I.

OBJECTIVES
A. Content Standards The learners demonstrate an understanding the practice of occupational health and safety
B. Performance The learners independently practice occupational health and safety
Standards
C. Learning 1. Identify the different kitchen hazards.
Competencies/Objecti 2. Prevent hazards and risks in the workplace.
ves
Write for the LC code 3. Apply the ways on how to avoid hazards.
for each
II. CONTENT Hazards and Risks in the Workplace (Kitchen)
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
pages
2. Learner’s Materials TLE (Commercial Cooking Module)
pages
3. Textbook pages
4. Additional Materials
from Learning Resource
(LR) portal
B. Other Learning
Resources
IV. PROCEDURES
Elicit: (The activities in this section Have a short review about the previous topic/lesson.
draw out prior knowledge from the
students)
A. Review previous Activity 1: The boat is sinking with a twist.
lesson or presenting
the new lesson Give students a puzzle and let them find their partners to complete the
puzzle. The first to solve the puzzle will win the prize.

B. Establishing a Engage: (The activities in this Activity 2: Cause and Effect

purpose for the lesson section will stimulate their thinking Students will arrange the pictures accordingly.
and help them access and connect
C. Presenting prior knowledge as a jumpstart to
examples/instances of the present lesson)
the new lesson

From the pictures above, they will notice the cause and effect of every
negative activity.
Activity 3
Show pictures below and let students analyze and think what might
happen to the person in the picture.

Explore: (In this section, students
will be given time to think, plan,
investigate, and organize collected
information; or the performance of
the planned/prepared activities
from the students’ manual with
data gatherings
D. Discussing new
concepts and
practicing new skills
#1
F. Developing mastery Explain: (In this section, students
will be involved in an analysis of
their exploration. Their
understanding is classified and
modified because of reflective
activity)
Loaded Outlet Wet Floor
Ask students what they noticed in the pictures presented.
Through this activity let them define hazard and risk.
Activity 4: Spot the hazard!
Group students into four. Each group will be given a copy of kitchen
(see picture below) and will mark the kitchen hazard as many as they
can in 2minutes.
Types of Hazard
1. Physical Hazard -These are the most normal occurrences in
workplaces. It includes slips, trips and falls, fire and electrical.
-Students will get a piece of colored paper according to what
they use for cooking (green for coal, yellow for gas stove with
LPG, brown for firewood, red for electric stove) and paste it to
the graph.
2. Biological Hazard- includes bacteria, viruses, mold, mildew,
insects, vermin, animals.
3. Ergonomical Hazard- When the type of work you do plus your
body position and/or working conditions all put a strain on
your body that can become an ergonomic hazard. Since they
don’t always immediately affect you, this can be tricky to
identify. Repetitive, awkward movements could be affecting
your back, posture, and more.
4. Chemical Hazard- includes chemical substances such as
acids or poison of those that could lead to fire or explosion,
like pesticides herbicides, cleaning agents, dusts and fumes
from various processes such as welding.
5. Psychological Hazard- – includes workplace stressors arising
from a variety of sources.
Activity 5: Charades
Directions: Let’s play charades, guess the word. (They will have to act
the word.)
Slip
Electric Shock
Burn
Fall
Fire
Food poison
Back Pain
G. Finding practical Elaborate: (This section will give Activity 6:
applications of students the opportunity to expand https://www.purposegames.com/worksheet/kitchen-safety-hazards
and solidity/concretize their
concepts and skills in Students will spot the hazard online.
understanding of the concept
daily living and/or apply it to a real-life Activity 6: Essay (Alternative activity if internet is weak)
situation.) Play the video presentation and tell students to write an essay
regarding the hazard that may see in the presentation and how will
prevent the hazard and risk.
H. Making
generalizations and
abstractions about the
lesson

Evaluation: (This section will Short Quiz

provide opportunities for concept
check test items and answer key
which are aligned to the learning
objectives, content and
performance standard and address
the misconception if occur)
I. Evaluating learning
Extend: (This section gives
J. Additional activities situation that explains the topic in a
for application or new context, or integrate it to
remediation another discipline, societal
concern)
V. REMARKS
A. Direction: TRUE or FALSE.
Write TRUE if the statement is true and FALSE if the statement if
false. Write the correct answer on your notebook.
1. Risk is something that can cause harm, ex. electricity, chemicals,
working up a ladder, noise, a keyboard, a bully at work, stress, etc.
2. Hazard is the chance, high or low, that any hazard will actually
cause somebody harm.
3. Biological hazard come from working with animals, people or
infectious materials
4. Evaluating the hazards and risks is the process of determining
the level of risk created by the hazard and the likelihood of injury or
illness occurring.
5. Ergonomic is used to reduce the wear and tear on your body that
can eventually make a task difficult – or even painful.

VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation.

B. No. of learners who require

additional activities for remediation
who scored below 80%.
C. Did the remedial lessons work?
No. of learners who have caught up
with the lesson.
D. No. of learners who continue to
require remediation.

E. Which of my teaching strategies

worked 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?