Cookery LM Mod.1 SHS V

Module 1 of 2
Cookery
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Manual
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Department of Education
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All rights reserved. No part of this material may be reproduced or transmitted in any form or by any means - electronic or
mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016.
Technical Vocational Livelihood Education – Cookery Module 1
Manual
First Edition 2016
ISBN: 978-971-9601-84-5
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Published by the : Department of Education
Secretary : Br Armin A. Luistro FSC
Undersecretary : Dina S. Ocampo, PhD
Development Team of the Cookery Manual

Authors: Aniceta S. Kong and Anecita P. Domo
Editor: Merlyn Lee
Reviewer: Maila A. Dogelio
Illustrator: Henry Allen M. Arcos
Cover Artist: Ricardo Jose V. Santillan III
Management Team of the Cookery Manual

Bureau of Curriculum Development
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TABLE OF CONTENTS
PAGE
INTRODUCTION…………………………………………………… 1
OBJECTIVES………………………………………………………. 2
DIAGNOSTIC TEST………………………………………………. 2
LEARNING OUTCOME 1: ……………………………………….. 8
Asses Personal Entrepreneurial Competencies
LEARNING OUTCOME 2: ……………………………………….. 16
Understand Business Environment and Business Ideas
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QUARTER 1 21 Lesson
1…………………………………………………. 21
Learning Outcome 1………………………………………………. 24

Clean and Maintain Kitchen Tools, Equipment
Including Kitchen Premises
Learning Outcome 2 ……………………………………………… 50

Clean and Sanitize Kitchen Premises
Lesson 2 ……………………………………………….. 58
Prepare Appetizers
Learning Outcome 1……………………………………………… 59

Perform Mise en place
Learning Outcome 2 …………………………………………….. 72

Prepare a Range of Appetizer
Learning Outcome 3 …………………………………………….. 78

Present a Range of Appetizers
Learning Outcome 4 ……………………………………………. 82 Store

Appetizer
QUARTER 2 89
Lesson 1 ………………………………………………......... 89
Prepare Salad and Dressing
Learning Outcome 1……………………………………………………. 92

Learning Outcome 2 …………………………………………………… 96

Prepare a Variety of Salad and Dressing s
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Present a Variety of Salad and Dressings

Store Salads and Dressing
QUARTER 3 121 Lesson 1
……………………………………………………. 121 Prepare

Sandwiches
Learning Outcome 1…………………………………………………… 123

Learning Outcome 2 ………………………………………………….. 134

Prepare a Variety of Sandwiches

Present a Variety of Sandwiches

Storing Sandwiches
QUARTER 4 157
Lesson 1
…………………………………………………………..157 Prepare
Desserts


Prepare Desserts
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Plate/Present Desserts

Storing Desserts
Lesson 2 …………………………………………………….. 187

Package Prepared Food Stuff

Select Packaging Materials

Package Food Items
SUMMATIVE ASSESSMENT ……………………………………….. 198

GLOSSARY OF TERMS ………………………………………………. 204
REFERENCE ………………………………………………………….. 208
Introduction
The Technology and Livelihood Education (TLE) for junior high school
and Technical-Vocational-Livelihood Education (TVL) for senior high school is
one track in the implementation of the K to 12 Basic Education Program
(BEP). The TLE/TVL Track has four strands, namely: Agri-Fishery Arts, Home
Economics, Industrial Arts, and Information and Communication Technology.
Learners in Grades 7 and 8 take exploratory courses under the track; tackling
common competencies that they would need, helping them pursue a career in
TVL. Their learnings and competencies are further enhanced in Grades 9 and
10, up to Senior High.
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This learning resource focuses on the course [Cookery (National
Certificate Level II)] under the [Home Economics] strand of the TVL track. The
Department of Education aims that this learning resource contributes to the
attainment of the realization of the overall goal of the K to 12 Basic Education
Program, which is the holistic development of every Filipino learner: equipped
with 21st century skills, adequately prepared for work, and has gained the
right knowledge, attitude, values and skills to start a business, acquire middle
level skills, and to advance in higher education.
Cookery Module 1 of 2
This is the first of two modules that make up the Cookery Manual. It
includes information and activities to develop desirable values, skills and
understanding through authentic tasks on [how to clean, maintain and sanitize
kitchen tools, equipment, and working premises which are important routines
after each preparation of foods in the kitchen. It also contains step-by-step
procedures and helpful techniques and guidelines on how to prepare, present
and store appetizers, salads and salad dressings, sandwiches and desserts,
all of which do not require heat in preparation]. Provisions for practical
application to real life situation are also included for lifelong learning.
The lesson on Personal Entrepreneurial Competencies (PECs) will

help learners to determine their abilities that need to be enhanced and
weaknesses to be improved in order to attain success. The market and
environment lessons on the other hand, will show them how to identify needs
and wants of people in the community for possible business opportunity. All of
these expose learners to a wide variety of experiences and opportunities to
acquire work skills, work values and expertise which will help learners in
choosing an occupation or career and/or eventually put up his or her own
business in line with cookery thus, making learners self-reliant and productive
members of the society.
To the Learner:
This manual provides varied and relevant activities and opportunities to

determine your understanding of the key concepts and to demonstrate core
competencies as prescribed in the TESDA Training Regulation in Cookery.
This manual is specifically crafted to focus on the different activities

that will assess your level in terms of skills and knowledge necessary to get a
Certificate of Competency and/or National Certification (NC II).
Successful completion of this specialization ensures that you have
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acquired the essential skills to be on your way to becoming a certified chef.
After finishing all the activities in this module, you can expect to
end up with job opportunities and experiences to set up a business
enterprise which will generate jobs for others.
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Content Standard
The learner demonstrates understanding of core concepts and theories

in cookery lessons.
Performance Standard
The learner independently demonstrates core competencies in cookery as

prescribed in the TESDA Training Regulation.
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Objectives
At the end of this module, you are expected to:

1. Recognize the Personal and Entrepreneurial characteristics (PECs);
2. Identify job opportunities through customers’ needs and wants
and/market analysis;
3. Clean, sanitize and store kitchen tools, equipment, and premises;
4. Prepare appetizers; salad and dressing; sandwiches; desserts; 5.
Present appetizers; salad and dressing; sandwiches; desserts; 6.
Store appetizers; salad and dressing; sandwiches; desserts; and 7.
Package prepared foods
Diagnostic Test
A. Read the following questions carefully and choose the letter that best
describes the statement. Write your answer on your test notebook.
1. A sweet course or dish which is usually served at the end of a meal.

A. sweet
B. dessert
C. stock
D. appetizer
2. All of the following are characteristics of good fruit desserts, Except
A. appetizing aroma
B. slightly chilled temperature
C. simple and attractive
D. moderate sweet
3. What is the process of putting your product into containers for easy
distribution?
A. packaging
B. labeling
C. wrapping
D. storing
4. Which of the following sanitary practices is not true in storing desserts?
A. Wash utensils and equipment thoroughly.

