SESSION PLAN

Sector : Tourism

Qualification Title : Cookery NC II

Unit of Competency: CLEAN AND MAINTAIN KITCHEN PREMISES

Module Title : CLEANING AND MAINTAINING KITCHEN PREMISES

Learning Outcomes:

LO 1 Clean, sanitize and store equipment

LO 2 Clean and sanitize premises

LO 3 Dispose of waste

INTRODUCTION
This module deals with the skills and knowledge involve in cleaning, sanitizing and maintaining kitchens,
equipment and utensils for food preparation and storage in commercial/institutional kitchens
LEARNING ACTIVITIES
LO 1 Clean, sanitize and store equipment

LEARNING CONTENT METHODS PRESENTATION PRACTICE FEEDBACK RESOURC TIME

ES

Answer self Compare to 7 hrs

check 1.1.1 answer key
  Food preparation Lecture/ Read information Perform 1.1.1 CBLM/
and presentation areas sheet 1.1.1 Task sheet Equipment
hygienically and in Demonstration/ 1.1.1 s and tools
accordance with food needed as
safety and Film Viewing per TR
occupational health
and safety regulations Modular

 Various types of Self-paced

chemicals and instruction
equipment for cleaning
and sanitizing and
their uses

 Environmental-
friendly products and
practices in relation to
kitchen cleaning

 Sanitizing and
disinfecting procedures
and techniques

LO 2 Clean and sanitize premises

LEARNING CONTENT METHODS PRESENTATION PRACTICE FEEDBACK RESOURC TIME

ES
 Answer self Compare to 7 hrs
check sheet answer key
 Cleaned Lecture/ Read information 1.2.1 sheet 1.2.1 CBLM/
various types of sheet 1.2.1 Equipment
surfaces, large and Demonstration/ Perform s and tools
small Task sheet needed as
equipment/utensils Film Viewing sheet 1.2.1 per TR
commonly found in a
commercial kitchen Modular

 Various types Self-paced Perform

of chemicals and instruction Performance
equipment for Checklist
cleaning and sheet 1.2.1
sanitizing and their
uses

 Environmental
-friendly products and
practices in relation
to kitchen cleaning

 Hygiene and
cross-contamination
issues related to food
handling and
preparation

 Sanitizing and
 disinfecting
procedures and
techniques

 Using and
storing cleaning
materials and
chemicals

 Waste
management and
disposal procedures
and practices

LO 3 Dispose of waste

LEARNING CONTENT METHODS PRESENTATION PRACTICE FEEDBACK RESOURC TIME

ES

Answer self Compare to 7 hrs

check 1.3.1 answer key
 Food Lecture/ Read information 1.3.1
preparation and sheet 1.3.1 Perform CBLM/
presentation areas Demonstration/ task sheet Equipment
hygienically and in 1.3.1 s and tools
accordance with food Film Viewing needed as
safety and Modular per TR
occupational health
and safety regulations Self-paced
instruction
 Occupational
health and safety
requirements for
bending, lifting,
carrying and using
equipment

 Logical and
time-efficient work
flow

 Hygiene and
cross-contamination
issues related to food
handling and
preparation

 Sanitizing and
disinfecting
procedures and
techniques

 Waste
management and
disposal procedures
and practices
ASSESSMENT PLAN

 Written Test / Oral Recitation

 Practical Demonstration

 Observation in workplace
TEACHER’S SELF-REFLECTION OF THE SESSION
 Letting them observed safety measures first at all times.
 Before anything else, preparing tools and test equipments must be observed prior to starting the job.

Motivation plays a vital role in here, talking all these things inside the classroom without that, learning outcome is
very unlikely impressive. Concrete motivation is a must, like let them exercise all their senses, let them smell, hear,
feel, see, and taste if possible as need arises in order for them to sink-in the two learning contents under the learning
outcome number two, which is, packaging food.
 SESSION PLAN

Sector : Tourism

Qualification Title : Cookery NC II

Unit of Competency: PREPARE STOCKS, SAUCES AND SOUPS

Module Title : PREPARING STOCKS, SAUCES AND SOUPS

Learning Outcomes:

LO1: Prepare stocks, glazes, essences required for menu items.

LO2: Prepare soups required for menu item

LO3: Prepared sauces required for menu items

LO4: Store and reconstitute stocks, sauces and soups.

INTRODUCTION
This module deals with the skills, knowledge, and attitude required to prepare various stocks, sauces and
soups in a commercial/institutional kitchen
LEARNING ACTIVITIES
LO 1 Clean, sanitize and store equipment

LEARNING CONTENT METHODS PRESENTATION PRACTICE FEEDBACK RESOURC TIME

ES
 Answer self Compare to 6 hrs
check 2.1.1 answer key
 Types of Lecture/ Read information 2.1.1
flavoring agents and sheet 2.1.1 Perform
its ingredients Demonstration/ Task sheet CBLM/
2.1.1 Equipment
 Classification Film Viewing s and tools
/types of stocks,and needed as
glazes,. Modular per TR

 Variety of Self-paced
flavoring and instruction
seasonings

 Uses of
flavoring agents,
stocks, glazes and
seasoning.

LO2: Prepare soups required for menu item

LEARNING CONTENT METHODS PRESENTATION PRACTICE FEEDBACK RESOURC TIME

ES
 Variety of soups
from different recipes
for different cultural Answer self Compare to 6 hrs
backgrounds check sheet answer key
Lecture/ Read information 2.2.1 2.2.1
 Identified sheet 2.2.1 CBLM/
 different classifications Demonstration/ Perform Equipment
of soups Task sheet s and tools
Film Viewing sheet 2.2.1 needed as
 Common per TR
problems on soups Modular
and how to identify
and rectify them Self-paced Perform
instruction Performance
 Common Checklist
culinary terms on sheet 2.2.1
soups and which are
used in the industry

 Use of various
stocks and bases for a
variety of soups

LO3: Prepared sauces required for menu items

LEARNING CONTENT METHODS PRESENTATION PRACTICE FEEDBACK RESOURC TIME

ES
 Variety of hot
and cold sauces
Answer self Compare to 6 hrs
 Classifications of check 2.3.1 answer key
sauces Lecture/ Read information 2.3.1
sheet 2.3.1 Perform CBLM/
  Variety of Demonstration/ task sheet Equipment
thickening agents 2.3.1 s and tools
Film Viewing needed as
 Common per TR
problems on sauce Modular
and how to identify
and rectify them Self-paced
instruction
 Common
culinary terms on
sauce and which are
used in the industry

 Use of various
stocks and bases for a
variety of sauces

 Principles and
techniques of
producing sauce

LO4: Store and reconstitute stocks, sauces and soups.

