MODULAR DISTANCE LEARNING DELIVERY

T L E 6 – HOME ECONOMICS
School Grade Level GRADE 6
Teacher Learning Area TLE –HOME
ECONOMICS
LESSON Teaching Date Quarter FIRST
EXEMPLAR Teaching Time No. of Days 15 DAYS

I. OBJECTIVES At the end of lesson, the learners are expected to:

a. Define food preservation
b. Explains different ways of food preservation (drying,
salting, freezing, and processing)
c. Identify Food Preservation Benefits
A. Content The learners demonstrate an understanding the skills in the basics
Standard of food preservation
B. Performance The learner preserves food/s using appropriate tools and materials
Standard and applying the basics of food preservation
C. Most
Essential Explains different ways of food preservation (drying, salting,
Learning freezing, and processing)
Competencie TLE6HE-0f-10
s (MELC) (3.1, 3.1.1-3.1.3)
D. Enabling
Competencie
s
II. CONTENT Different ways of food preservation
III. LEARNING
RESOURCES
A. References
a. Teacher’s Life Skills Through TLE Teachers Manual page 33-34
Guide Pages Curriculum Guide in Technology and Livelihood Education 6.
b. Learner’s Module, PIVOT 4A LM’S page 1-25
Material MISOSA-V Iba’t-ibang Pamamaraan ng Pag-iimbak.
Pages MISOSA-VI Pag-iimbak at Preserbatiba.
c. Textbook Life Skills Through TLE Textbook page 124-130
Pages
d. Additional Learning Resources Portal
Materials
from
Learning
Resources
B. List of Learning
Resources for
Development
and
Engagement
Activities
IV. PROCEDURE
A. Introduction What I need to know?
The learners will do the walkthrough of the lesson expectations.
Day 1-5 At the end of this Lesson you are expected to:
a. Define food preservation
b. Explains different ways of food preservation (drying,
 salting, freezing, and processing)
c. Identify Food Preservation Benefits
 In this part the lesson will be presented.

 Learning objectives will also be introduced to guide the

learners on the learning targets founded on Knowledge,
Skills and attitudes/values and principles.

What’s new?

If you have a lot of fruit trees in your house and you cannot
consume all the fruits immediately, what different things you can
do? If you bought some fishes and meat in the market but wish to
consume it some other time, how will you prevent them from
spoiling?

In this lesson, you will learn about the different foods that can
be preserved and what are the benefits of doing it. Read the song
and analyze each line for you to know its theme: Food Preservation
Song (Tune: It’s a Small World)

Module page 4
B. Development What I know?

Day 1-5 The learners will answer the questions below as part of identifying
what they already know. They will refer to their modules to identify
the tasks they need to accomplish.

Learning Task 1:
Choose the letter of the best answer. Write your answers in a
separate sheet of paper.

Module page 4-5

What’s in?

Learning Task 2:
Given the following raw main ingredients, the learners choose
the possible food preservation method to be used and the product
that can be made. They write the answers on a separate sheet of
paper.

Learning Task 3:
The learners Classify the food as meat, seafood, or vegetables/
fruits by putting them in their proper column. They write the
answers on a separate sheet of pad paper.

Module page 5-6

What is it?

The learners will be provided with the information about the

following:

A. Meaning Food Preservation

 B. Different Ways of Preserving Food
C. Benefits of Food Preservation

Food preservation is the prevention of food spoilage, which is

caused by the growth of microorganism in foods. This is used to
extend the shelf life of food products. Some ways to preserve food
are the following: drying, salting and freezing.

Module page 6-8

C. Engagement What’s more?
 The learners will do/perform the activities indicated in the
Day 6-10 module. This activities include the following:

Learning Task 4:
Identify the food preservation technique that is used
in the following products. Write your answers in your
answer sheet.

Module page 9
What I can do?

The learners will perform or apply the learnings by answering the

following:

Learning Task 5:

Give the benefits of food preservation by completing the graphic

organizer below. Do this in your notebook.

Module page 9

What other enrichment activities can I engage in?

To further enrich the learner’s knowledge, skills and attitude
/values (KSAVs) They will be performing other enrichment tasks
such as :

Learning Task 6:
Given the following situations, by identifying how food
preservation became useful? The learners will write their answers
on a separate sheets of paper.
Module page 10
D. Assimilation What I have learned?
In formulating or creating bits of information reflective of what
Day 11-15 they have learned during the Development and Engagement
phases, the learners will answer the questions focusing on the
given topic. The given questions are directed on synthesizing their
 learned information based on the given content.

Learning Task 7:
 The learners will answer the questions provided.

Identify the food preservation method employed in the given

scenario. The learner will write their answers in separate answer
sheets of paper.
Module page 11
V. REFLECTION
 The learners, in their notebook, journal or portfolio will write
their personal insights about the lesson using the prompts
below.

I understand that ___________________________________.