B. Keep away from food when you are ill.
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C. Store foods and ingredients in a dry place.
D. Safeguard the food during distribution.
5. In plating and presenting food, which among the following statements

is related to texture?
A. enhances plate presentation
B. plays important part in plate presentation
C. adds visual interest to the food
D. serves as frame of the presentation
6. It is the most important principle for sandwich safety after preparation to
avoid spoilage.
A. 4 – 40 – 140
B. 4 – 140 – 40
C. 140 – 4 – 40
D. 40 – 140 – 4
7. Which of the following considerations are essential in choosing

ingredients for high quality salads?
A. quality and quantity
B. texture and color
C. freshness and variety
D. crispiness and taste
8. Which of the following guidelines is not included in making vegetable
salad?
A. cooked to a firm, crisp texture and good color

B. cooked until completely tender and overcooked
C. thoroughly drained and chilled before using
D. marinated or soaked in a seasoned liquid
9. Which of the following procedures for quantity green salad production
is the last step to do?
A. Arrange salad plates on worktables.

B. Add dressing before serving.
C. Prepare all ingredients.
D. Refrigerate until serving.
10. Which of the following appetizers are made out of thin slices of
bread in different shapes.
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A. relish
B. cocktail
C. hors d’ oeuvres
D. canapé
11. Aling Pelita finds it hard to remove tough soils from the used pots and
pans, it does not respond to different cleaning agents she used, if you
will help her which of the following will you recommend that will surely
solve her problem?.
A. abrasives
B. acid cleaners
C. detergents
D. cleaners
12. Your younger sister accidentally swallowed poison. What first aid
treatment should you do?
A. Read the label of the poisonous material.

B. Remove anything remaining in the mouth.
C. Give her a glass of water or any fruit juice.
D. Give her a spoonful sugar or any kind of sweets.
13. Which of the following is the proper order in washing the dishes?
A. chinaware, utensils, silverware, glassware

B. utensils, silverware, glassware, chinaware
C. silverware, chinaware, glassware, utensils,
D. glassware, silverware, chinaware, utensils
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14. Which of the following is the proper order/steps in cleaning
kitchen premises.
1. Rinse all surfaces with cold to hot water to remove thoroughly all
remaining chemical solution and food soil residues.
2. Remove residual food soils from equipment surfaces.
3. Scrape and pre-rinse.
4. Rinse all equipment surfaces with sanitizing agent.
A. 2 4 1 3
B. 3 1 4 2
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C. 3 2 1 4
D. 1 2 3 4
B. Identify the following tools and equipment in column

B. Write your answers in column A with a short
description of the uses or functions. Write your answers
on your test notebook. (2pts. each)
A. B.
1.
2.
3.
4.
5.
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6.
7.
8.
10
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electronic or mechanical including photocopying – without written permission from the DepEd Central Office. First Edition, 2016.
9.
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10.
C. Arrange the following steps in preparing hamburger in proper sequence.

Use A for the first step, B for second and so on. Write your answers on
your test notebook.
______ 1. Cover the cheese with meat like roast beef, turkey, or sliced ham.
______ 2. Sprinkle a bit of spice, fresh basil or parsley and dried spices like
chili or turmeric powder.
______ 3. Assemble necessary tools, equipment, oven, and toaster.
______ 4. Top the meat with another slice of cheese.
______ 5. Toast the bread lightly and place it on a clean sheet with the cut
side up.
______ 6. Add your choice of vegetable like red onion, tomatoes, and red
peppers.
______ 7. Finish the sandwich with another piece of bread and put it in a pre
heated 350 F oven for about 5 minutes.
______ 8. Put two slices of cheese on the bread like cheddar, Swiss,
mozzarella or any cheese combination desired.
______ 9. Prepare and assemble all ingredients; sandwich breads like

hamburger buns, sliced cheeses, vegetables and meats.
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D. Arrange the following steps in cleaning and sanitizing range in proper
sequence. Use A for the first step, B for second and so on. Write your
answer on your test notebook.
______ 1. When cool, wash top of range
______ 2. Before replacing, rub with oil-damped cloth
______ 3. Remove all burnt sediments and wipe grease from top of range
after each use.
______ 4. Clean oven by removing grates, scraping off food deposits,
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washing and drying.
______ 5. Run oiled cloth over top of range
______ 6. Scrape grease from curbs and openings hinges.
______ 7. Keep burners clean. Gas burners can be soaked and scrubbed
with stiff brush while electric burners should be cleaned with a
brush or with a damp cloth.
B. Draw/Illustrate the structure of a plated salad and label its parts. Write your
answer on your test notebook
Your answer will be rated using the rubric below.

SCORE CRITERIA
5 Very creatively done and able to label all the parts correctly. 4 Very
creatively done and able to label 2-3 parts correctly. 3 Creatively
done and able to label 2-3 parts correctly.
2 Less creatively done and able to label 1 part correctly. 1
Untidy done and no label.
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CONCEPT REVIEW
LEARNING OUTCOME 1:
ASSESS PERSONAL ENTREPRENEURIAL COMPETENCIES
At the start of your journey in learning Cookery, the Personal
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Entrepreneurial Competencies and entrepreneurial mindsets were introduced.
In this concept review, you will be reminded of these lessons and you get to
assess whether or not you have the competencies found among
entrepreneurs. In addition, a brief lesson on the Business Environment and
Idea Generation is provided to help contextualize how your skills might be
useful for an entrepreneurial venture. Read on to find out
Entrepreneur
An entrepreneur is comprehensively defined by Zimmerer &
Scarborough (2005) as someone who “creates a new business in the face of
risk and uncertainty for the purpose of achieving profit and growth by
identifying significant opportunities and assembling the necessary resources
to capitalize on them” (p.3). They are the ones who act on their business
ideas.
Personal Entrepreneurial Competencies

