NOTRE DAME OF LAMBAYONG, INC.

Founded in 1959 by the Oblate Fathers

Owned by the Archdiocese of Cotabato
Managed by the Diocesan Clergy of Cotabato (DCC)
ndlambayong.rise@gmail.com
“Service for the Love of God through Mary”
(N.O.T.R.E.D.A.M.E,)

K TO 12 LEARNING PLAN SY 2023 – 2024

Date: January 15, 2024 Date: January 15, 2024

SUBJECT: T.L.E - 7
UNIT PLAN TITLE: Cookery
WEEK TOPIC/S: Kitchen Arrangements and layout

STAGE I- DESIRED RESULTS

ESTABLISHED GOALS: At the end of the first quarter, the learners are expected to acquire functional
knowledge, understanding, and skills focusing on the basic competencies, which include the use and
maintenance of tools, mensuration, and calculation, occupational health and safety and preparation and
interpretation of technical drawings in the selected courses in the areas of Home economics, industrial arts,
agriculture entrepreneurship-hips.
CONTENT STANDARD: Gain understanding of different kitchen arrangements and layouts in facilitating
meal preparation and cooking.
PERFORMANCE STANDARD: Sketch/ draw ones’s own kitchen layout and arrangement.
21st CENTURY SKILLS: Collaboration, Creativity, Communication, Critical Thinking, Career, ICT, Cross-
cultural
VALUES INTEGRATION: Respectful, Disciplined, and Accountable
THEME: MINDFULNESS

TRANSFER (Refer to DepEd Learning Competencies)

MEANING MAKING
ESSENTIAL QUESTIONS ENDURING UNDERSTANDING
Students will keep considering . . . . . ... Students will understand that . . .. .
(What thought provking questions will foster inquiry, (What specifically do you want students to
meaning making and transfer?) understand? What interference (s) or generalization
(s) should they take?
1. How do kitchen arrangement and layout 1. An efficient kitchen arrangement and
affect meal preparation and cooking? layout allows easy access from one work
center to another making facilitating,
preparing, and cooking save time and energy.

ACQUISITION
(Refer to DepEd Learning Competencies)
KNOWLEDGE SKILLS
Students will know . . . . . . Students will be skilled at . . .. .
(What facts and basic concepts should students will (What distinct skills and processes should students be
know and be able to recall?) able to use?)
 Describe a kitchen layout  Explain a work triangle and how it applies
 Cite principles in designing a kitchen layout. to different types of kitchen.
 STAGE II- EVIDENCES OF LEARNING

PRE-ASSESSMENT FORMATIVE ASSESSMENT SUMMATIVE ASSESSMENT

(What will you use to (What evidences you collect to determine (What evidences you collect to
check student’s prior whether Stage I goals are achieved? determine whether Stage I goals are
knowledge/ mis- Students will show they have achieved achieved? Students will show they have
conceptions?) by . . . . . .) achieved by . . . . . .))
Synchr Asynchron Synchronous Asynchronous Synchronous Asynchronous
onous ous
Multiple Multiple EXPLORE:  Cooperative  Video
Choice Choice Learning viewing
 Project based  Video
learning viewing

FIRM-UP:  Picture analysis  Word cloud

 Group  Brainstorming
Discussion and
analysis
DEEPEN:  Kitchen Layout  Video
simulation analysis
 Project based  Video
learning analysis

TRANSFER:  Kitchen Layout  Explanation

Presentation  Essay
 Inquiry based
learing

EVALUATION:

STAGE III – LEARNING PLAN

How will students demonstrate the transfer of learning at the end of the Unit? (Refer to the DepEd Standards.)
DATE: October 16, 2023
DAY 1

INTRODUCTION: 5 mins.
Preliminaries:
 Prayer
 Greetings
 Checking attendance
 Review

Activity 1: Cooperative learning

 Divide the students into small groups.
 Provide each group with graph paper, rulers, and pencils.
 Instruct the groups to design their ideal vegetable garden,
 Encourage them to think about their vegetable garden and share it with their classmate
Learning target:
 I can describe a kitchen layout
 I can cite principles in designing a kitchen layout.

Essential question:
 How do kitchen arrangement and layout affect meal preparation and cooking?

INTERACTION: 20 mins.
Activity 2: Picture analysis
 In this activity, students will analyze different types of vegetable garden.
 Show students pictures of different types of vegetable garden. (market, kitchen garden, etc.)
 Provide each student with a worksheet.
 Instruct them to analyze each types of vegetable garden they observe.
Process Questions:
 In your own thoughts what are the importants to have knowledge in gardening? Explain.
 What are the weaknesses of the Filipino in terms of gardening? Explain.