I realize that_________________________________________.

MODULAR DISTANCE LEARNING DELIVERY

 T L E 6 – HOME ECONOMICS
School Grade Level GRADE 6
Teacher Learning Area TLE –HOME
ECONOMICS
LESSON Teaching Date Quarter FIRST
EXEMPLAR Teaching Time No. of Days 10 DAYS

I. OBJECTIVES At the end of lesson, the learners are expected to:

a. uses the tools and equipment and their

substitutes in food preservation/processing
b. identifies the tools and equipment
c. prepares plan on preserving/processing food

A. Content Standard The learners demonstrate an understanding of and skills in

the basics of food preservation
B. Performance The learner preserves food/s using appropriate tools and
Standard materials and applying the basics of food preservation
C. Most Essential Uses the tools and equipment in food preservation
Learning TLE6HE-0g-11
Competencies (3.2, 3.2.1-3.2.2)
(MELC)
D. Enabling
Competencies
II. CONTENT Tools and Equipment in Food Preservation
III. LEARNING
RESOURCES
A. References
a.Teacher’s Guide Pages Life Skills Through TLE Teachers Manual page 33-34
Curriculum Guide in Technology and Livelihood Education 6.
b.Learner’s Material Pages Module, PIVOT 4A LM’S page 1-25
MISOSA-V Iba’t-ibang Pamamaraan ng Pag-iimbak.
MISOSA-VI Pag-iimbak at Preserbatiba.
c.Textbook Pages Life Skills Through TLE Textbook page 124-130
d.Additional Materials Learning Resources Portal
from Learning Resources http://lrmds.deped.gov.ph/k_to_12
https://commons.deped.gov.ph/categories/aa83ff98-0b05-
488e-80fb-7b1bea616409
B. List of Learning
Resources for
Development
and Engagement
Activities
IV. PROCEDURE
A. Introduction What I need to know?
The learners will do the walkthrough of the lesson
Day 1-5 expectations.
At the end of this Lesson you are expected to:
a. uses the tools and equipment and their
substitutes in food preservation/processing
b. identifies the tools and equipment
c. prepares plan on preserving/processing food
 In this part the lesson will be presented.

 Learning objectives will also be introduced to guide the

learners on the learning targets founded on Knowledge,
Skills and attitudes/values and principles.

What’s new?

Before doing the food preservation process, what do you

need to do first and how are you going to do it? In this lesson,
you will find out the tools and equipment used in food
preservation as well as how to make and prepare a project
plan in food preservation.

Learning Task 1:

Using your background knowledge in cooking, look for five

different tools used in food preservation. Words can be found
vertically, horizontally or diagonally.

Module page 12

B. Development What I know?

Learning Task 2:

Try classifying the following tools and equipment in food

preservation as to their usage. Put them in their proper
column.

Module page 13
 What’s in?

Learning Task 3:

The learner will Identify the food preservation method

described. Then write their answer on a separate sheet of pad
paper.

Module page 13

What is it?

TOOLS AND EQUIPMENT NEEDED IN

PRESERVING FOOD

Food preservation requires not only the food that you will
preserve but you must also have the tools and equipment
needed to carry out the process. Here are some of the tools
that you need to prepare if you will start preserving food.
The following lists are Tools and equipment contribute
to the success of food preservation.

HOW TO MAKE A PROJECT PLAN

A project plan is a guide in accomplishing a certain task that
you need to achieve. Here, you are going to write your
objectives in making a task, the things needed, the
procedures, a sketch of your product as well as the evaluation
that you are going to use. See the sample.

Module page 15-16

C. Engagement What’s more?

 The learners will do/perform the activities indicated in

the module. This activities include the following:

Learning Task 4:

Choose the best tool to be used in the given scenarios by

encircling their answers.

What I can do?

The learners will perform or apply the learnings by answering

the following:

Day 6-10 Learning Task 5:

Make an inventory of available tools and equipment in food

preservation at your home. List it down and write how it is
used. You may add rows if necessary
 What other enrichment activities can I engage in?
To further enrich the learner’s knowledge, skills and
attitude /values (KSAVs) They will be performing other
enrichment tasks such as :

Learning Task 6:

Find a partner. Put all the food preservation tools available

in your house inside a box. Prepare flashcards with the name
of tools written in it. When your partner shows the flashcard,
you need to get the tool written in it inside the box. You may
change your roles afterwards.

Learning Task 7:

Make an album of the different tools and equipment used

in food preservation. You can take a picture or you can draw.
Also, write the function of each tool and equipment. You can
add designs to make your album more beautiful.

Module page 17-18

D. ASSIMILATION
What I have learned?
In formulating or creating bits of information reflective of
what they have learned during the Development and
Engagement phases, the learners will answer the questions
focusing on the given topic. The given questions are directed
on synthesizing their learned information based on the given
content.