There has been many studies to characterize “the entrepreneurial
personality”; although there is no isolated set of traits that guarantee success,
there were identified behaviors found common to most successful
entrepreneurs. There is a well-known research on human behavior done by
McClelland and McBer which identified 10 behavioral patterns organized into
three general clusters: the achievement, planning, and power clusters
(SERDEF, 2007; 1998). It was found out that these behaviors were also
typical entrepreneurial behaviors. The entrepreneurial qualities, more known
as the Personal Entrepreneurial Competencies (PECs) are as follows:
Achievement Cluster
∙ Opportunity seeking – Entrepreneurs have a good eye for spotting
business opportunities and acts on these opportunities appropriately. ∙
Persistence - Entrepreneurs do not easily give up in the face of obstacles.
They will take repeated or different actions to overcome the hurdles of
business. This includes making a personal sacrifice or extraordinary effort
to complete a job.
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∙ Commitment to work contract - Entrepreneurs do their best to satisfy
customers and to deliver what is promised. They accept full
responsibility for problems when completing a job for customers.
∙ Risk-taking - Entrepreneurs are known for taking calculated risks and
doing tasks that are moderately challenging.
∙ Demand for efficiency and quality - Entrepreneurs see to it that the
business meets or exceeds existing standards of excellence and
exerts efforts to improve past performance and do things better. They
set high but realistic standards.
Planning Cluster
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∙ Goal setting - Entrepreneurs know how to set specific, measurable,
attainable, realistic, and time-bound (SMART) goals. It is easy for them
to divide large goals into short-term goals.
∙ Information seeking - Entrepreneurs update themselves with new
information about their customers, the market, suppliers, and
competitors. This is rooted to their innate sense of curiosity.
∙ Systematic planning and monitoring - Entrepreneurs develop and use
logical, step-by-step plans to reach their goals. They monitor progress
towards goals and to alter strategies when necessary.
Power Cluster
∙ Persuasion and networking - Entrepreneurs know how to use the right
strategies to influence or persuade other people. They have naturally
established a network of people who they can turn to in order to
achieve their objectives.
∙ Self-confidence - Entrepreneurs have a strong belief in themselves and
their own abilities. They have self-awareness and belief in their own
ability to complete a difficult task or meet a challenge.
Assess your Personal Entrepreneurial Competencies by answering the

following items.
Personal Entrepreneurial Competencies (PECs) Self-rating

Questionnaire
Read each statement carefully and answer honestly based on how well it
describes you. There are five choices as follows: Please write the number you
have selected on the space before each statement. Some statements
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may be similar but no two are exactly alike. Please go through each
statement and answer all the items.
5 = Always 4 = Usually 3 = Sometimes 2 = Rarely 1 = Never
________ 1. I look for things that need to be done.

________ 2. When I am faced with a difficult problem, I spend a lot of time trying to
find a solution.
________ 3. I complete my work on time.
________ 4. It bothers me when things are not done very well.
________ 5. I prefer situations in which I can control the outcomes as much as
possible.
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________ 6. I like to think about the future.
________ 7. When starting a new task or project, I gather a great deal of
information before going ahead.
________ 8. I plan a large project by breaking it down into smaller tasks.
________ 9. I get others to support my recommendations.
________ 10. I feel confident that I will succeed at whatever I try to do.
________ 11. No matter whom I’m talking to, I’m a good listener.
________ 12. I do things that need to be done before being asked to by others.
________ 13. I try several times to get people to do what I would like them to do.
________ 14. I keep the promises I make.
________ 15. My own work is better than that of other people work with. ________
16. I don’t try something new without making sure I will succeed. ________ 17. It’s a
waste of time to worry about what to do with your life. ________ 18. I seek the advice
of people who know a lot about the tasks I am working on.
________ 19. I think about the advantages and disadvantages or different ways of
accomplishing things.
________ 20. I do not spend much time thinking how to influence others.
________ 21. I change my mind if others strongly disagree with me.
________ 22. I feel resentful when I don’t get my way.
________ 23. I like challenges and new opportunities.
________ 24. When something gets in the way of what I’m trying to do, I keep on
trying to accomplish what I want.
________ 25. I am happy to do someone else’s work if necessary to get the job
done on time.
________ 26. It bothers me when my time is wasted.
________ 27. I weigh my chances of succeeding or failing before I decide to do
something.
________ 28. The more specific I can be about what I want out of life, the more
chances I have to succeed.
________ 29. I take action without wasting time gathering information. ________ 30.
I try to think of all the problems I may encounter and plan what to do if each problem
occurs.
________ 31. I get important people to help me accomplish my goals. ________ 32.
When trying something challenging, I feel confident that I will succeed. ________ 33.
In the past, I have had failures.
________ 34. I prefer activities that I know well and with which I am comfortable.
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________ 35. When faced with major difficulties, I quickly go on to other things.
________ 36. When I am doing a job for someone, I make a special effort to make
sure that person is happy with my work.
________ 37. I am never entirely happy with the way things are done; I always think
there must be a better way.
________ 38. I do things that are risky.
________ 39. I have a very clear plan for my life.
________ 40. When working on a project for someone, I ask many questions to be
sure I understand what that person wants.
________ 41. I deal with problems as they arise, rather than spend time trying to
anticipate them.
________ 42. In order to reach my goals, I think of solutions that benefit.
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________ 43. I do very good work.
________ 44. There have been occasions when I took advantage of someone.
________ 45. I try things that are very new and different from what I have done
before.
________ 46. I try several ways to overcome things that get in the way of reaching
my goals.
________ 47. My family and personal life are more important to me than work
deadlines I set for myself.
________ 48. I find ways to complete tasks faster at work and at home.
________ 49. I do things that others consider risky.
________ 50. I am as concerned about meeting my weekly goals as I am for my
yearly goals.
________ 51. I go to several different sources to get information for tasks or
projects.
________ 52. If one approach to a problem does not work, I think of another
approach.
________ 53. I am able to get people who have strong opinions or ideas to change
their minds.
________ 54. I stick with my decisions even if others disagree strongly with me.
________ 55. When I don’t know something, I don’t mind admitting it.
Please proceed to the next section where you may determine your score. The point
system will indicate whether you manifest strong tendencies or weak inclinations towards a
particular behavior.
Source: Liberal, AE. E. (2007). Appraising and developing yourself for an entrepreneurial
career. (Eds.) Maghirnf, T., Librando, P., Esguerra, D., & Recio, D. In Introduction to
Entrepreneurship. Quezon City: Small Enterprises Research and Development Foundation,
Inc. in cooperation with UP-ISSI. pp: 41-43
PEC’s Scoring Sheet
Please enter your ratings in the PECs scoring sheet. The number in
parenthesis corresponds to the questionnaire item number. Notice that the
item numbers are listed consecutively for each column. Perform the addition
and subtraction as indicated in each row to compute for each PEC.
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Rating of Statements Score PECs
+ + - + + 6 = Opportunity (1) (12) (23) (34) (45) Seeking

+ + - + + 6 = Persistence (2) (13) (24) (35) (46)
+ + + - + 6 = Commitment to
(3) (14) (25) (36) (47) work contract