Transitional Statement: Now that we already discussed the importance of occupational health and safety, we
delve into our next activity name gro.

DEEPENING
INTEGRATION: 20 mins.
Activity 3: Vedio viewing
 The teacher will show a video of the different types of vegetables garden around the world.
 Instruct them to take down notes all the characteristic of the different types of vegetable garden.
 Encourage them to explore different types of vegetable gardens.

Process Question:
 What elements did you identify as key factors in the different vegetable gardens?
 Did your group have any differences in opinion during the discussion? How did you resolve them?
 How can the key elements you identified be applied to your own vegetables garden?

Valuing: A well-designed kitchen layout seamlessly blends functionality, aesthetics, and efficiency to
create a space that not only facilitates meal preparation but also fosters connection and creativity.

TRANSFER
Activity 4: Kitchen Layout Presentation
 In this activity, students will create a slide presentation showcasing their ideal kitchen layout design and
present it to the class, explaining their design choices.
 Instruct each student to create a slide presentation using software like PowerPoint or Google Slides.
 They should include visuals, such as diagrams or pictures, to illustrate their kitchen layout design.
 Each student will present their slide presentation to the class, explaining the rationale behind their
design choices and answering questions from their classmates.
Generalization:
 Kitchen layouts vary widely but often prioritize functionality, storage, and workflow efficiency,
typically organized around a "work triangle" formed by the sink, stove, and refrigerator.
Transitional statement:
 As we progress, keep in mind those learning that you acquired today, and I hope that you can apply
those
in your daily lives.
Closure:
 Always remember that knowing the basic is always essential.
Essential question:
 How do kitchen arrangement and layout affect meal preparation and cooking?
Learning target:
 I can describe a kitchen layout
 I can cite principles in designing a kitchen layout.
Assignment / Reminders:
 Assign homework or a follow-up activity where students can research and create a sketch or layout of
their dream kitchen. This will allow them to apply their knowledge from the lesson.
Closing prayer:
 The teacher will choose a student to lead the prayer.

How will students demonstrate the transfer of learning at the end of the Unit? (Refer to the DepEd Standards.)
DATE: ___________________
DAY 2

INTRODUCTION: 5 mins.
Preliminaries:
 Prayer
 Greetings
 Checking attendance
 Review

EXPLORE
Activity 1: Project-Based Learning
 students will design their dream kitchen, considering the concept of a work triangle and the different
types of kitchens they have learned about.
 Provide students with magazines and ask them to cut out pictures of kitchen appliances, furniture, and
accessories they would like in their dream kitchen.
 Instruct students to create a floor plan of their dream kitchen, ensuring that the work triangle is
incorporated.
 Students will present their designs to the class and explain their choices based on the work triangle
concept.

Learning targets:
 I can Explain a work triangle and how it applies to different types of kitchen.

Essential question:
 How do kitchen arrangement and layout affect meal preparation and cooking?

FIRM-UP

INTERACTION: 10 mins.

Activity 2: Group Discussion and Analysis

 tudents will analyze different kitchen layouts and identify how the work triangle is applied in each,
developing a deeper understanding of its practical application.
 Divide students into small groups and provide each group with pictures or diagrams of different kitchen
layouts (e.g., L-shaped, U-shaped, galley).
 Instruct students to identify and label the work triangle within each layout.
 Facilitate a group discussion where students compare and discuss the advantages and disadvantages of
each layout in relation to the work triangle.
 Each group will present their findings and conclusions to the class.

Process Questions:
 How does the work triangle differ in various kitchen layouts?
 Which kitchen layout do you think is most efficient in terms of the work triangle? Explain your
reasoning.
 Can you think of any modifications or adjustments that could improve the work triangle in a specific
kitchen layout? Explain your ideas.

Transitional Statement: Now that we already discussed the different types of hazards in caregiving, we delve
into our next activity named group activity (real-life-situation).

DEEPENING

INTEGRATION: 15 mins.
Activity 3: Project-Based Learning
 tudents will apply their understanding of the work triangle to design a functional kitchen layout,
considering the needs and preferences of a hypothetical client.
 Provide students with a hypothetical client profile (e.g., a family of four with specific dietary needs)
and their desired kitchen requirements.
 Instruct students to use graph paper and rulers to create a scaled floor plan of the kitchen, ensuring that
the work triangle is incorporated.
  Students will design the layout, considering the placement of appliances, countertops, and storage areas
to optimize the work triangle.
 Students will present their designs to the class, explaining their choices and how they addressed the
specific needs of the client.

Process Question:
 How did you ensure that the work triangle is incorporated in your kitchen design?
 What factors did you consider when addressing the needs and preferences of the hypothetical client?
 Explain the reasoning behind the placement of appliances and countertops in your kitchen design. How
does it optimize the work triangle?

