TG Food Fish Processing
TG Food Fish Processing
TG Food Fish Processing
com
Teaching Guide
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Department of Education
Republic of the Philippines
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Department of Education
Republic of the Philippines
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Kto12 BASIC EDUCATION CURRICULUM
TECHNOLOGY AND LIVELIHOOD EDUCATION
AGRICULTURE & FISHERY ARTS – FOOD (FISH)
PROCESSING
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ENVIRONMENT &
MARKET (E&M) LEARNING COMPETENCIES
CONTENT STANDARD
The learner demonstrates Identify the players/competitors within the town.
understanding of Environment Distinguish among the different
& Market in Food (Fish) products/services available in the market.
Processing in one’s Make a profile of potential customers.
town/municipality. Ascertain the customer’s needs and wants
through consumer analysis.
PERFORMANCE STANDARD Conduct consumer analysis and market
analysis .
The learner independently
creates a business map Explore ways of generating business idea from
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PERFORMANCE STANDARD Identify and report defects or abnormalities in
source materials and/or samples according to
The learner implements
workplace requirements.
sampling procedures based on
Record sample and maintain the workplace
sampling plan.
according to workplace standards.
Clean and maintain the workplace according to
workplace standards
INSPECT AND SORT
RAW MATERIALS AND LEARNING COMPETENCIES
PRODUCTS (IS)
Prepare equipment and tools for inspection and
sorting in accordance with manufacturer’s
specifications and workplace requirements.
CONTENT STANDARD Check, clean and sanitize equipment and tools
in accordance with manufacturer’s
The learner demonstrates specifications and workplace requirements.
understanding on inspecting
Prepare office equipment and
and sorting raw materials to be materials/supplies needed in accordance with
used as well as products to be approved specifications.
sold.
Receive and handle raw materials and
products according to the standard operating
procedure.
PERFORMANCE STANDARD Conduct inspection and sorting according to
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and purchasing specifications.
Sort raw materials and products in accordance
with physical property specifications.
Weigh and keep inspected and sorted raw
materials and products in accordance with the
standard operating procedures.
Report rejected/substandard raw materials and
products to appropriate persons and/or dispose
according to organizational guidelines.
Clean and sanitize equipment and tools
according to manufacturers’ specifications and
workplace procedures.
Complete and report records according to
workplace procedures.
DISPENSE NON-BULK
INGREDIENTS (DI) LEARNING COMPETENCIES
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Weigh/measure non-bulk ingredients and
additives according to production
requirements.
Label dispensed ingredients according to
workplace procedures.
Monitor the accuracy of
measuring/dispensing
equipment to identify variation in operating
conditions according to production
requirements.
Maintain workplace according to
housekeeping standards.
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bin according to required specifications.
Wash and clean materials according to
required specifications.
PERFORMANCE STANDARD Prepare raw and packaging materials and
supplies according to specifications.
The learner independently
Complete records according to workplace
prepares raw and packaging
requirements.
materials and supplies for food
(fish) processing.
I. INTRODUCTION
II. OBJECTIVES
At the end of this course, you are expected to:
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create new business ideas in Food (Fish) Processing by using various
techniques.
implement sampling procedures (SP) properly.
sort raw materials and products correctly (IS).
dispense non-bulk ingredients with caution (DI).
prepare raw and packaging materials and supplies appropriately for processing
(PR).
III. PRE-ASSESSMENT
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Implement Ask the students to answer the Pre-Assesment on
Sampling page 31 by writing in their test notebooks TRUE for correct
Procedures statements, for FALSE statements, underline the word/s
(SA) that made it incorrect.
Inspect and
Let the students read and understand the questions
Sort Raw
on page 48, then write the corresponding letter of the
Materials and
correct answer on the test notebook.
Products (IS)
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PERSONAL ENTREPRENEURIAL COMPETENCIES
1. Discuss the fundamental characteristics of an
entrepreneur.
A. Know 2. Let the learners know the importance of entrepreneurial
competencies.