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+ + + - + 6 = Demand for Efficiency
(4) (15) (26) (37) (48) & Quality
- + + + + 6 = Risk taking (5) (16) (27) (38) (49)
- + + + + 6 = Goal setting (6) (17) (28) (39) (50)
+ - + + + 6 = Information seeking (7) (18) (29) (40) (51)
+ + - + + 6 = Systematic planning (8) (19) (30) (41) (52) & monitoring
- + + + + 6 = Persuasion & (9) (20) (31) (42) (53) Networking
- + + + + 6 = Self-confidence (10) (21) (32) (43) (54)
- - - + + 18 = Correction Factor (11) (22) (33) (44) (55)
Source: Liberal, AE. E. (2007). Appraising and developing yourself for an entrepreneurial
career. (Eds.) Maghirang, T., Librando, P., Esguerra, D., & Recio, D. In Introduction to
Inc. in cooperation with UP-ISSI. pp: 43-44.
The PECs Scoring Sheet with Correction Factor

The Correction Factor is used to provide a more accurate assessment of the
PECs of each respondent. If the total score of items 11, 22, 33, 44, and 55 is
20 or greater, then the total score on the ten PECs must be corrected. Use
the table below to determine the corrected score.
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If the correction factor Subtract the following
is: numbers from each
PECs score:
24 or 25 7
22 or 23 5
20 or 21 3
19 or less 0
Correct each PECs score before using the Profile Sheet:
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Corrected Score Sheet
PECs Original Correction Corrected Score
Opportunity seeking - = Persistence - = Commitment to work
contract - = Demand for quality & efficiency - = Risk taking - =
Goal setting - = Information seeking - =
Systematic planning & -=
monitoring
Persuasion & networking - =

Self-confidence - =
Corrected Total Score:
Source: Liberal, AE. E. (2007). Appraising and developing yourself for an entrepreneurial career.
(Eds.) Maghirang, T., Librando, P., Esguerra, D., & Recio, D. In Introduction to
Inc. in cooperation with UP-ISSI. pp: 44-45.
Personal Entrepreneurial Competencies (PECs) Profile Sheet
Transfer the corrected PECs score to the profile sheet by marking an “X” at
the appropriate point on the horizontal line provided for each PEC category.
After plotting your PECs score, connect all the “Xs” with a heavy line.
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SAMPLE PECs PROFILE
X
Opportunity seeking
X
Persistence
X
Commitment to work contract
Demand for quality & X
efficiency
X
Risk taking
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Goal setting X
Information seeking X
Systematic planning &
monitoring X
Persuasion & networking X

X
Self-confidence
0 5 10 15 20
25
Interpretation
A lower score means a ‘weak’ performance and a higher score
translates to a ‘strong’ performance on a particular competency. A ‘weak’
performance should be regarded as a challenge or an opportunity for
improvement rather than a cause for worry. Improving a competency entails
enough determination, correct practice and strategies, and time for
maturation.
Source: Liberal, AE. E. (2007). Appraising and developing yourself for an entrepreneurial career. (Eds.)
Maghirang, T., Librando, P., Esguerra, D., & Recio, D. In Introduction to Entrepreneurship.
Quezon City: Small Enterprises Research and Development Foundation, Inc. in cooperation
with UP-ISSI. pp: 45-46.
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LEARNING OUTCOME 2:
UNDERSTAND BUSINESS ENVIRONMENT & BUSINESS IDEAS
Business Environment and Market
The study of the business environment in a particular location has far reaching
and long-term effects on a small or micro enterprise’s viability. In fact, business
ideas and opportunities are partly shaped or determined by the
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business location. Unless it is possible to migrate to more favorable locations,
the ideas and opportunities for business will oftentimes be delimited to the
surrounding areas.
The business environment consists of both the tangible and intangible factors
that affect either the external or internal business operations. They may
include the land area available for economic zones, the physical layout and
barriers such as rivers, parks or lakes, and building obstructions as well as
the transportation network; all of which are considered tangible factors. They
also include the demography of clients and suppliers, the competitors in the
locale/area and the available technology for production. The intangible
factors, on the other hand, include the sub-culture, industry trends, economic
and government activity or the political situations in the area.
Natural & Physical Living conditions,

Facilities, Barriers
Environment
pattern
Government Culture
Demography
Potential target client, migration
BUSINESS Emotional
Regulations Policies
Sub-culture, Race, environment
YOUR
Technology
- Competitors Economy
National Environment.
International
Trend
Production
Natural and Physical
This concerns the physical location of a business’ store. The natural

environment also pertains to the natural and man-made structures that may
enhance the beauty of the location, such as a park or a sea front view, or
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serve as barrier to the location, such as a dump site or high rise structures
that obstruct a view. The living condition in an area also serves as a standard
for the ambience you want to create for your store.
There is also a phenomenon referred to as clustering, where a particular type

of product is offered within the same area. For instance, most guitar shops
are clustered along the intersection of V. Mapa and Aurora Avenue in Metro
Manila; Filipino craft stores crowd the area under the Quiapo Bridge; or car
accessories are found in Banawe area.
The key word to have in mind when scanning the physical environment
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is the visibility of your intended store to the potential clients.
Demography
This pertains to the number of people living in the area, their age,
gender, socio-economic status, family size, religion, and even growth trends.
These are invaluable information that can help entrepreneurs in matching
their product to the target market, in deciding for the marketing strategy,
pricing and product packaging among others.
Culture
Culture or sub-culture, being the total way of life, ideas and customs of
a set of people or society, primarily influence the types of products that are
acceptable to a particular locality. For example, the influence of the Japanese
culture gave rise to minimalist designs. A sub-culture also shapes the
‘emotional’ environment of an area. For instance, the feeling of ‘fear’ for a
specific location may serve as a barrier for a business; a place where one
does not feel safe because of the prevalence of crime will discourage
entrepreneurs.
Changes in the lifestyle, which is brought about by changes in the population

demography and the economy, also affect a business. These lifestyle
changes may be the increase of women’s participation in the world of work,
change in buying patterns and shift in tastes.
Government Regulations
The laws and policies of the national and local government units also
influence the business operations. Some examples of policies that directly
affect entrepreneurs are the imposition or removal of taxes for products, the
establishment of economic zones and assistance in product labeling and
packaging of products. In addition, improvement of facilities and roads
21
improve transportation network that facilitates transfer of products from one
area to another or promotes accessibility for consumers.
Economy
This pertains to the management of resources and study of the system of

production, distribution, and consumption of goods and services. A country’s
economy influences both the entrepreneurs and consumers as it relates to the
financial matters of business like taxes and interest rates and to the quality of
life, cost of utilities and services among others. Even small scale entrepreneurs
must learn to study economic indicators to improve
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business forecasts; such as when to buy certain materials and supplies, when
to open a store or introduce new products based on consumer spending, or
when to hire employees. Some examples of economic indicators include the
(a) Gross Domestic Product (GDP) which increases when a country’s
economy is doing well; (b) Unemployment rate which indicates that more
unemployed people usually signal an economy getting worse; and (c) Price
Indexes and Inflation rates which determine the buying power of consumers.
The existing enterprises, who are either direct or indirect competitors,

