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Cookery 1 Module 4 g11
Cookery 1 Module 4 g11
COOKERY 1
Grade 11 First Semester Module 4
A.Y. 2022-2023
Prepared by:
CHRISTINE S. LUYOSEN
Subject Teacher
4
SENIOR HIGH SCHOOL DEPARTMENT
Easter School Road, Guisad, Baguio City
GENERAL INSTRUCTIONS
The following are several reminders in using this module:
1. Use the module with care. You are encouraged to answer the activities in the paper as the
given printed materials are free.
2. Read the instruction carefully before doing each task.
3. Read with comprehension and analysis all the contents of the module.
4. Practice honesty and integrity in doing the activities and tasks.
6. STRICTLY FOLLOW THE INSTRUCTIONS in all the activities given. Submit the assessment part on time.
7. Use your OFFICIAL NAME in your FB account. No “alyas” names.
8. ALWAYS WRITE YOUR NAMES IN THE ACTIVITIES GIVEN.
7. KEEP THE REST OF YOUR MODULE FOR YOUR NOTES AND FUTURE REFERENCES.
7. For clarifications, you can call or send queries to your teacher through his contacts.
Gmail: cluyosen@eastercollege.ph
FB Messenger: Christine Luyosen
Office/Room: CBA 101
Learning Objectives
ENGAGE
Before we proceed to our lesson, do the engagement activity.
Directions: Circle the hazards in the kitchen using a red ballpeen. Then answer the questions given.
EXPLORE
Study the picture and answer the questions that follow.
EXPLAIN
Kitchen workers follow a set of standards in preparing delicious and nutritious food. Part of this set of
standards is making sure that the food that they prepare, the equipment used, and the people who prepared
the food strictly follow hygiene, sanitation and safety regulations.
Personal hygiene and good grooming is a must for all food handlers and food service workers. Proper
sanitation and maintenance of equipment including safety of employees in the workplace are also part of
the strict requirements in the food business.
DEFINITION OF TERMS
Understanding the definition of words below will help you in understanding more our lesson.
Bacteria – a simple, single celled microorganism. They food, moisture and warmth to thrive.
Electroshock - caused by touching exposed electrical wire or a piece of electrical equipment which
is not grounded properly.
Force Majure- a calamity caused by nature e.g. storm, flood, earthquake
Grounded – means that the electrical conductor is connected to the ground, which becomes part of
the electrical circuit
Hazard – a situation that could be dangerous to people in the workplace
Microorganisms –are living cells so small that they can only be seen in a microscope. They are
commonly found to contaminate food – bacteria, molds, and yeast.
Molds – also a microorganism, that has “furry” growth often found on spoiled food.
Sanitation – the science and practice of maintaining clean and healthy conditions of food production
so that the food served to customers cannot make him ill.
Toxin – a poisonous substance that makes you sick
Excessive haste – the golden rule in the kitchen “Never run! This may be difficult to observe during a
very busy service. Excessive haste causes people to take chances which inevitably lead to mishaps.
Distraction – accidents happen when workers do not concentrate on the job at hand.
Failure to follow safety rules – workers should be properly oriented on the safety rules to follow at
the workplace.
Bacteria, yeast and molds may cause putrefaction, fermentation or molding in food. Most foods are
subject to microbial spoilage. Microorganisms are usually found on the thin membrane of food, they
penetrate the inner tissues only when the outer covering of food has been broken.
Chemical reaction is another cause of spoilage. Temperature, moisture and oxygen these chemical
reactions. Decomposition of refined oil, non-enzymatic browning or amino-aldehyde reaction, and
oxidation of ascorbic acid are examples of purely chemical reactions.
Physical and mechanical causes also contribute to food degeneration. Bruising moisture loss or gain,
temperature extremes absorption of foreign odors of flavors not associated with enzymatic reactions
are just a few examples.
2. Bacteria
Bacteria are simple single-celled organisms that can be found anywhere in the atmosphere and in the human
body. These include:
Staphylococcus aureus
Salmonella
Clostridium perfringens
PREVENTIONS
To prevent fire
Most fires are common in the kitchen than anywhere else in the home.
1. Know the location of the fire extinguisher.
2. Don’t store things on top of, in, or around your oven.
3. Don’t leave cooking unattended.
4. Use caution when cooking and handling hot objects.
5. Avoid wearing clothes with long, loose-fitting sleeves that may catch fire easily.
6. If a pot catches fire, turn off the burner and cover the pot with lid.
7. Keep cooking appliances free of food crumbs and scraps.
8. Keep electrical appliances away from water and fire.
9. Never touch any appliance with wet hands.
4. Avoid letting liquids, hot objects and sharp edges get in contact with the cables.
5. Periodically check the condition of cable, plug and switches. Replace parts damaged.
6. Make sure that the machine is unplugged when doing technical intervention.
To prevent explosions
To avoid gas explosion, care must be observed to ensure that gas does not accumulate and the
kitchen has appropriate ventilation.
Examples: poor lighting, improperly adjusted workstations and chairs, frequent lifting, repetitive and awkward
movements.
Chemical Hazards – exposed to any chemical preparations or substances that may occur naturally in
food or chemical substances accidentally added during processing. Examples are cleaning products and
solvents, carbon monoxide or other gases, gasoline or other flammable materials, etc.
Biological Hazards – come from working with people, animals or infectious plant material. They are
from disease-causing microorganisms. Examples are blood or other bodily fluids, bacteria and viruses,
insect bites, animal and bird dropping. Many of these pathogens occur naturally in food environments,
and may be transferred from humans to food through poor food handling or unsanitary equipment.
Safety Hazards – inadequate and insufficient machine guards, unsafe workplace conditions, unsafe
work practices.