LEARNING CONTENT METHODS PRESENTATION PRACTICE FEEDBACK RESOURC TIME

ES
 Hygienic
principles and
practices Answer self Compare to 6 hrs
check sheet answer key
  Storing and Lecture/ Read information 2.4.1 2.4.1 CBLM/
reconstituting sheet 2.4.1 Equipment
procedure for stocks, Demonstration/ Perform s and tools
sauces and soups Task sheet needed as
Film Viewing sheet 2.4.1 per TR
 Logical and time
efficient work flow Modular

 Principles and Self-paced

techniques of storing instruction
stocks and sauces
according to industry
standards
ASSESSMENT PLAN

 Written Test / Oral Recitation

 Practical Demonstration

 Observation in workplace
TEACHER’S SELF-REFLECTION OF THE SESSION
 Letting them observed safety measures first at all times.
 Before anything else, preparing tools and test equipments must be observed prior to starting the job.

Motivation plays a vital role in here, talking all these things inside the classroom without that, learning outcome is
very unlikely impressive. Concrete motivation is a must, like let them exercise all their senses, let them smell, hear,
feel, see, and taste if possible as need arises in order for them to sink-in the two learning contents under the learning
outcome number two, which is, packaging food.
 SESSION PLAN

Sector : Tourism

Qualification Title : Cookery NC II

Unit of Competency: PREPARE APPETIZERS

Module Title : PREPARING APPETIZERS

Learning Outcomes:

LO1 Perform Mise en place

LO2 Prepare a range of appetizers

LO3 Present a range of appetizers

LO4 Store appetizers

 INTRODUCTION
This module deals with the skills and knowledge required in preparing and presenting hot and cold appetizers
LEARNING ACTIVITIES
LO 1 Perform Mise en place

LEARNING CONTENT METHODS PRESENTATION PRACTICE FEEDBACK RESOURC TIME

ES

Answer self Compare to 6 hrs

check 3.1.1 answer key
 Variety and Lecture/ Read information 3.1.1
ingredients of sheet 3.1.1 Perform CBLM/
appetizers. Demonstration/ Task sheet Equipment
3.1.1 s and tools
 Classification of Film Viewing needed as
appetizers per TR
Modular
 Tools,
equipments, utensils Self-paced
needed in preparing instruction
appetizers

 Common culinary
terms on appetizers
which are used in the
industry
LO2 Prepare a range of appetizers

LEARNING CONTENT METHODS PRESENTATION PRACTICE FEEDBACK RESOURC TIME

ES
 Kinds and
variety of appetizers
Answer self Compare to 6 hrs
 Hot and cold check sheet answer key
appetizers Lecture/ Read information 3.2.1 3.2.1
sheet 3.2.1 CBLM/
 Nutritional Demonstration/ Perform Equipment
values of appetizers Task sheet s and tools
Film Viewing sheet 3.2.1 needed as
 Methods of per TR
cooking applied for Modular
appetizers
Self-paced
 Culinary instruction
terms for appetizers

LO3: Present a range of appetizers

LEARNING CONTENT METHODS PRESENTATION PRACTICE FEEDBACK RESOURC TIME

ES
 Factors in plating
appetizers
 - Appeal Answer self Compare to 6 hrs
check 3.3.1 answer key
- Color and contrast Lecture/ Read information 3.3.1 CBLM/
sheet 3.3.1 Perform Equipment
- Temperature of food Demonstration/ task sheet s and tools
service 3.3.1 needed as
Film Viewing per TR
- Classical and
innovative Modular
arrangement style
Self-paced
 Attractive instruction
presentation
techniques for
appetizers

Waste minimization
techniques and
environmental
considerations in
specific relation to
appetizers
LO4: Store appetizers

LEARNING CONTENT METHODS PRESENTATION PRACTICE FEEDBACK RESOURC TIME

ES
 Storing
techniques,
temperature, safety Answer self Compare to 6 hrs
and hygiene check sheet answer key
 standards in storing Lecture/ Read information 3.4.1 3.4.1 CBLM/
appetizers sheet 3.4.1 Equipment
Demonstration/ Perform s and tools
 Safe work Task sheet needed as
practices applied in Film Viewing sheet 3.4.1 per TR
storing appetizers
Modular

Self-paced
instruction

ASSESSMENT PLAN

 Written Test / Oral Recitation

 Practical Demonstration

 Observation in workplace
TEACHER’S SELF-REFLECTION OF THE SESSION
 Letting them observed safety measures first at all times.
 Before anything else, preparing tools and test equipments must be observed prior to starting the job.

Motivation plays a vital role in here, talking all these things inside the classroom without that, learning outcome is
very unlikely impressive. Concrete motivation is a must, like let them exercise all their senses, let them smell, hear,
feel, see, and taste if possible as need arises in order for them to sink-in the two learning contents under the learning
outcome number two, which is, packaging food.
 SESSION PLAN

Sector : Tourism

Qualification Title : Cookery NC II

Unit of Competency: PREPARE SALADS AND DRESSINGS

Module Title :PREPARING SALADS AND DRESSINGS

Learning Outcomes:

LO1. Perform Mise en place

LO2. Prepare variety of salads and dressings

LO3. Present a variety of salads and dressings

LO4. Store salads and dressings

INTRODUCTION
This module deals with the skills, knowledge, and attitudes required to prepare and present salads and
dressings
LEARNING ACTIVITIES
LO 1 Perform Mise en place
LEARNING CONTENT METHODS PRESENTATION PRACTICE FEEDBACK RESOURC TIME
ES
 Variety and
ingredients of
salads from Answer self Compare to 6 hrs
different recipes. check 4.1.1 answer key
Lecture/ Read information 4.1.1
 Classification sheet 4.1.1 Perform CBLM/
of salads Demonstration/ Task sheet Equipment
4.1.1 s and tools
 Tools, Film Viewing needed as
equipments, per TR
utensils needed in Modular
preparing salads
Self-paced
 Historical instruction
development and
current trends in
appetizers