are also part of the business environment. It is important to scout for products
or services that answer a similar need to what you intend to provide.
Think of how you can create a niche that will differentiate your product
from the other businesses – either in specifying a target market or in
differentiating your product quality or price. The key concept to think about is
acquiring a reasonable market share despite of the competition.
Technology
Technological changes are inventions based on the application of

science that create new product or process improvements. Some examples of
technological changes are mobile tools that enable online connection, new
business tools for analysis and database, social networks and modern, digital
equipment. These advances in technology result to efficiency and productivity
at a lesser cost. It can be observed that sending message through email
provides a cheaper and faster means compared to hand-delivered mails
(snail mails). An entrepreneur can benefit from technological changes by
identifying the appropriate technological solution available in the area or
locale.
At this point, it must be quite clear why an environment scanning of an area

considered as business site is helpful for the entrepreneur. In fact, the impact
of the factors in the business environment does not only include the business
operation, but is even the relevant start of the venture – during the business
idea generation and opportunity identification stage. A concise
22
guide on how to spot and identify business opportunities are provided in the
following section. Keep reading!
Spotting and Identifying Business Opportunities
Spotting business opportunities is one of the most essential aspects of

entrepreneurship. An entrepreneur must have a keen eye for identifying
opportunities that can potentially turn into a good product or business venture.
At the same time, an entrepreneur should also know which opportunities to
drop and which ones to develop.
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Idea Generation
The first step in identifying a good business opportunity is to look for

many opportunities. This is called the idea generation phase (SERDEF,
2007). The following are good sources of business ideas (Hisrich, Peters, &
Shepherd, 2008; Looser & Schlapfer, 2001).
1. Personal hobbies and interests;
2. Everyday experiences, travel, and adventures;
3. Suggestions from family members and friends;
4. Problems that need solutions;
5. Problems with existing products;
6. Books, magazines, news;
7. Observing, listening around you;
Screening Business Ideas
Once you have generated a number of business opportunities and

ideas, the next step is to select and screen these. Though there can be many
ways to do this, a good way to proceed is to screen your ideas based on 1)
your personality and personal preferences and 2) the characteristics of a
good business (SERDEF, 2007). Consider the following criteria:
1. Personality and Personal Preferences
a. Personal Preference
b. Education, Skills, and Experience
c. Work Experience
d. Support from family and friends
2. Characteristics of a good business
a. Demand for Product
b. Availability of skills, raw materials, technology, and capital
c. Profitability
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SWOT Analysis
Once you have chosen your business idea, the next step is to conduct
a SWOT analysis in order to determine the Strengths, Weaknesses,
Opportunities and Threats of your potential business. This step will help you
improve your business of choice and prepare for challenges. The table below
will help you differentiate among these four features:
Positive Negative
S
Factors trengths Weaknesses
Controllable Set of problems, difficulties, or
shortcomings encountered by
Positive factors that contribute to
the favourability of a business
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opportunity products
Examples: Favorable government policy
Cheap raw materials the business
Skilled employees Examples:
Ease of management Inexperienced owner
Small capital outlay Lack of working capital
Poor location
factors Opportunities
Uncontrollable
Threats
Positive factors that are not within Negative factors that are beyond the
the control of the business control of the business
Examples: Examples:
Absence of similar products in Rising costs
the market Raw material shortages Too many
New markets being competitors
developed
Growing demand for similar
Remember to refer back to these guidelines and tools when you are ready to
think of your next business ideas!
References:
Histrich, R., Peters, M., & Shepherd, D. (2008). Entrepreneurship. New York: McGraw-Hill.
Introduction to entrepreneurship (2nd ed.). Quezon City: Small Enterprises Research and
Development Foundation, Inc.
Liberal, A.E. (2007). Appraising and developing yourself for an entrepreneurial career. In T.
Maghirang, P. Librando, D. Esguerra, & D. Recio (eds.),
Looser, U. & Schläpfer, B. (2001). The new venture adventure. New York: McKinsen and
Company.
Zimmerer, T. and Scarborough, N. (2005). Essentials of entrepreneurship and small business

management. 4th ed. New Jersey: Pearson Education Inc.
CREDITS FOR IMAGE USED:

Fat Pencil courtesy of OpenClipArt.org
Free font “KGWays to Say Goodbye” by Kimberly Geswein at www.dafont.com
24
QUARTER 1
Lesson 1
CLEAN AND MAINTAIN KITCHEN TOOLS, AND, PREMISES
(2 WEEKS)
Objectives
At the end of the lesson, you are expected to:
1. Clean, sanitize and store kitchen tools and equipment;
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2. Clean and sanitize kitchen premises.
Cleanliness is vital in every kitchen where food is prepared, cooked
and served. In order to avoid food contamination, kitchen tools, equipment
and other utensils used in the preparation of food as well as its premises
should be cleaned and sanitized, and store properly after each use.
Pre – Test
A. Below are jumbled letters. Write the correct spelling opposite the
scrambled letters. Write your answer on your test notebook.
1. AINSZTEI - ________________________
2. PENMEQUTI - ________________________
3. NGILCAEN - ________________________
4. CNKTIEH - ________________________
5. LCEHIMAC - ________________________
6. PERAETPIZ - ________________________
7. ELSHERIS - ________________________
B. Multiple Choice. Read the following statements carefully. Choose the

letter that best describes the statement. Write your answer on your
quiz notebook.
1. Which of the following is a material used for salad making and dessert
that need great care to ensure long shelf life?
A. glass
B. aluminum
C. cast iron
D. stainless steel
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2. Which of the following appetizers are made out of thin slices of bread
in different shapes?
A. relish
B. cocktail
C. horse d’ oeuvres
D. canapé
3. Aling Tessie finds it hard to remove tough soils from the used pots and
pans. It does not respond to the different cleaning agents that she has
used. If you will help her, which of the following will you recommend
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that will surely solve her problem?
A. abrasive
B. acid cleaner
C. detergent
D. solvent cleaner
4. Small pieces or portions of highly seasoned food, usually served before

a meal to induce and stimulate one’s appetite.
A. appetizer
B. dessert
C. hamburger
D. salad dressing
5. Sherwin owns a restaurant. He is awake up to 12 midnight in order to

supervise the business and sees to it that he has enough supply of
materials the next day. This kind of character shows that he is:
A. creative
B. personalize
C. motivated
D. committed
6. Which of the following situations is good housekeeping practice best

shown?
A. Emptying the garbage can every other day.