Psychological Hazards –those that are basically causing stress to a worker. This kind of hazard troubles
an individual very much to an extent that his general well-being is affected.
Mechanical and/or electrical – includes electricity machinery, equipment, pressure vessels, dangerous
goods, fork lifts, cranes, hoist.
ELABORATE
Hazard Analysis and Critical Control Points (HACCP)
HACCP is the food safety system that has been confirmed as effective by various health authorities
worldwide, foremost of which is the Codex Alimentarius Commission of WHO-FAO. HACCP is a concept that
is flexible – it can be used for managing food safety in very complex large organizations, small producers,
large food service chains, small school canteens and home kitchens.
HACCP includes three basic groups of elements: the pre-requisite programs, the preliminary steps, and the 7
HAACP principles.
HACCP Prerequisites
The prerequisite programs are sanitation measures indicated in the Good Hygiene Practices and the
Sanitation Standard Operating Procedures. The SSOPs are detailed procedures that the establishment
prepares and implements to maintain sanitary conditions for food preparation.
Preliminary Steps
The preliminary steps are: description of the food in focus, its intended use, the specific process flow
involved in the preparation of the food, as well as the composition of the team that will work on the HACCP.
Seven Principles
The seven principles, which embody the essence of the HACCP system, are the following, in the order
mentioned:
Principle 1: Conduct a Hazard Analysis – this will mean examination of all raw materials and procedures so
that none of the hazards described can be present in food.
Principle 2: Identify the Critical Control points in the process flow indicated – this means that the parts of
the process that will entail risk of contamination need to be identified. This is called the CCP or Critical
Control Point.
Principle 3: Indicate the critical limits involved at the Critical control points identified – once the CCPs have
been identified, the factors that will control the hazards have to be set. Example, the time and
temperature of cooking has to be set so that bacterial hazards will be destroyed.
Principle 4: Monitor the critical limits indicated – indicates that the critical limits at the CCPs have to be
constantly watched so that any deviation from the set limits will not pass unnoticed. This will be the basis
for doing the next step.
Principle 5: When deviations from the critical limits occur, institute corrective actions – once monitoring
indicates deviation from the limits set, an immediate correction has to make.
Principle 6: Institute verification procedures so that critical limits are met and corrective actions are
always done when needed – means that the hazard analysis is reviewed so that all hazards that are likely to
occur are addressed and that the identified critical control points and the monitoring method employed are
valid in ensuring safety of the product.
Principle 7: Institute a system of recording the results of monitoring and corrective actions taken,
maintaining documents used in the preparation of the HACCP plan – recording of data taken from
monitoring, corrective actions and even the data used to determine the critical limits, the hazard present
and the CCPs.
HIERARCHY OF CONTROLS
The best way to fix a hazard is to get rid of it altogether. This is not always possible, but your employer
should try to make hazards less dangerous by looking at the following options (in order from most effective
to least effective):
Elimination - Sometimes hazards - equipment, substances or work practices - can be avoided
entirely. (e.g. Clean high windows from the ground with an extendable pole cleaner, rather than by
climbing a ladder and risking a fall.)
Substitution - Sometimes a less hazardous thing, substance or work practice can be used. (e.g. Use a
non-toxic glue instead of a toxic glue.
Isolation - Separate the hazard from people, by marking the hazardous area, fitting screens or
putting up safety barriers. (e.g. Welding screens can be used to isolate welding operations from
other workers. Barriers and/or boundary lines can be used to separate areas where forklifts operate
near pedestrians in the workplace.)
Safeguards - Safeguards can be added by modifying tools or equipment, or fitting guards to
machinery. These must never be removed or disabled by workers using the equipment.
Instructing workers in the safest way to do something means developing and enforcing safe work
procedures. Students on work experience must be given information and instruction and must follow
agreed procedures to ensure their safety.
Using personal protective equipment and clothing (PPE) - If risks remain after the options have
been tried, it may be necessary to use equipment such as safety glasses, gloves, helmets and ear
muffs. PPE can protect you from hazards associated with jobs such as handling chemicals or working
in a noisy environment. PPE includes you hairnet, apron, chef jacket, pot holder, and many more.
DepEd (2016), TVL-Cookery Manual Module 1 of 2, First Edition, Sunshine Interlinks Publishing
House, Inc. Quezon City.
K-12 DepEd Grade 7/8 Learning Module
Velasques, Marcelina (2016). Cookery. KLEAFS Publishing, Inc., Loma de Gato, Bulacan.
Prepared by: Noted by:
ASSESSMENT
(Kindly submit the assessment part only.)
Name: ___________________________________________
Yr & Sec: ___________________________________________
Activity 1
Study the slogan below then answer the questions that follow. Answers should be brief and concise.
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
_____________________________________________________________________________________________
Self-Check
A. Identify the word that describes the following sets of statements.
1. ______________________________Refers to any substance found in food item which can pose
potential harm when ingested.
2. ______________________________Refer to hazards caused by chemical substances that may occur
naturally in food or accidentally added during processing.
3. ______________________________It is the result of eating food that has been contaminated with
harmful microorganisms and their toxin.
4. ______________________________They are infections transferred through food.
5. ______________________________It refers to the undesirable changes occurring in food
which results to decay or decomposition.
B. Enumerate the following.
1. Name at least 5 types of hazards and give examples (do not copy the examples already given in our
lesson).
Hazards Examples
a. ________________________ ________________________________
b. ________________________ ________________________________
c. ________________________ ________________________________
d. ________________________ ________________________________
e. ________________________ ________________________________
Learning Assessment
Place this in a long bond paper, creatively and neatly done. Use coloring materials
or other art works to beautify your work.
Criteria:
Creativity 15 pts
Content 15 pts
Cleanliness 10 pts
Organization of work 10 pts
Total: 50 pts
SAMPLE POSTER-SLOGAN