 Suitable
commodities and
food combinations
for use in salads

 Compatible
dressings and
sauces for
incorporating into
 salads

 Common
culinary terms on
salads which are
used in the industry

LO2 Prepare a variety of salad

LEARNING CONTENT METHODS PRESENTATION PRACTICE FEEDBACK RESOURC TIME

ES
 Types and
classification of salads
Answer self Compare to 6 hrs
 Types of Salad check sheet answer key
dressings Lecture/ Read information 4.2.1 4.2.1
sheet 4.2.1 CBLM/
 Compatible dressing Demonstration/ Perform Equipment
and sauces for Task sheet s and tools
incorporating into Film Viewing sheet 4.2.1 needed as
salads per TR
Modular
 Food combinations
use in salad and Self-paced
 dressings instruction

 Common problems
on salads and salad
dressing preparation
and how to identify
and rectify them

LO3: Present a range of salads

LEARNING CONTENT METHODS PRESENTATION PRACTICE FEEDBACK RESOURC TIME

ES
 Attractive
presentation
techniques Answer self Compare to 6 hrs
check 4.3.1 answer key
 Factors to Lecture/ Read information 4.3.1
consider in plating sheet 4.3.1 Perform CBLM/
salad Demonstration/ task sheet Equipment
4.3.1 s and tools
 Common Film Viewing needed as
culinary terms on per TR
salad and dressings Modular

 Hygienic Self-paced
principles and instruction
 practices

 Logical
and time efficient work
flow

 Principles
and techniques of
presenting salad and
sauces according to
industry standards

LO4: Store salads and dressings

LEARNING CONTENT METHODS PRESENTATION PRACTICE FEEDBACK RESOURC TIME

ES
Storing techniques,
temperature, safety
and hygiene Answer self Compare to 6 hrs
standards in storing check sheet answer key
salads and dressing Lecture/ Read information 4.4.1 4.4.1
sheet 4.4.1 CBLM/
Safe work practices Demonstration/ Perform Equipment
applied in storing Task sheet s and tools
appetizers Film Viewing sheet 4.4.1 needed as
per TR
 Hygienic principles Modular
and practices in
storing and Self-paced
handling salad and instruction
salad dressing

ASSESSMENT PLAN

 Written Test / Oral Recitation

 Practical Demonstration

 Observation in workplace
TEACHER’S SELF-REFLECTION OF THE SESSION
 Letting them observed safety measures first at all times.
 Before anything else, preparing tools and test equipments must be observed prior to starting the job.

Motivation plays a vital role in here, talking all these things inside the classroom without that, learning outcome is
very unlikely impressive. Concrete motivation is a must, like let them exercise all their senses, let them smell, hear,
feel, see, and taste if possible as need arises in order for them to sink-in the two learning contents under the learning
outcome number two, which is, packaging food.
 SESSION PLAN

Sector : Tourism

Qualification Title : Cookery NC II

Unit of Competency: PREPARE SANDWICHES

Module Title :PREPARING SANDWICHES

Learning Outcomes:

LO1. Perform Mise en place

LO2. Prepare variety of sandwiches

LO3. Present a variety of sandwiches

LO4. Store sandwiches

INTRODUCTION

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

LEARNING ACTIVITIES
LO 1 Perform Mise en place

LEARNING CONTENT METHODS PRESENTATION PRACTICE FEEDBACK RESOURC TIME

ES
 Variety and
ingredients of
sandwiches Answer self Compare to 6 hrs
check 5.1.1 answer key
 Classification, Lecture/ Read information 5.1.1
kinds of sandwiches sheet 5.1.1 Perform CBLM/
Demonstration/ Task sheet Equipment
 Tools, 5.1.1 s and tools
 equipments, utensils Film Viewing needed as
needed in preparing per TR
sandwiches Modular

Self-paced
instruction

LO2 Prepare a variety of sandwiches

LEARNING CONTENT METHODS PRESENTATION PRACTICE FEEDBACK RESOURC TIME

ES
 Different types
of sandwiches
6 hrs
 Breads for
sandwiches making Lecture/ Read information Answer self Compare to
sheet 5.2.1 check sheet answer key CBLM/
 Filling for Demonstration/ 5.2.1 5.2.1 Equipment
sandwiches s and tools
Film Viewing Perform needed as
 Components Task sheet per TR
and ingredients of a Modular sheet 5.2.1
sandwich
Self-paced
 Tools, instruction
equipment and
 utensils needed in
preparing sandwiches

 Prepare a
sandwiches within
industry-realistic
timeframes

 Suitable breads,
fillings, and
ingredients

LO3: Present a variety of sandwiches

LEARNING CONTENT METHODS PRESENTATION PRACTICE FEEDBACK RESOURC TIME

ES
 Present
sandwiches
attractively 6 hrs

 Portion Lecture/ Read information Answer self Compare to

control for sheet 5.3.1 check 5.3.1 answer key CBLM/
sandwiches Demonstration/ 5.3.1 Equipment
Perform s and tools
 Creative Film Viewing task sheet needed as
sandwich 5.3.1 per TR
presentation Modular
techniques
Self-paced
 Hygienic food instruction
handling practices

 Safe work
practices on
presenting
sandwiches

LO4: Store sandwiches

LEARNING CONTENT METHODS PRESENTATION PRACTICE FEEDBACK RESOURC TIME

ES
 Suitable
storage techniques to
maintain optimum Answer self Compare to 6 hrs
quality of ingredients check sheet answer key
Lecture/ Read information 5.4.1 5.4.1
 Hygienic food sheet 5.4.1 CBLM/
handling practices Demonstration/ Perform Equipment
Task sheet s and tools
 Safe work Film Viewing sheet 5.4.1 needed as
practices on cutting per TR
Modular
  Proper Self-paced
temperature in instruction
storing sandwiches

ASSESSMENT PLAN

 Written Test / Oral Recitation

 Practical Demonstration

 Observation in workplace
TEACHER’S SELF-REFLECTION OF THE SESSION
 Letting them observed safety measures first at all times.
 Before anything else, preparing tools and test equipments must be observed prior to starting the job.