B. Using imported sanitizing and disinfecting materials
C. Spraying air freshener before and after leaving the room.
D. Planning and implementing a program of regular cleaning of
fixtures, furniture and home appliances
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7. Which of the following knife is used for trimming and paring fruits and
vegetables?
A. butcher knife
B. French knife
C. paring knife
D. shears
8. Which of the following appetizers are made of seafood or fruit, usually
with a tart or tangy sauce?
A. canapé
B. cocktail
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C. relish
D. salad
9. Your younger sister accidentally swallowed poison. What first aid
treatment should you do?
A. Read the label of the poisonous material.
B. Remove anything remaining in the mouth.
C. Give her a glass of water or any fruit juice.
D. Give her a spoonful of sugar or any kind of sweets.
10. Which of the following is the proper order in washing the dishes?
A. Utensils, chinaware, silverware, glassware
B. Silverware, utensils, glassware, chinaware
C. Chinaware, glassware, utensils, silverware
D. Glassware, silverware, chinaware, utensils
11. Which of the following is the proper order/steps in cleaning kitchen

premises?
1. Rinse all surfaces with cold to hot water to remove thoroughly all
remaining chemical solution and food soil residues
2. Remove residual food soils from equipment surfaces
3. Scrape and Pre-rinse
4. Rinse all equipment surfaces sanitizing agent
A. 4 3 2 1 B. 2 3 1 4 C. 3 2 1 4 D. 1 2 3 4
12. Which of the following should be practiced when using cutting board to
reduce the spread of bacteria?
A. Use the same chopping board for different kinds of food.

B. Keep separate chopping board for your meat and your vegetables.
C. Clean the chopping board if needed.
D. Scrape chopping board before using.
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Learning Outcome 1
Clean, Sanitize and Store Kitchen Tools and Equipment

At the end of this lesson, you are expected to:
1. Recognize kitchen tools and equipment to be cleaned and sanitized;

2. Identify the chemicals to be utilized in cleaning and sanitizing kitchen
tools and equipment;
3. Prepare cleaning agents in accordance with the manufacture’s
instruction/procedure;
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4. Clean and sanitize kitchen tools and equipment; and
5. Store cleaned kitchen tools and equipment.
Cleaning and sanitizing kitchen tools and equipment must be part of the
standard operating procedures that make up your
food safety program. Improper cleaning and
sanitizing kitchen surfaces allow harmful
microorganisms to be transferred from one food to
another.
The following are list of cooking materials,

kitchen utensils and equipment that are
commonly found in the kitchen.
Cooking Materials
Aluminum is mostly used in the kitchen and the

most popular because it is lightweight, attractive
and less expensive; It requires care to keep it
shiny and clean; It also gives even heat
distribution no matter what heat temperature
you have. It is available in sheet or cast
aluminum. Since it is a soft metal, the lighter
gauges will dent and scratch easily, making the
utensil unusable. Aluminum turns dark when
used with alkalis, such as potatoes, beets,
carrots and other vegetables. While acid
vegetables like tomatoes will brighten it.
Stainless Steel is the most popular material

used for tools and equipment, but it is more
expensive. It is easier to clean and shine and
will not wear out easily. Choose those with
copper, aluminum or laminated steel bottoms to
spread heat and keep the pot from getting heat
dark spots. Stainless steel utensils maybe
bought in many gauges, from light to heavy.
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Glass is used for salad making and dessert but

not practical for top or surface cooking. Great
care is needed to ensure for long shelf life.
How to take care of Glass?
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1. To remove stain, use 2 table spoon of liquid bleach
per cup of water when soaking and cleaning.
2. Use baking soda to remove grease crust and boiled
vinegar as final rinse.
3. Use a nylon scrub.
Cast Iron is durable but must be kept oiled to

avoid rusting. Salad oil with no salt or
shortening can be rubbed inside and out and
dried. Wash with soap (not detergent) before
using.
Double boiler is used when temperature must
be kept below boiling, such as for egg sauces,
puddings; it is used to keep food warm without
overcooking.
Teflon is a special coating applied inside

aluminum or steel pots and pans. It prevents
food from sticking to the pan.
It is easier to wash and clean, but be careful not

to scratch the Teflon coating with sharp
instrument such as knife or fork. Use a wooden
or a plastic spatula to turn or mix food inside.
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Kitchen Tools
Can opener is used to open food

containers.
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Colanders also called a vegetable
strainer, are essential for various tasks
from cleaning vegetables to straining
pasta or contents.
Plastic and Hard Rubber are used for

cutting and chopping. They are duller
than knives. Plastics are greatly durable
and cheap but may not last long.
Cutting boards are wooden or plastic

board where meat, fruits and
vegetables are cut.
Funnels – are used to fill jars, made of

various sizes of stainless steel,
aluminum, or of plastic.
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Garlic Press is a kitchen tool which is

specifically designed for the purpose of
pulping garlic.
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Graters are used to grate, shred, slice
and separate vegetables such as
carrots, cabbage and cheese.
Kitchen shears They are practical for

opening food packages, cutting tapes or
strings or simply remove labels or tags
from items. Other cutting tools such as
box cutters are also handy for opening
packages.
Potato masher is used for mashing

cooked potatoes, turnips, carrots or
other soft cooked vegetables.
Rotary egg beater is used for beating

small amount of eggs or batter. The
beater should be made of stainless
steel.
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Scraper is a rubber or silicone tool

used to blend or scrape the food from
the bowl.
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Serving spoons are small, shallow
bowl on a handle used in preparing,
serving, or eating food.
Serving tongs are used to grab and

transfer food items, poultry or meat
portions to a serving platter, hot deep
fryer, and plate. They give you a better
grip especially when used with a deep
fryer, or a large stock pot or at the
barbecue.
Spatula is used to level off ingredients
when measuring and to spread
frostings and sandwich fillings.
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Spoons are solid, slotted, or perforated

Which are made of stainless steel or
plastic. The solid ones are used to
spoon liquids over foods and to lift
foods, including the liquid out of the pot.
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Temperature scales are used to
measure heat intensity. Different
thermometers are used for different
purposes in food preparation – for
meat, candy or deep-fat frying and
other small thermometers are hanged
or stand in ovens or refrigerators to
check the accuracy of the equipment’s
thermostat
Whisks are used for blending, mixing,

whipping eggs or batter, and for
blending gravies, sauces, and soups.
The beaters are made of looped, steel
piano wires which are twisted together
to form the handle.
Wooden spoons are made of hard

wood which are used for creaming,
stirring, and mixing.
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Measuring Tools
Measuring cup for liquid

ingredients is commonly made up
of heat-proof glass and transparent
so that the liquid can be seen.
Household Scales are used to