1. Let the learners choose five personal entrepreneurial
competencies from the given PECs above. Make them write
each in the space provided below and analyze each; put a
check mark in the parenthesis provided if it is their strength
B. Process or weakness. If it is a weakness how can they strengthen it?
If it is their strength, what will they do to enhance it? Instruct
them to write their answer in the spaces provided for.
Let students deepen their understanding by analyzing and
reflecting on the guides on how to strengthen their own PECs.
1. Ask the students to complete the chart on page 17 with
C. Understand techniques on how to strengthen the PECs they possess
which they have identified.
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ENVIRONMENT AND MARKET
1. Instruct students to answer the activity on page 8 to assess
their prior knowledge about market and environment.
2. Guide students to assess their knowledge in identifying the
needs and wants of people as basis for going into business.
This will also help them distinguish needs from wants.
3. You can use this table in identifying the general needs and
wants of people.
4. Using the table above let the students identify the product
that will satisfy the needs and wants of baby/infant( If
applicable) children/kid,adolescents and adult when it
comes to Fish Processing products. Randomly select 10
respondents for each group age.
1.Explain the importance of SWOT analysis.
2.Discuss how to make a simple SWOT analysis
for Food (Fish) Processing products like Fish nuggets,
B. Process Dried Fish,fish paste, fish soup, etc
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Example: SWOT ANALYSIS FOR FISH NUGGETS
Positive Factors Negative Factors
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Activity 1. Mini Survey
1. Fishery Cured
Products
a. Smoked
Fish
b. Salted Fish
c. Dried Fish
d. Boneless
e. Tocino
2. Value-Added
Products
a. Fish Ball
b. Fish
Nuggets
c. Fish
Quekiam
d. Fish
Burger
3. Canned
Fishery
Products
a. Fish
Afritada
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b. Fish
Caldereta
c. Fish Adobo
d. Sardines
e. Mackerel
f. Tuna
Flakes in
Oil
4. Other Products
Task Sheet
Title:
Generating Potential Business in Your Community.
Performance Objectives:
Given the available map of your community, generate
D. Transfer
ideas on probable business related to fish
processing.
Supplies/Materials:
Pen and bond paper
Community map
Ingredients and materials needed for the
chosen fish processing business
Equipment:
Equipment needed for the chosen Fish Processing
Business
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Steps/Procedures:
A. Answer the following questions
Assessment Method:
Oral questioning
Direct observation
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Performance Criteria
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Worksheet, Permission to Move Fish Under Detention
form, etc.)
Notice of Detention (CFIA/ACIA 5070)
Held tags (CFIA/ACIA 0205)
Notice of Release (CFIA/ACIA 0201)
Receipt for Sample Taken (CFIA/ACIA 4168)
Inspector’s notebook
hand coverings (plastic gloves, rubber gloves)
safety boots and/or rubber boots (for plant inspections),
hard hat, coveralls, hairnet
adhesive CFIA tape and clear adhesive tape
utility knives
hand towels
plastic bags (various sizes), sampling bottles, tags and
labels
flashlights
thermometers
sanitizers and saws
clean, hard-sided coolers and ice packs
chlorine kit
4. Discuss the importance of keeping the identity and
integrity of samples
1. Ask the students to prepare a sampling plan; then let them
discussed their prepared plans based on the following:
a. determining the sample population
B. Process b. identifying the food category
c. explaining the steps in preparing sampling plan
Example of Sampling Plan
Source: www.inspection.gc.ca/Food/fish-and-
seafood/manual/standards-and-methods
1. Assess your learner’s personal knowledge on the sampling
techniques, applying basic sampling principles. Ask them to
report their findings in class.
2. Do the suggested activity regarding selecting, handling and
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1. Let the learners prepare a sampling plan procedure. Use the
scoring rubrics to assess the learners.