Motivation plays a vital role in here, talking all these things inside the classroom without that, learning outcome is
very unlikely impressive. Concrete motivation is a must, like let them exercise all their senses, let them smell, hear,
feel, see, and taste if possible as need arises in order for them to sink-in the two learning contents under the learning
outcome number two, which is, packaging food.
 SESSION PLAN

Sector : Tourism

Qualification Title : Cookery NC II

Unit of Competency: PREPARE MEAT DISHES

Module Title :PREPARING MEAT DISHES

Learning Outcomes:

LO1. Perform Mise en place

LO2. Cook meat cuts for service

LO3. Present meat cuts for service

LO4. Store meat

INTRODUCTION
This module deals with the skills , knowledge and attitude required in selecting, preparing , presenting and
storing meats.
LEARNING ACTIVITIES
LO 1 Perform Mise en place
LEARNING CONTENT METHODS PRESENTATION PRACTICE FEEDBACK RESOURC TIME
ES
 Classifications
of meat
Answer self Compare to 6 hrs
 Tools, check 6.1.1 answer key
equipment needed in Lecture/ Read information 6.1.1
preparing meat dishes sheet 6.1.1 Perform CBLM/
Demonstration/ Task sheet Equipment
 Applied safe and 6.1.1 s and tools
accurate cutting Film Viewing needed as
techniques per TR
Modular
 Prepared a
range of meat dishes to Self-paced
enterprise standards instruction

 Characteristics
of meats including type,
cut, quality and fat
content

 Characteristics
of different meat cuts
including primary,
secondary and
portioned cuts
  Types of meat
and its source

 Components of
meat

LO2. Cook meat cuts for service

LEARNING CONTENT METHODS PRESENTATION PRACTICE FEEDBACK RESOURC TIME

ES
 Methods of
cooking meat
6 hrs
 Different
cuts of meat Lecture/ Read information Answer self Compare to
sheet 6.2.1 check sheet answer key CBLM/
 Uses and Demonstration/ 6.2.1 6.2.1 Equipment
characteristics of s and tools
various knives and Film Viewing Perform needed as
equipment Task sheet per TR
Modular sheet 6.2.1
 Safe work
practices Self-paced
instruction
 Logical and
time efficient work
 flow

 Appropriate
preparation and
cookery methods for
various cuts and
types of meat

 Meat
cutting techniques

LO3: Present meat cuts for service

LEARNING CONTENT METHODS PRESENTATION PRACTICE FEEDBACK RESOURC TIME

ES
 Present cooked
meat attractively
6 hrs
 Portion
control for Lecture/ Read information Answer self Compare to
cooked meat sheet 6.3.1 check 6.3.1 answer key CBLM/
Demonstration/ 6.3.1 Equipment
 Creative Perform s and tools
presentation Film Viewing task sheet needed as
techniques 6.3.1 per TR
Modular
 Hygienic Self-paced
food handling instruction
practices

LO4: Store meat

LEARNING CONTENT METHODS PRESENTATION PRACTICE FEEDBACK RESOURC TIME

ES
 Observed
hygienic
handling and Answer self Compare to 6 hrs
storing of meat check sheet answer key
Lecture/ Read information 6.4.1 6.4.1
 Principles and sheet 6.4.1 CBLM/
practices of Demonstration/ Perform Equipment
storing, freezing Task sheet s and tools
and aging of Film Viewing sheet 6.4.1 needed as
meats per TR
Modular
 Nutrition
content and Self-paced
food values of instruction
meat

 Culinary
terms related to
 handling and
storage of meat
commonly used
in the
enterprise and
industry

ASSESSMENT PLAN

 Written Test / Oral Recitation

 Practical Demonstration

 Observation in workplace
TEACHER’S SELF-REFLECTION OF THE SESSION
 Letting them observed safety measures first at all times.
 Before anything else, preparing tools and test equipments must be observed prior to starting the job.

Motivation plays a vital role in here, talking all these things inside the classroom without that, learning outcome is
very unlikely impressive. Concrete motivation is a must, like let them exercise all their senses, let them smell, hear,
feel, see, and taste if possible as need arises in order for them to sink-in the two learning contents under the learning
outcome number two, which is, packaging food.
 SESSION PLAN

Sector : Tourism

Qualification Title : Cookery NC II

Unit of Competency: PREPARE VEGETABLE DISHES

Module Title :PREPARING VEGETABLE DISHES

Learning Outcomes:

LO1. Perform Mise en place.

LO2. Prepare vegetable dishes

LO3. Present vegetable dishes

LO4. Store vegetable dishes

INTRODUCTION
This module deals with the skill, knowledge and attitude required in cooking, presenting and storing various
vegetable dishes
LEARNING ACTIVITIES
LO 1 Perform Mise en place

LEARNING CONTENT METHODS PRESENTATION PRACTICE FEEDBACK RESOURC TIME

ES
 Classifications of
vegetable
Answer self Compare to 6 hrs
 Tools, equipment check 7.1.1 answer key
needed in Lecture/ Read information 7.1.1
preparing sheet 7.1.1 Perform CBLM/
vegetable Demonstration/ Task sheet Equipment
  Applied safe and Film Viewing 7.1.1 s and tools
accurate needed as
cutting Modular per TR
techniques
Self-paced
 Prepared a range instruction
of vegetable
dishes to
enterprise
standards

LO2. Prepare vegetable dishes

LEARNING CONTENT METHODS PRESENTATION PRACTICE FEEDBACK RESOURC TIME

ES
 Variety of dishes
using vegetables
products 6 hrs

 Different Lecture/ Read information Answer self Compare to

classifications of sheet 7.2.1 check sheet answer key CBLM/
vegetables Demonstration/ 7.2.1 7.2.1 Equipment
s and tools
 Cooking methods Film Viewing Perform needed as
applied for Task sheet per TR
vegetable dish Modular sheet 7.2.1
 Varieties and Self-paced
characteristics of instruction
vegetables

LO3: Present vegetable dishes

LEARNING CONTENT METHODS PRESENTATION PRACTICE FEEDBACK RESOURC TIME

ES
 Present vegetable
dishes attractively
6 hrs
 Creative
presentation Lecture/ Read information Answer self Compare to
techniques sheet 7.3.1 check 7.3.1 answer key CBLM/
Demonstration/ 7.3.1 Equipment
 Factors to Perform s and tools
consider in Film Viewing task sheet needed as
plating vegetable 7.3.1 per TR
dishes Modular

 Hygienic food Self-paced

handling instruction
practices

 Safe work
practices on
presenting and
 plating vegetable

LO4: Store vegetable dishes

LEARNING CONTENT METHODS PRESENTATION PRACTICE FEEDBACK RESOURC TIME

ES
 Observed hygienic
handling and
storing of vegetable Answer self Compare to 6 hrs
check sheet answer key
 Principles and Lecture/ Read information 7.4.1 7.4.1
practices of storing, sheet 7.4.1 CBLM/
freezing of fresh Demonstration/ Perform Equipment
vegetables Task sheet s and tools
Film Viewing sheet 7.4.1 needed as
 Nutritional content per TR
of vegetables Modular

 Culinary terms Self-paced

related to instruction
handling and
storage of
vegetables
ASSESSMENT PLAN

 Written Test / Oral Recitation

 Practical Demonstration

 Observation in workplace
TEACHER’S SELF-REFLECTION OF THE SESSION
 Letting them observed safety measures first at all times.
 Before anything else, preparing tools and test equipments must be observed prior to starting the job.

