents can be
prevented and controlled the following:
a. Electrical Blackout c. Food poisoning
b. Red tide d. Chemical spill
4.7. Conduct a drill during a chemical spill.
4.8. Value the importance of learning environmental hazards and
mitigation
ENVIRONMENTAL HAZARDS ( ELECTRICAL BLACKOUT, FOOD
POISONING, RED TIDE AND CHEMICAL SPILL)
(TLE_AFFP7/8OS-0i-j-4)
AF Fish/Food Processing Learning Module
http//www.google.com
Review the past lesson
What is an environmental hazard?
What are the different types of environmental hazards?
Activity 1. Group the class into three (3)
Direction: Cut pictures that identifying hazards and disasters from the
given old newspapers and paste it into a clean manila paper. When it is
done post your output on the board and explain.
Showing videos of the real scenario of the different environmental
hazards.
What can you say about the video presented?
Do you have any experience like on the video presented a while ago?
The teacher will then discuss the following thru power point
presentation about:
a. Electrical blackout b. Food poisoning
c. Red tide d. Chemical spill
Do you have any ideas on how to lessen damaging effect of this kind of
hazards particularly red tide and chemical spill?
How will you identify the food if it is not safe to eat?
What will you do if there is an interruption of electrical power?
Activity 2
 Direction: Suggest ways on what to do before, during, and after the
(leads to formative incidents happen due to environmental hazards that may help to
assessment) lessen damages of life and properties.

G. Finding practical
applications of concepts
and skills to daily life
H. Making generalizations
and abstractions
How can you relate environmental hazards in your daily living?
An environmental hazard is any hazard that presents a danger to a
surrounding environment. These dangers come in many forms and
are not often noticed until an accident occurs. Understanding the
various environmental hazards and taking precautions can help
prevent accidents .
Activity 3
Direction: Conduct a drill on what to do in case of an accidental chemical spill
in a food processing plant.

Procedure:
1. Vacate the room
I. Evaluating learning 2. Avoid throwing water or touching the chemicals with bare hands.
3. Inform proper authorities.
4. Cover nose with wet cloth then transfer casualty for safer place.
5. Give milk and starch for ingested chemical
6. Ensure adequate air circulation around the victim
7. Call 117 or local counterpart for paramedic

J. Additional activities for

application or remediation.
V. REMARKS
VI. REFLECTION
O. No. of learners who earned 80% above in
the evaluation.
P. No of learners who required
additional activities for remediation
who scored below 80%
Q. Did the remedial lesson work? No of
learners who have caught up with the
lesson
R. No of learners who continue to
remediation
S. Which of my teaching strategies work
well? Why did these work?
T. What difficulties did I encounter
which my principal or supervisor can
help me solve?
U. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?

Prepared by:
MARIANE E. FAMINI
Teacher 1