D. Transfer DESCRIPTORS CRITERIA CLARITY MASTERY
CONTENT/
IDEAS
Excellent Demonstrated Presented Presented the
(10 points) / Discussed complete ideas without
correctly 3 and clear looking at the notes
ideas ideas
Very Good Demonstrated Presented Presented the
(5 points) / Discussed clear ideas ideas while looking
correctly 2 but need at the notes once
ideas details in a while
Good Demonstrated Presented Reading while
(2 points) / Discussed vague ideas presenting the
correctly 1 ideas
idea
Needs No discussion No No discussion
Improvement discussion
(0)
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1. Ask the students to sort the given tools used in Fish
B. Process Processing according to their functions.
2. Ask students to perform Activity No. 1 on page 55 to
determine if they can identify and sort the different tools,
utensils, equipment in accordance with their uses and
classification
3. Make the students perform Activity No. 2 on page 56
C. Understand 1. Show and tell the class whether the indicators of raw
materials or products presented are observed or not
observed.
A. Raw materials ( Fishery Products)
Indicator Observed Not Remarks
observed
Signs of being
spoiled
Indication of insects
or vermin attack
Good quality raw
materials are used
Suitable for their
intended purpose
Contains dust or dirt
as a result of poor
storage and
handling practices.
B. Inspection of Tools, utensils and
equipment used
Well sanitized
Not damaged
In good working
condition
Meet manufacturer’s
specifications
Suitable for their
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intended purpose
D. Transfer 1. Let the students perform the following tasks: check, clean
and sanitize equipments and tools.
Use the given rubrics for the evaluation.
Task Sheet
Title:
Prepare, clean and sanitize fish processing tools,
utensils, equipment for inspection and sorting
Performance Objectives:
Prepare the available fish processing tools,
utensils, equipment and sanitizer for inspection and
sorting
Supplies/Materials:
Sanitizer
Cleaning aid
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Equipment:
Available fish processing tools, utensils,
equipment
Steps/Procedures:
1. Gather the available tools, utensils and
equipment as well as sanitizers and cleaning
aids.
2. Follow the procedure on how to check, clean
and sanitize the fish processing tools and
equipment.
3. Observe the precautionary measures while
doing the activity.
Assessment Method:
Direct observation
Demonstration
Discussion 5 4 3 2 1
Checking, cleaning &
sanitizing of tools
Application of procedures
Safety work habits
Speed/time
Appearance of finished
output
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2. Let the students demonstrate their ability to inspect and sort
raw materials and products according to manufacturers’ and
work place procedure.
You will be evaluated using this scale.
Indicator 5 4 3 2 1
Reported 15-20 rejected/sub-
standard raw materials and
products for visible signs of defects
according to set processing and
purchasing specifications.
Reported 9-14 rejected/sub-
standard raw materials and
products for visible signs of defects
according to set processing and
purchasing specifications.
Reported 5-8 rejected/sub-standard
raw materials and products for
visible signs of defects according to
set processing and purchasing
specifications.
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Reported 1-4 rejected/sub-standard
raw materials and products for
visible signs of defects according to
set processing and purchasing
specifications.
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1. Ask the students to classify the different samples of Food
C. Understand Additives into groups. Show them actual samples of the
following:
1. Leavening Agents 6. Sequestrants
2. Lubricants 7. Catalyst
3. BHT 8. Emulsifier
4. BHA 9. Gelatin
5. Alginic 10. Carageenan
D.Transfer
1. Make the students inspect and select appropriate
measuring/dispensing and weighing materials according to
dispensing requirements.
You will be evaluated using this scale.
1-Poor 2 – Slightly 3 - Fair 4 - Good 5 – Very Good
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Discussion 5 4 3 2 1
Prepared the measuring and weighing
tools and equipment and checked before
using.
Demonstrated the proper use of
measuring and weighing tools and
equipment.
Identified the additives given by the
teacher.
Cleaned and sanitized the equipment
before and after using in accordance with
specifications of teacher’s instructions.
Discussion 5 4 3 2 1
Measuring of solid
Measuring of liquid
Reducing to particles
Sieving
Mixing
Compounding
Packaging
Making a label
Dispensing
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Product Information
Brand name:
Product Name:
Name and Address of the Manufacturer:
Ingredients:
Product Specifications:
Type of Packaging Materials:
Description of the product as packed:
Storage Condition Requirements
Date it was packed;
Expiry date:
Food Application:
Code Number:
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observe the techniques of proper handling of raw materials and
supplies.Let them evaluate possible hazards and observe how
these hazards are eliminated or reduced in the workplace.