Motivation plays a vital role in here, talking all these things inside the classroom without that, learning outcome is
very unlikely impressive. Concrete motivation is a must, like let them exercise all their senses, let them smell, hear,
feel, see, and taste if possible as need arises in order for them to sink-in the two learning contents under the learning
outcome number two, which is, packaging food.
 SESSION PLAN

Sector : Tourism

Qualification Title : Cookery NC II

Unit of Competency: PREPARE EGG DISHES

Module Title :PREPARING EGG DISHES

Learning Outcomes:

LO1. Perform Mise en place

LO2. Prepare and cook egg dishes

LO3. Present egg dishes

LO4. Store egg dishes

INTRODUCTION
This module deals with the skills and knowledge and attitude required to prepare various eggs dishes
LEARNING ACTIVITIES
LO 1 Perform Mise en place
LEARNING CONTENT METHODS PRESENTATION PRACTICE FEEDBACK RESOURC TIME
ES
 Tools,
equipments
and utensils Answer self Compare to 6 hrs
needed in check 8.1.1 answer key
cooking eggs Lecture/ Read information 8.1.1
sheet 8.1.1 Perform CBLM/
 Variety of eggs Demonstration/ Task sheet Equipment
dishes 8.1.1 s and tools
Film Viewing needed as
 Methods of per TR
cooking eggs Modular

 Egg sizing Self-paced

instruction
 Quality of eggs

 Market forms
of eggs

LO2. Prepare and cook egg dishes

LEARNING CONTENT METHODS PRESENTATION PRACTICE FEEDBACK RESOURC TIME

ES
 Variety of egg dishes
  Methods of cooking 6 hrs
eggs
Lecture/ Read information Answer self Compare to
 Uses of eggs in sheet 8.2.1 check sheet answer key
cooking Demonstration/ 8.2.1 8.2.1 CBLM/
Equipment
Film Viewing Perform s and tools
Task sheet needed as
Modular sheet 8.2.1 per TR

Self-paced
instruction

LO3. Present egg dishes

LEARNING CONTENT METHODS PRESENTATION PRACTICE FEEDBACK RESOURC TIME

ES
 Present egg
dishes attractively
6 hrs
 Creative
presentation Lecture/ Read information Answer self Compare to
techniques sheet 8.3.1 check 8.3.1 answer key CBLM/
Demonstration/ 8.3.1 Equipment
 Factors to Perform s and tools
consider in Film Viewing task sheet needed as
 plating egg dishes Modular 8.3.1 per TR

Self-paced
instruction

LO4. Store egg dishes

LEARNING CONTENT METHODS PRESENTATION PRACTICE FEEDBACK RESOURC TIME

ES
 Observed hygienic
handling and
storing of eggs Answer self Compare to 6 hrs
check sheet answer key
 Principles and Lecture/ Read information 8.4.1 8.4.1
practices of storing sheet 8.4.1 CBLM/
eggs Demonstration/ Perform Equipment
Task sheet s and tools
 Nutritional content Film Viewing sheet 8.4.1 needed as
of eggs per TR
Modular
 Culinary terms
related to handling Self-paced
and storage of instruction
eggs
ASSESSMENT PLAN

 Written Test / Oral Recitation

 Practical Demonstration

 Observation in workplace
TEACHER’S SELF-REFLECTION OF THE SESSION
 Letting them observed safety measures first at all times.
 Before anything else, preparing tools and test equipments must be observed prior to starting the job.

Motivation plays a vital role in here, talking all these things inside the classroom without that, learning outcome is
very unlikely impressive. Concrete motivation is a must, like let them exercise all their senses, let them smell, hear,
feel, see, and taste if possible as need arises in order for them to sink-in the two learning contents under the learning
outcome number two, which is, packaging food.
 SESSION PLAN

Sector : Tourism

Qualification Title : Cookery NC II

Unit of Competency: PREPARE STARCH DISHES

Module Title :PREPARING STARCH DISHES

Learning Outcomes:

LO1. Perform Mise en place

LO2. Prepare starch dishes

LO3. Present starch dishes

LO4. Store starch dishes

INTRODUCTION

This module deals with the skills, knowledge and attitude required to cook, present and store starch dishes such as
pasta and noodles.
LEARNING ACTIVITIES
LO 1 Perform Mise en place
LEARNING CONTENT METHODS PRESENTATION PRACTICE FEEDBACK RESOURC TIME
ES
 Tools,
equipments and
utensils needed Answer self Compare to 6 hrs
in cooking starch check 9.1.1 answer key
Lecture/ Read information 9.1.1
 Variety /type of sheet 9.1.1 Perform CBLM/
starch dishes Demonstration/ Task sheet Equipment
9.1.1 s and tools
 Methods of cooking Film Viewing needed as
starch per TR
Modular

Self-paced
instruction

LO2. Prepare starch dishes

LEARNING CONTENT METHODS PRESENTATION PRACTICE FEEDBACK RESOURC TIME

ES
 Cooking methods of
 pasta 6 hrs

 Matching sauces to Lecture/ Read information Answer self Compare to CBLM/

pasta sheet 9.2.1 check sheet answer key Equipment
Demonstration/ 9.2.1 9.2.1 s and tools
 Food safety practices needed as
in cooking pasta Film Viewing Perform per TR
Task sheet
Modular sheet 9.2.1

Self-paced
instruction

LO3. Present starch dishes

LEARNING CONTENT METHODS PRESENTATION PRACTICE FEEDBACK RESOURC TIME

ES
 Present starch
dishes attractively
6 hrs
 Creative
presentation Lecture/ Read information Answer self Compare to
techniques sheet 9.3.1 check 9.3.1 answer key CBLM/
Demonstration/ 9.3.1 Equipment
 Factors to Perform s and tools
consider in Film Viewing task sheet needed as
 plating starch Modular 9.3.1 per TR
dishes
Self-paced
instruction