Learning Task 8:

Decide a food preservation recipe and make your own

project plan. Follow the guide on making project plan.

Module page 18

V. REFLECTION
 The learners, in their notebook, journal or portfolio will
write their personal insights about the lesson using the
prompts below.

I understand that ___________________________________.

I realize that_________________________________________.

MODULAR DISTANCE LEARNING DELIVERY

T L E 6 – HOME ECONOMICS
 School Grade Level GRADE 6
Teacher Learning Area TLE –HOME
ECONOMICS
LESSON Teaching Date Quarter FIRST
EXEMPLAR Teaching Time No. of Days 15 DAYS

I. OBJECTIVES At the end of lesson, the learners are expected to:

a. Select food to be preserved/processed based on

availability of raw materials, market demands, and trends
in the community
b. Preserve fruits, vegetables, fish, eggs, or meat
c. Observes safety rules in food preservation/processing
A. Content Standard The learners demonstrate an understanding the skills in the
basics of food preservation
B. Performance The learner preserves food/s using appropriate tools and
Standard materials and applying the basics of food preservation
C. Most Essential Preserves food applying principles and skills in food
Learning preservation processing
Competencies TLE6HE-0h-12
(MELC) ( 3.3,3.3.1-3.3.2)
D. Enabling
Competencies
II. CONTENT Preserves Food Applying Principles and Skills in Food
Preservation Processing
III. LEARNING
RESOURCES
A. References
a.Teacher’s Guide Pages Life Skills Through TLE Teachers Manual page 33-34
b.Learner’s Material Module, PIVOT 4A LM’S page ______
Pages
c.Textbook Pages Life Skills Through TLE Textbook page 124-130
d.Additional Materials Learning Resources Portal
from Learning http://lrmds.deped.gov.ph/k_to_12
Resources https://commons.deped.gov.ph/categories/aa83ff98-0b05-
488e-80fb-7b1bea616409
B. List of Learning
Resources for
Development and
Engagement
Activities
IV. PROCEDURE
A. Introduction What I need to know?
The learners will do the walkthrough of the lesson expectations.
Day 1 - 5 At the end of this Lesson you are expected to:

a. Select food to be preserved/processed based on

availability of raw materials, market demands, and trends
in the community
b. Preserve fruits, vegetables, fish, eggs, or meat
c. Observes safety rules in food preservation/processing
In this part the lesson will be presented.

 Learning objectives will also be introduced to guide the

 learners on the learning targets founded on Knowledge,
Skills and attitudes/values and principles.

What’s new?

Do you know the qualities of food products that are best

to be preserved? What are the different things that we need to
consider when doing food preservation? Why do we need to
follow the principles in food preservation? In this lesson, you
will be able to preserve food by applying the principles and
skills in food preservation processing.

Learning Task 1:

The learner will get a timer and set it in two minutes.

Within that period of time they need to write the different things
which do they think need to consider in preserving food. They
write their answers on a separate sheet of paper.

Module page 19
B. Development What I know?

The learners will answer the questions below as part of

identifying what they already know. They will refer to their
modules to identify the tasks they need to accomplish.

Learning Task 2:

Write TRUE if the statement is correct and FALSE if not

correct. Write your answers on a separate sheet of paper.

What is it?

The learners will be provided with the information about the

following:

A. Factors in Selecting Food for Preservation

B. Safety Rules in Food Preservation

Module page 20-21

C. Engagement What’s more?

Day 6 – 10 Learning Task No. 3:

Observing the principles in selecting food and safety in food

preservation, by doing this food preservation method.

HOW TO MAKE SALTED EGGS

Module page 21

What I can do?

Learning Task 4:
 Now that you know how to preserve food, make a tour in
your community. Look for available resources in your place that
can be preserved which you think will meet community
demands. Using the food that is available, select the food
preservation technique which you think is most applicable.
Apply the principles and skills in food processing and observe
safety rules as well.

Day 11 – 15 Learning Task 5:

Compose a jingle to remind us on the different principles and

safety rules in food preservation. You can also make some steps
that will match in your created jingle

Learning Task 6:

Make a slogan about the safety rules in food

preservation.

What other enrichment activities can I engage in?

To further enrich the learner’s knowledge, skills and attitude
/values (KSAVs) They will be performing other enrichment tasks
such as :

Learning Task 7:

Conduct an interview to your household members or other

people that is knowledgeable in food preservation to give tips
and points to ponder while doing food preservation.

Module page 22

D. Assimilation
What I have learned?

Learning Task 8:

Ask your parents or any of your family members on how

to make a dried mangoes. Write down the procedures that they
told you. After that, ask their assistance and help for you to
make your own dried mangoes. The output will be graded based
on the rubrics below
 Module page 23

V. REFLECTION
 The learners, in their notebook, journal or portfolio will
write their personal insights about the lesson using the
prompts below.

I understand that ___________________________________.

I realize that_________________________________________.