1 . Let the students demonstrate how to pack food/fishery products
using the following types of packaging materials: hard plastic, films
D. Transfer and plastic bags.
You will be evaluated using this scale.
Indicator 5 4 3 2 1
1. Packaging Smoked Fish
2. Wrapping Dried Fish
3. Placing Food in Plastic
4. Placing Food in Glass Jar
5. Placing Shellfish in
Styrophore
Discussion 5 4 3 2 1
Preparation of tools and
raw materials
Application of
procedures
Safety work habits
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Speed/time
Appearance of finished
output
V. SUMMARY
The lessons in this course on Food (Fish) Processing are eye openers to what
are to be done in the workplace. The PECs help the learner determine their abilities
that need to be enhanced and weaknesses to overcome, thus may lead to a life of
success. The environment and market have been identified to determine needs and
wants of the people in the community for possible business opportunities.
The different knowledge and skills acquired in Food (Fish) Processing are
essential for the students become a good fish processors. The learners should take
into consideration the implementing or employing sampling procedures, inspecting
and sorting raw materials and products to be used, dispensing non-bulk ingredients
in processing, and preparing raw and packaging materials in Fish Processing.
With the technology imparted to them in this lesson, they can prepare for
an entrepreneurial venture based on this technology. With this, they will be able to
improve their economic status and help the economy of their community and the
country.
GLOSSARY OF TERMS
Contamination. The unintended presence of potentially harmful substances,
including microorganisms, chemicals, and physical objects in food.
Control Measure. Any action or activity that can be used to prevent, eliminate, or
reduce an identified hazard. Control measures essential to food safety are
applied at critical control points in the flow of food.
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Critical Control Point (CCP). An operational step in food preparation process at
which control can be applied and is essential to prevent or eliminate food
safety hazard or reduce it to an acceptable level.
Critical Limit. One or more prescribed parameters that must be met to ensure that
food safety hazards are controlled at a CCP.
Food Borne Disease. Illness resulting from the consumption of food or beverages
contaminated with disease-causing microorganisms, chemicals, or other
harmful substances.
HACCP Plan. A written document that is based on the principles of HACCP and
which describes the procedures to be followed to ensure the control of a
specific process or procedure.
HACCP System. The result of the implementation of the HACCP plan. A HACCP
system includes the HACCP plan and all the prerequisite programs.
Microorganism. A form of life that can be seen only with a microscope including
bacteria, viruses, yeast, and single-celled animals.
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Monitoring. The act of observing and making measurements to help determine if
critical limits are being met and maintained.
Risk Control Plan (RCP). A concisely written management plan developed by the
retail or food service operator with input from the health inspector that
describes a management system for controlling specific out-of-control risk
factors.
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Hazard Analysis Critical Control Point (HACCP)
Hazard Analysis Critical Control Point (HACCP) is an approach to food safety that
is systematic and preventive. It is recommended by the Codex Alimentarius
Commission, the United Nations international standards organization for food
safety. HACCP is used by most countries around the world. It has been in use
since the 1960s.
HACCP goes beyond inspecting finished food products. It helps find, correct, and
prevent hazards throughout the production process. These include physical,
chemical, and biological hazards.
Principle 1: The first principle is hazard analysis. At this stage, a plan is laid out
to identify
all possible food safety hazards that could cause a product to be unsafe for
consumption, and
the measures that can be taken to control those hazards.
For example: at the cooking step of the production process, one of the identified
hazards is the survival of pathogens due to inadequate cooking time or temperature.
For smoked fish, smoke deposition must be done for at least 30 minutes.
Principle 2: The second principle is identifying critical control points. These are
the points in the production process where an action can be taken to prevent,
eliminate, or reduce a food safety hazard to an acceptable level.
For example: the cooking step is considered a “critical control point” because control
measures are necessary to deal with the hazard of pathogens surviving the cooking
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process. For smoke fish, curing in 20% brine solution as initial step must be done
for at least 1 hour.
Principle 3: The third principle is establishing critical limits for each critical control
point. A critical limit is the limit at which a hazard is acceptable without
compromising food safety.