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weigh large quantity of ingredients in
kilos, commonly in rice, flour, sugar,
legumes or vegetables and meat up
to 25 pounds.
Kinds of knives according to use:
French knife is used to chop, dice,

or mince food. Heavy knives have a
saber or flat grind.
Fruit and salad knives are used to

prepare vegetables, and fruits
Kitchen knives often referred to as

cook's or chef's tools, used for all
types of kitchen tasks such as
peeling an onion, slicing carrots,
carving a roast or turkey, etc.
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Citrus knife has a two-sided blade

and serrated edge. It is used to
section citrus fruits.
Paring knife is used to core, peel,

and section fruits and vegetables.
Blades are short, concave with
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hollow ground.
Vegetable peeler is used to scrape

vegetables, such as carrots and
potatoes, and to peel fruits. The best
ones are made of stainless steel
with sharp double blade that swivels.
Equipment
Equipment may refer to a small electrical
appliance, such as a mixer, or a large,
expensive, power-operated appliance
such as ranges or a refrigerator.
Equipments like ranges, ovens, refrigerators (conventional, convectional and

microwave) are mandatory pieces in the kitchen or in any food establishment.
Refrigerators/freezers are
necessary in preventing
bacterial infections from
foods. Most refrigerators have
special compartment for meat,
fruits and vegetables to keep
the moisture content of each
type of food. Butter
compartment hold butter
separately to prevent food
odors from spoiling its flavor.
Basically, refrigerator or freezer is an insulated box, equipped with
refrigeration unit and a control to maintain the proper inside temperature for
food storage
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Oven is a chamber or compartment used for

cooking, baking, heating, or drying.
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Microwave ovens are used for cooking or
heating food.
Blenders are used to chop, blend, mix, whip,

puree, grate, and liquify all kinds of food. A
blender is a very useful appliance. They vary
in the amount of power (voltage/wattage).
Chemicals used in cleaning and sanitizing kitchen tools and equipment.
Cleaning is the process of removing food and other types of soil from
a surface, such as a dish, glass, or cutting board. Cleaning is done with a
cleaning agent that removes food, soil, or other substances. The right
cleaning agent must be selected because not all cleaning agents can be used
on food-contact surfaces. (A food-contact surface is the surface of equipment
or utensil that food normally comes into contact.) For example, glass
cleaners, some metal cleaners, and most bathroom cleaners cannot be used
because they might leave an unsafe residue on the food contact surface. The
label should indicate if the product can be used on a food contact surface.
The right cleaning agent must also be selected to make cleaning easy
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Cleaning Compound
Detergents These are cleaning
agents, solvents or any substance
used to wash tablewares, surfaces,
and equipments. Example: soap,
soap powders, cleaners, acids,
volatile solvents and abrasives.
Solvent Cleaners commonly
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referred to as degreasers, they are
used on surfaces where grease has
burned on. Ovens and grills are
examples of areas that need
frequent degreasing. These products
are alkaline based and are
formulated to dissolve grease.
Acid Cleaners used periodically in

removing mineral deposits and other
soils that detergents cannot eliminate
such as scale in washing machines
and steam tables, lime buildup on
dishwashing machines and rust on
shelving. (Example: phosphoric
acid, nitric acid, etc.) These products
vary depending on the specific
purpose of the product.
Abrasives are generally used to

remove heavy accumulations of soil
that are difficult to remove with
detergents, solvents and acids.
These products must be carefully
used to avoid damage to the surface
being cleaned.
Other chemicals used for cleaning and/or sanitizing kitchen equipment

and utensils are the following:
1. Ammonia 4. Carbonic Acid
2. Dish washing liquid 5. Timsen
3. Chlorine 6. Disinfectants and Soaps
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Review of Lesson 1 (Learning Outcome 1)

Below are pictures of chemicals used to clean and sanitize
kitchen tools and equipment. Write your answers in your test
notebook.
A. Name Me
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1. 2. 3.
Are you ready to clean kitchen tools and equipment? Below are procedures
on how to wash dishes.
Steps in Washing Dishes
1. Wear rubber gloves if you have dry

hands or other skin problem. If you are
wearing long sleeves, roll them up or put
them under the gloves. Wear aprons
too.
2. Scrape all the large pieces of food on the

dishes and place it in a compost bin or
garbage can.
3. Stack the dishes in the proper order

namely: glassware, silverware,
chinaware, and utensils. Stack them to
the right of the sink so that work
progresses from right to left.
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4. Fill the sink with water and add a

considerable amount of detergent. The
hotter the water, the better it’s sanitizing
and grease-cutting properties but use
tolerable heat (66°C /150°F or above) so
not to scald yourself. Use rubber gloves.
5. Wash the lightest soiled items first.
Start with glasses, cups, and flatware.
Soap each piece individually and rinse in
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hot water.
6. Wash plates, bowls, and serving dishes.

Remember to scrape these items before
washing. Soap each piece gently and
individually and rinse in hot water.
Remember to keep an eye when you
should change the dish washing water.
7. Wash pots and pans last. Soak them

first. Wash the pans thoroughly and don’t
forget to clean the bottoms. If anything
was burnt or overcooked to pots or
casserole dishes, put a little extra soap
and water in it and let it stand while you
wash the other dishes. Take note that
any oil residue left will lead to burnt food
during the next cooking session.
8. Lay your dishes out on a rack to air-dry

or wipe them clean with a towel.
9. There should be no visible matter and

no "greasy" feel. Run a hand over the
dish to ensure that they are thoroughly
cleaned. If there are still some grease
remaining, consider rewashing the item.
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10.Rinse out brush, sponge and allow to

dry. Sterilize your equipment often using
boiling water with bleach. When a
sponge or brush starts to smell
unpleasant, throw it away.
11.Wipe down the sink and your tools,

Wipe down the sink, dish drainer, and
dishpan. Any rags, dish cloths or
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sponges need to be left out to air dry, or
thrown into the washing machine.
Remember to replace sponge and rags
frequently.
Tips and warnings to observe in washing the dishes

∙ Wash glassware first before greasy pots and pans.
∙ Rubber gloves will protect hands and manicures, and allow you to use
hotter water for washing and/or rinsing.
∙ Dishes may be hand dried with a clean cloth.
∙ Try adding a tablespoon of baking soda to soapy water to soften hands
while cutting grease.
∙ Never dump sharp knives into soapy dishwater where they cannot be
seen.
∙ Laundry detergents or automatic dishwater detergents should not be
used for hand washing dishes.
∙ Keep dishwashing liquid out of the reach of children.
Additional Tips:
1. Dishes can be washed easily if you keep them under the water while
scrubbing them for particles to lift away. Bring the dish out of the water
to check for any missed spots.
2. Stacking a few dishes in the sink at a time allows dishes a few minutes
of soaking time while you wash another dish.
3. Try drying pots and pans with a paper towel to reduce residue from the
pan which causes staining the dishcloth.
4. Don’t soak aluminum while dishwashing for it may cause darkening.
Dish washing silverware can be tricky. Use a lint free cloth for drying
silverware.
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Washing with the Dishwasher Machine
Load it Up
Fill your dishwasher logically. Establish
a routine, and stick with it for most loads.
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Things to consider: Many dishwashers
have a variety of spacings to accommodate
large bowls, small bowls, utensils, dishes,
and plates of varying sizes—on the bottom
shelf. The top shelf is given to shorter items
such as glasses, mugs, jars, and long
utensils such as spatulas and stirring
spoons.
Don't crowd the dishes. Fill your
dishwasher full, but not crammed—you'll
maximize the cleaning capacity of your
dishwasher and minimize excessive water
usage.
Add detergent. Fill the detergent

dispenser with cleanser either liquid or
powder and close it up.
- You can add extra cleanser in a

secondary cup should your dishes be
excessively filthy.
- Add a rinsing agent to prevent spotting, if

necessary.
41
Turn it on. Set the timer as necessary. A

shorter time for lightly-soiled dishes, or a
longer time for heavily-soiled pots, pans,
and dishes.
Dry the dishes. You can use a heated dry