LO4. Store starch dishes

LEARNING CONTENT METHODS PRESENTATION PRACTICE FEEDBACK RESOURC TIME

ES
 Observed
hygienic
handling and Answer self Compare to 6 hrs
storing starchy check sheet answer key
products Lecture/ Read information 9.4.1 9.4.1
sheet 9.4.1 CBLM/
 Principles and Demonstration/ Perform Equipment
practices of Task sheet s and tools
storing, Film Viewing sheet 9.4.1 needed as
starchy per TR
products Modular

 Culinary terms Self-paced

related to instruction
handling and
storage of
starchy
 products

ASSESSMENT PLAN

 Written Test / Oral Recitation

 Practical Demonstration

 Observation in workplace
TEACHER’S SELF-REFLECTION OF THE SESSION
 Letting them observed safety measures first at all times.
 Before anything else, preparing tools and test equipments must be observed prior to starting the job.

Motivation plays a vital role in here, talking all these things inside the classroom without that, learning outcome is
very unlikely impressive. Concrete motivation is a must, like let them exercise all their senses, let them smell, hear,
feel, see, and taste if possible as need arises in order for them to sink-in the two learning contents under the learning
outcome number two, which is, packaging food.
 SESSION PLAN

Sector : Tourism

Qualification Title : Cookery NC II

Unit of Competency: PREPARE STARCH DISHES

Module Title :PREPARING STARCH DISHES

Learning Outcomes:

LO1. Perform Mise en place

LO2. Prepare starch dishes

LO3. Present starch dishes

LO4. Store starch dishes

INTRODUCTION

This module deals with the skills, knowledge and attitude required to cook, present and store starch dishes such as
pasta and noodles.
 LEARNING ACTIVITIES
LO 1 Perform Mise en place

LEARNING CONTENT METHODS PRESENTATION PRACTICE FEEDBACK RESOURC TIME

ES
 Tools,
equipments and
utensils needed Answer self Compare to 6 hrs
in cooking starch check 9.1.1 answer key
Lecture/ Read information 9.1.1
 Variety /type of sheet 9.1.1 Perform CBLM/
starch dishes Demonstration/ Task sheet Equipment
9.1.1 s and tools
 Methods of cooking Film Viewing needed as
starch per TR
Modular

Self-paced
instruction

LO2. Prepare starch dishes

LEARNING CONTENT METHODS PRESENTATION PRACTICE FEEDBACK RESOURC TIME

 Cooking methods of ES
pasta
6 hrs
 Matching sauces to
pasta Lecture/ Read information Answer self Compare to
sheet 9.2.1 check sheet answer key
 Food safety practices Demonstration/ 9.2.1 9.2.1 CBLM/
in cooking pasta Equipment
Film Viewing Perform s and tools
Task sheet needed as
Modular sheet 9.2.1 per TR

Self-paced
instruction

LO3. Present starch dishes

LEARNING CONTENT METHODS PRESENTATION PRACTICE FEEDBACK RESOURC TIME

ES
 Present starch
dishes attractively
6 hrs
 Creative
presentation Lecture/ Read information Answer self Compare to
techniques sheet 9.3.1 check 9.3.1 answer key CBLM/
Demonstration/ 9.3.1 Equipment
  Factors to Film Viewing Perform s and tools
consider in task sheet needed as
plating starch Modular 9.3.1 per TR
dishes
Self-paced
instruction

LO4. Store starch dishes

LEARNING CONTENT METHODS PRESENTATION PRACTICE FEEDBACK RESOURC TIME

ES
 Observed
hygienic
handling and Answer self Compare to 6 hrs
storing starchy check sheet answer key
products Lecture/ Read information 9.4.1 9.4.1
sheet 9.4.1 CBLM/
 Principles and Demonstration/ Perform Equipment
practices of Task sheet s and tools
storing, Film Viewing sheet 9.4.1 needed as
starchy per TR
products Modular

 Culinary terms Self-paced

related to instruction
handling and
 storage of
starchy
products

ASSESSMENT PLAN

 Written Test / Oral Recitation

 Practical Demonstration

 Observation in workplace
TEACHER’S SELF-REFLECTION OF THE SESSION
 Letting them observed safety measures first at all times.
 Before anything else, preparing tools and test equipments must be observed prior to starting the job.

Motivation plays a vital role in here, talking all these things inside the classroom without that, learning outcome is
very unlikely impressive. Concrete motivation is a must, like let them exercise all their senses, let them smell, hear,
feel, see, and taste if possible as need arises in order for them to sink-in the two learning contents under the learning
outcome number two, which is, packaging food.
 SESSION PLAN

Sector : Tourism

Qualification Title : Cookery NC II

Unit of Competency: COOK POULTRY AND GAME DISHES

Module Title :COOKING POULTRY AND GAME DISHES

Learning Outcomes:

LO1. Perform Mise en place

LO2. Cook poultry and game.

LO3. Plate/present poultry and game

LO4. Store poultry and game

 INTRODUCTION

This module deals with the knowledge, skills and attitude required in selecting, preparing, cooking,
plating/presenting and storing poultry and game.
LEARNING ACTIVITIES
LO 1 Perform Mise en place

LEARNING CONTENT METHODS PRESENTATION PRACTICE FEEDBACK RESOURC TIME

ES
Tools,
equipments
and utensils Answer self Compare to 6 hrs
needed in check answer key
cooking Lecture/ Read information 10.1.1 10.1.1
poultry and sheet 10.1.1 CBLM/
game dishes Demonstration/ Perform Equipment
Task sheet s and tools
Variety /type of Film Viewing 10.1.1 needed as
poultry and per TR
game Modular

Methods of Self-paced
cooking instruction
poultry
 Nutritional
value/compon
ents of poultry

Sources of
poultry

Key factors that

affect the
quality of meat

Fabricating
poultry

Different cuts/parts
of poultry and game
LO2. Cook poultry and game.