Valuing: The work triangle is a versatile concept that can be adapted to various kitchen layouts,
ensuring a practical and efficient workspace. The specific arrangement of the triangle will depend on the
available space and the preferences of the homeowner or designer.

Generalization:
 In summary, the work triangle is a versatile concept that can be applied to various kitchen layouts,
providing a framework for designing functional, efficient, and safe culinary spaces.

Transitional Statement:
 As we progress, keep in mind those learning that you acquired today, and I hope that you can apply
those in your daily lives.
EVALUATION: 15 mins.

Activity 5: Inquiry-Based Learning

 Question 1: Explain the concept of a work triangle and its significance in kitchen design.
 Question 2: Analyze the efficiency of a specific kitchen layout in terms of the work triangle. Provide
examples to support your analysis.
 Question 3: Design a kitchen layout that maximizes the efficiency of the work triangle. Justify your
design choices based on the principles of the work triangle.
Closure:
 Always remember that knowing the basic is always essential.
Essential question:
 How do kitchen arrangement and layout affect meal preparation and cooking?
Learning targets:
 I can explain a work triangle and how it applies to different types of kitchen
Assignment / Reminders:
 Choose a famous chef and research their kitchen design. Write a short report discussing how their
kitchen layout incorporates the work triangle and how it contributes to their efficiency in meal
preparation.
Closing prayer:
 Choose one student to lead a prayer

Prepared by: Corrected by:

Mr. RUSTOM M. BELANDRES Ms. HAZEL D. SOLIDARIOS

Teacher/ Department Head Academic Coordinator

Approved by:

Ms. PERLITA C. DOHINOG, MAEM

Principal

NOTRE DAME OF LAMBAYONG, INC.

Founded in 1959 by the Oblate Fathers
Owned by the Archdiocese of Cotabato
Managed by the Diocesan Clergy of Cotabato (DCC)
ndlambayong.rise@gmail.com
“Service for the Love of God through Mary”
 (N.O.T.R.E.D.A.M.E)

Quarter 1
Subject: T.L.E.

Purpose: The goal of this task is to hone the students to advocate and campaign for environmental conservation and
sustainability by spreading awareness about sustainable tourism in the Philippines by presenting relevant information, data,
and concrete evidences through blogging (audio-visual).
Audience: The target audiences are students, teachers, family, and community.
INFOGRAPHIC
Process:
1. Introduction to Tourism Hazards Begin the lesson by discussing what tourism is and why it's important. Introduce the
concept of tourism hazards and risks. Show examples of common tourism hazards such as natural disasters, health risks,
and transportation accidents. Assign students into groups.
2. Researching Tourism Hazards In their assigned groups, students research specific tourism hazards and risks. Each
group focuses on one type of hazard (e.g., natural disasters, health risks, or transportation accidents). Students gather
information on the causes, consequences, and preventive measures for their chosen hazard. Encourage them to use
reliable sources and take notes.
3. Designing the Infographic Teach students about the basics of creating an effective infographic, including design
principles, layout, and color schemes. Provide them with design tools (online or software) or paper and markers for
sketching. Have students create a rough draft of their infographics, including headings, text, and placeholders for images.
4. Infographic Creation Allow students to work on their infographics, either digitally or on paper. Provide guidance and
support as needed. Emphasize the importance of clear and concise information, visual appeal, and readability.
5. Peer Review and Revision Have each group present their infographics to the class. Encourage constructive feedback
from classmates on the clarity and effectiveness of the infographics. After peer review, allow time for revisions and
improvements.
6. Finalizing Infographics Instruct students to make final revisions based on peer feedback. Ensure that infographics are
complete, polished, and meet the criteria for a well-designed visual aid. Collect the final infographics from each group.
7. Infographic Presentation Have each group present their final infographics to the class. Facilitate a discussion about the
different hazards and risks in tourism and the preventive measures. Discuss the importance of safety awareness in the
tourism industry. Conclude the activity by showcasing the infographics in the classroom.

Prepared by: Checked by:

Mr. RUSTOM M, BELANDRES Ms. HAZEL D. SOLIDARIOS

Subject teacher Academic Coordinator

Approved by:

Ms. PERLITA C. DOHINOG MAEM

Principal
Prepared by: Corrected by:

Mr. RUSTOM M. BELANDRES Ms. HAZEL D. SOLIDARIOS

Teacher Academic Coordinator

Checked by: Approved by:

Ms. HAZEL D. SOLIDARIOS Ms. PERLITA C. DOHINOG, MAEM

Department Head Principal