For example: critical limits” at the cooking stage include specific time and
temperature for cooking the product. For smoked fish, duration of smoke deposition
must not exceed 1 hour and temperature inside the smoke drum must be below
80oC.
For example: monitoring procedures at a cooking critical control point could include
taking the internal temperature of the product with a specialized thermometer. For
smoked fish preparation, temperature must be between 60-70oC.
For example: if the required internal temperature has not been reached, a corrective
action would require that the product be cooked further. If the cooking temperature
cannot be reached, another corrective action would call for the product to be held
and destroyed.
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Principle 6: The sixth principle is establishing verification procedures. Verification
means applying methods, procedures, tests, sampling and other evaluations (in
addition to monitoring) to determine whether a control measure at a critical
control point is or has been operating as intended. Verification activities also
ensure that the monitoring and the corrective actions are done according to a
company’s written HACCP program.
For example: the plant employee responsible for monitoring a cooking critical control
point completes a cooking log sheet. This sheet includes the date, the start and
finish time, the temperature and the employee’s signature. If a deviation has
occurred in the production process, the responsible plant employee records the
details in a deviation log book.
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In 2005, HACCP became mandatory in Canada for federally-registered meat and
poultry establishments. (The legislation that pertains to this is the Meat Inspection
Regulations). In these establishments, the Canadian Food Inspection Agency
(CFIA) uses the Compliance Verification System to verify an establishment’s
compliance to their HACCP system. In federally-registered fish establishments,
the principles of HACCP are followed under the Quality Management Program, or
QMP.
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REFERENCES
A. Books
Anon, A.. Sanitation for the Food Preservation. New York. McGraw-Hill Book Co.
1952
BFAR,. Philippine Fisheries Prime. Quezon City: Bureau of Fisheries and Aquatic
Resources. 1981
Canhan, R.A. 1965. “Current Trends in Handling Canning Wastes.” Presented at the
5th Annual Water Symposium Water Pollution. Louisiana State
University on February 22, 1956
Calmorin, Espejo – Hermes L.P. Post Harvest Fisheries, Manila: National Bookstore
Inc., 2006
Stansby, M.E. Industrial Fishery Technology., New York, Robert E. Crier Publishing
Company ,1963.
Vera Cruz, A., DT., Saturno, Porciuncula, Recto, Rafael and Laggui, Central Luzon
State University, Science City of Muňoz, Nueva Ecija, CLARRDEC,
CVARRD and PCARDDD – DEVT. 87 – 127.
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of aquatic post harvest College of Fisheries, Central Luzon State
University Science City of Munoz, Nueva Ecija, Philippines. 101p
Online References
1. www.inspection.gc.ca/food/fish-and-seafood/manual/standards-and-
methods/esg/1348608971859
2. http://www.inspection.gc.ca/about-the-cfia/newsroom/food-safety-
system/haccp/eng/1346306502207/1346306685922
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KEY TO CORRECTION
PECS
1. d 6. f 1. a
2. C 7. e 2. b
3. b 8. j 3. d
4. a 9. i 4. c
5. g 10. h 5. b
1. a 6. c
2. b 7. b
3. d 8. d
4. c 9. a
5. b 10. a
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INSPECT AND SORT RAW MATERIALS AND PRODUCTS (IS)
LO 1. Multiple Choice LO 2. Identification LO3. A.Multiple Choice
1. A 6. c 1. Color 6. Shelf life 1. c
2. D 7. d 2. Inspection 7. Flavor 2. a
3. B 8. b 3. Sorting 8. External force 3. a
4. C 9. a 4. Grading 9.Internal force 4. a
5. D 10.c 5.Functional Property 10. Nutrition facts 5. B
L.O 3 B.
1. Mop
2. Steam gun
3. Scrapers
4. Brushes
5. Sponges
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PROCESSING (PR)
1. c 6. C 1. a 6.a
2. a 7. a 2. g 7.d
3. d 8. c 3. d 8.h
4. a 9. b 4. c 9.i, f
5. d 10.a 5. i 10. e
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