LEARNING CONTENT METHODS PRESENTATION PRACTICE FEEDBACK RESOURC TIME

ES
 Methods of cooking
poultry and game
6 hrs
-Moist heat
Lecture/ Read information Answer self Compare to
-Dry heat sheet 10.2.1 check sheet answer key CBLM/
Demonstration/ 10.2.1 10.2.1 Equipment
 - Baking Film Viewing Perform s and tools
Task sheet needed as
-Combination of dry Modular sheet 10.2.1 per TR
heat and moist heat
Self-paced
 Fabricating, instruction
deboning steps and
techniques

 Cuts/parts of
poultry and game

 Ingredients for
preparing poultry
and game dishes


LO3. Plate/present poultry and game

LEARNING CONTENT METHODS PRESENTATION PRACTICE FEEDBACK RESOURC TIME

ES
 Portion control for
cooked poultry
and game 6 hrs

 Creative Lecture/ Read information Answer self Compare to

presentation sheet 10.3.1 check answer key CBLM/
 techniques Demonstration/ 10.3.1 10.3.1 Equipment
s and tools
 Hygienic food Film Viewing Perform needed as
handling task sheet per TR
practices Modular 10.3.1

Self-paced
instruction

LO4. Store poultry and game

LEARNING CONTENT METHODS PRESENTATION PRACTICE FEEDBACK RESOURC TIME

ES
 Food safety practices
related to handling and
storing of poultry and Answer self Compare to 6 hrs
game products check sheet answer key
Lecture/ Read information 10.4.1 10.4.1
 Methods of preserving sheet 10.4.1 CBLM/
poultry and game Demonstration/ Perform Equipment
Task sheet s and tools
 Logical and time- Film Viewing sheet 10.4.1 needed as
efficient work flow per TR
Modular
 Storage procedures for
poultry and game Self-paced
Temperature instruction
requirements for
storing poultry
and game
products
ASSESSMENT PLAN

 Written Test / Oral Recitation

 Practical Demonstration

 Observation in workplace
TEACHER’S SELF-REFLECTION OF THE SESSION
 Letting them observed safety measures first at all times.
 Before anything else, preparing tools and test equipments must be observed prior to starting the job.

Motivation plays a vital role in here, talking all these things inside the classroom without that, learning outcome is
very unlikely impressive. Concrete motivation is a must, like let them exercise all their senses, let them smell, hear,
feel, see, and taste if possible as need arises in order for them to sink-in the two learning contents under the learning
outcome number two, which is, packaging food.
 SESSION PLAN

Sector : Tourism

Qualification Title : Cookery NC II

Unit of Competency: PREPARE AND COOK SEAFOOD

Module Title :PREPARING AND COOK SEAFOOD

Learning Outcomes:

LO1. Perform Mise en place

LO2: Handle fish and seafood

LO3. Cook fish and shellfish

LO4 Plate/present fish and seafood

LO5. Store fish and seafood

INTRODUCTION

This module deals with the knowledge, skills and attitude required in selecting, preparing, presenting and
storing seafood in a commercial kitchen or catering operation.
LEARNING ACTIVITIES
LO 1 Perform Mise en place

LEARNING CONTENT METHODS PRESENTATION PRACTICE FEEDBACK RESOURC TIME

ES
 The different
classifications of
seafood Answer self Compare to 6 hrs
check answer key
 Preparing a range of Lecture/ Read information 11.1.1
 seafood dishes Demonstration/ sheet 11.1.1 Perform 11.1.1 CBLM/
according to Task sheet Equipment
enterprise standards Film Viewing 11.1.1 s and tools
needed as
 Classification and Modular per TR
varieties of fish and
shellfish Self-paced
instruction
 Sources of seafood

 Market forms of
seafood

 Nutrition related to
fish and seafood,
particularly the
nutritional value of
fish and seafood

LO2: Handle fish and seafood

LEARNING CONTENT METHODS PRESENTATION PRACTICE FEEDBACK RESOURC TIME

ES
 The different
classifications of
seafood 6 hrs
 Procedure of Lecture/ Read information Answer self Compare to
thawing seafood sheet 11.2.1 check sheet answer key
Demonstration/ 11.2.1 11.2.1 CBLM/
 Criteria for judging Equipment
the quality of fresh Film Viewing Perform s and tools
fish Task sheet needed as
Modular sheet 11.2.1 per TR
 Storage requirements
for fish Self-paced
instruction
 Criteria for judging
the quality of fresh
fish

LO3. Cook fish and shellfish

LEARNING CONTENT METHODS PRESENTATION PRACTICE FEEDBACK RESOURC TIME

ES
 Steps in
fabricating fish
6 hrs
 Appropria
te cookery methods Lecture/ Read information Answer self Compare to
for fish and shellfish sheet 11.3.1 check answer key CBLM/
Demonstration/ 11.3.1 11.3.1 Equipment
Preparing a range of s and tools
 seafood dishes Film Viewing Perform needed as
according to task sheet per TR
enterprise standards Modular 11.3.1

Self-paced
instruction

LO4 Plate/present fish and seafood

LEARNING CONTENT METHODS PRESENTATION PRACTICE FEEDBACK RESOURC TIME

ES
 Portion control for
cooked seafood
Answer self Compare to 6 hrs
 Creative check sheet answer key
presentation Lecture/ Read information 11.4.1 11.4.1
techniques sheet 11.4.1 CBLM/
Demonstration/ Perform Equipment
 Hygienic food Task sheet s and tools
handling Film Viewing sheet 11.4.1 needed as
practices per TR
Modular

Self-paced
instruction
 LO5. Store fish and seafood

LEARNING CONTENT METHODS PRESENTATION PRACTICE FEEDBACK RESOURC TIME

ES
 Storing and handling
issues related to
seafood Answer self Compare to 6 hrs
check sheet answer key
 Storage requirements Lecture/ Read information 11.5.1 11.5.1
for fish sheet 11.5.1 CBLM/
Demonstration/ Perform Equipment
 Temperature Task sheet s and tools
requirements for Film Viewing sheet 11.5.1 needed as
storing seafood per TR
Modular
 Waste minimization
techniques and Self-paced
environmental instruction
considerations in
relation to seafood

 Food safety practices

related to handling and
storing of poultry and
game products
 Methods of preserving
seafood

ASSESSMENT PLAN

 Written Test / Oral Recitation

 Practical Demonstration

 Observation in workplace
TEACHER’S SELF-REFLECTION OF THE SESSION
 Letting them observed safety measures first at all times.
 Before anything else, preparing tools and test equipments must be observed prior to starting the job.

Motivation plays a vital role in here, talking all these things inside the classroom without that, learning outcome is
very unlikely impressive. Concrete motivation is a must, like let them exercise all their senses, let them smell, hear,
feel, see, and taste if possible as need arises in order for them to sink-in the two learning contents under the learning
outcome number two, which is, packaging food.
 SESSION PLAN

Sector : Tourism

Qualification Title : Cookery NC II

Unit of Competency: PREPARE DESSERTS

Module Title :PREPARING DESSERTS

Learning Outcomes:

LO1. Perform Mise en place

LO2. Ptrepare desserts and sweet sauces

LO3. Plate/present desserts Prepare sweet sauces

LO4. Store desserts

INTRODUCTION

This module deals with knowledge, skills, and attitudes in the preparation of a range of hot, cold and frozen desserts in a
commercial kitchen or catering operation
 LEARNING ACTIVITIES
LO 1 Perform Mise en place

LEARNING CONTENT METHODS PRESENTATION PRACTICE FEEDBACK RESOURC TIME

ES
 Different types of
desserts and sweets
Answer self Compare to 6 hrs
 Details and check answer key
characteristics of Lecture/ Read information 12.1.1 12.1.1
different types of sheet 12.1.1 CBLM/
desserts and sweets Demonstration/ Perform Equipment
Task sheet s and tools
 Varieties of suitable Film Viewing 12.1.1 needed as
ingredients for per TR
desserts and sweets Modular

 Common culinary Self-paced

terms related to instruction
desserts and sweets
that are used in the
industry

LO2. Ptrepare desserts and sweet sauces

LEARNING CONTENT METHODS PRESENTATION PRACTICE FEEDBACK RESOURC TIME
ES
 Types/classification of
desserts and sweets
6 hrs
 Methods of
preparing/cooking Lecture/ Read information Answer self Compare to
desserts sheet 12.2.1 check sheet answer key CBLM/
Demonstration/ 12.2.1 12.2.1 Equipment
 Common culinary s and tools
terms related to Film Viewing Perform needed as
desserts and sweets Task sheet per TR
Modular sheet 12.2.1
 Ingredients for the
preparation of desserts Self-paced
and sweets instruction

 Safe work practices

LO3. Plate/present desserts Prepare sweet sauces

LEARNING CONTENT METHODS PRESENTATION PRACTICE FEEDBACK RESOURC TIME

ES
Creative presentation
techniques for
 desserts and sweets. 6 hrs

Varieties of suitable Lecture/ Read information Answer self Compare to CBLM/

ingredients for sheet 12.3.1 check answer key Equipment
desserts and sweets Demonstration/ 12.3.1 12.3.1 s and tools
needed as
Principles and Film Viewing Perform per TR
practices of hygiene task sheet
on Modular 12.3.1
presenting/plating
desserts and sweets Self-paced
instruction

LO4. Store desserts

LEARNING CONTENT METHODS PRESENTATION PRACTICE FEEDBACK RESOURC TIME

ES
 Storing and handling
issues related to
desserts and sweets Answer self Compare to 6 hrs
check sheet answer key
 Temperature Lecture/ Read information 12.4.1 12.4.1
requirements for sheet 12.4.1 CBLM/
storing desserts Demonstration/ Perform Equipment
Task sheet s and tools
 Waste minimization Film Viewing sheet 12.4.1 needed as
 techniques and Modular per TR
environmental
considerations in Self-paced
relation to seafood instruction

 Food safety practices

related to handling and
storing of desserts and
sweets products

 Methods of preserving
dessert
ASSESSMENT PLAN

 Written Test / Oral Recitation

 Practical Demonstration

 Observation in workplace
TEACHER’S SELF-REFLECTION OF THE SESSION
 Letting them observed safety measures first at all times.
 Before anything else, preparing tools and test equipments must be observed prior to starting the job.

Motivation plays a vital role in here, talking all these things inside the classroom without that, learning outcome is
very unlikely impressive. Concrete motivation is a must, like let them exercise all their senses, let them smell, hear,
feel, see, and taste if possible as need arises in order for them to sink-in the two learning contents under the learning
outcome number two, which is, packaging food.
 SESSION PLAN

Sector : Tourism

Qualification Title : Cookery NC II

Unit of Competency: PACKAGE PREPARED FOOD

Module Title :PACKAGING PREPARED FOOD

Learning Outcomes:

LO1. Select packaging materials

LO2. Package food.

INTRODUCTION

This module deals with the knowledge, skills, and attitudes in packaging of prepared foodstuffs for
transportation
LEARNING ACTIVITIES
LO1. Select packaging materials

LEARNING CONTENT METHODS PRESENTATION PRACTICE FEEDBACK RESOURC TIME

ES
 Food preparation
requirements prior to
packaging Answer self Compare to 8 hrs
check answer key
 Suitable packaging Lecture/ Read information 13.1.1 13.1.1
materials and sheet 13.1.1 CBLM/
methods for a Demonstration/ Perform Equipment
different types of Task sheet s and tools
food items Film Viewing 13.1.1 needed as
per TR
 The characteristics Modular
and uses of different
 packaging materials Self-paced
instruction
 Portion control
practices and
principles

 Functional design
requirements for food
packaging areas

LO2. Ptrepare desserts and sweet sauces

LEARNING CONTENT METHODS PRESENTATION PRACTICE FEEDBACK RESOURC TIME

ES
 Safe work
practices on
packaging, dealing 8 hrs
with hot surfaces,
lifting and bending. Lecture/ Read information Answer self Compare to
sheet 13.2.1 check sheet answer key CBLM/
 Hygienic Demonstration/ 13.2.1 13.2.1 Equipment
practices and s and tools
occupational health Film Viewing Perform needed as
and safety and local Task sheet per TR
health regulations in Modular sheet 13.2.1
packaging, storing
 and transporting of Self-paced
food, including: instruction

- HACCP
Principles applied
to off-site catering

 Environm
ental requirements for
food packaging area

 Appropria
te packaging
procedures and
techniques

 Appropria
te labeling of
packaged foodstuffs

ASSESSMENT PLAN

 Written Test / Oral Recitation

 Practical Demonstration

 Observation in workplace
TEACHER’S SELF-REFLECTION OF THE SESSION
 Letting them observed safety measures first at all times.
 Before anything else, preparing tools and test equipments must be observed prior to starting the job.

Motivation plays a vital role in here, talking all these things inside the classroom without that, learning outcome is
very unlikely impressive. Concrete motivation is a must, like let them exercise all their senses, let them smell, hear,
feel, see, and taste if possible as need arises in order for them to sink-in the two learning contents under the learning
outcome number two, which is, packaging food.