(but be careful of plastic dishes or
containers), or use air drying. Dishes will
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still dry relatively quickly, as dishwasher
water is usually heated to 140°F.
How to Clean, Remove Stains, Sanitize and Store:
The kitchen cutting board gets a lot of use and this means that it gets a
lot of exposure to bacteria. Proper cleaning of the cutting board is essentials
to your good health. Whether you use a wood or plastic cutting board, you
should clean and sanitize it after use.
Clean the Cutting Board:
After you used the cutting board for slicing, dicing, or chopping all
kinds of neat goodies, use a metal scraper or spatula to scrape away any
remaining bits and pieces of food. Throw the scraps into the garbage
disposal, garbage receptacle, or trash bin.
Scrub the board with hot, soapy water thoroughly. If your dishwasher
reaches a temperature of at least 165°F, then you can probably place a high
density plastic cutting board into the dishwasher. Moreover, if your
dishwasher has an antibacterial cycle, use it to wash the cutting board.
Otherwise, scrub it by hand. Allow the board to air dry.
Removing Stains from the Cutting Board
To remove stains from the cutting board, you can use the following
procedure: wet the stained area with water and sprinkle it with salt and allow
the salt to melt undisturbed for twenty-four hours.
Rinse the salt from the cutting board with clean water. Using the salt and
clean water, create a paste. Use a clean nylon scrubbing sponge or a
42
clean toothbrush to scour or scrub the paste on the stained area of the cutting
board. Rinse the area clean with fresh water. Repeat the procedure to
guarantee that you have removed all of the stain. Rinse the board clean.
Scrub the cutting board with hot, soapy water and rinse with clean water.
Allow it to air dry.
Sanitizing the Cutting Board:
Plastic and wooden cutting boards can be sanitized using a diluted liquid
chlorine bleach solution. For this solution, combine one teaspoon of bleach to
one quart of water. Pour the solution onto the entire surface area of
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the board and allow it to sit undisturbed for several minutes. Rinse the board
clean with water. Allow it to air dry or use a clean cloth to dry it.
If you prefer, you may use a vinegar solution in place of the

bleach solution. Simply combine one part vinegar to five
parts water. Use this solution in the same manner as the one
explained for the bleach solution.
Storing the Cutting Board:
Once the cutting board has completely dried, store it

vertically or in an upright position. This helps to avoid
moisture from getting trapped underneath the board and the
accumulation of dust or grime.
Methods of Cleaning Equipment:
Foam – You use this to increase the contact

time of the chemical solutions to improve
cleaning with less mechanical force.
Clean In Place (CIP) – It is utilized to clean the

interior surfaces of tanks and pipelines of liquid
process equipment. A chemical solution is
circulated through a circuit of tanks and or lines
then return to a central reservoir allowing the
chemical solution to be reused. Time,
temperature and mechanical force are
manipulated to achieve maximum cleaning.
Clean Out of Place (COP) – is utilized to clean the parts of filters and parts of
other equipment. This requires disassembly for proper cleaning. Parts
43
removed for cleaning are placed in a circulation tank and cleaned using a
heated chemical solution and agitation.
Mechanical – it normally involves the use of
brush either by hand or a machine such as a
floor scrubber. Mechanical cleaning uses friction
for food soil removal.
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Fundamental Cleaning Procedures

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1. Scrape and Pre-rinse – soiled equipment surfaces are scraped and
rinsed with warm water to remove loose food soils.
2. Cleaning Cycle – the removal of residual food soils from equipment
surfaces is based on the manipulation of the four basic cleaning factors
and the method of cleaning. Typically, alkaline chemical solutions are
used for the cleaning cycle.
3. Rinse – rinse all surfaces with cold to hot water, depending on the
temperature of the cleaning cycle, to thoroughly remove all remaining
chemical solution and food soil residues.
4. Acid Rinse – a mild acid rinse of the equipment neutralizes any
alkaline residues left and removes any mineral soil present.
5. Sanitize – all equipment surfaces are rinsed or flooded with a sanitizing
agent. Both time and chemical concentration are critical for optimum
results.
Factors that influence the cleaning process
∙ Soil – varying degrees of food soil will be deposited on the equipment

during production. These food soils will require complete removal
during the cleaning process and will affect the cleaning compound
used, along with the method of cleaning.
∙ Time – the longer a cleaning solution remains in contact with the

equipment surface, the greater the amount of food soil that is removed.
More time in contact with the soil reduces the chemical concentration
requirements.
∙ Temperature – soils are affected by temperature in varying degrees. In
the presence of a cleaning solution most soils become more readily
soluble as the temperature increases.
44
∙ Chemical concentrations – it varies depending on the chemical itself,
type of food soil, and the equipment to be cleaned. Concentration will
normally be reduced as time and temperature are increased.
∙ Mechanical force – is as simple as hand scrubbing with a brush or as

complex as turbulent flow and pressure inside a pipeline. This aids in
soil removal and typically reduces time, temperature and concentration
requirements.
∙ Water – minerals in hard water can reduce the effectiveness of some
DEPED COPY
detergents or a sanitizers. Water pH ranges generally from pH5-8.5.
However, highly acidic water may require additional buffering agents.
Water used for cleaning and sanitizing must be potable and pathogen
free.
Equipment Sanitation Procedures
1. Range
A. Remove all burnt sediments and wipe grease from top of range after
each use
B. Scrape grease from curbs and openings hinges
C. When cool, wash top of range
D. Run oiled cloth over top of range
E. Clean oven by removing grates, scraping off food deposits, washing
and drying
F. Keep burners clean. Gas burners can be soaked and scrubbed with
stiff brush while electric burners should be cleaned with a brush or
with a damp cloth
2. Dishwashing machine
A. Remove strainer pans; wash and stock outside machine until next
use
B. Scrub inside frequently with stiff brush
C. Remove and clean the wash and rinse arms and fits daily to remove
foreign particles
D. Wash tables and top of machine
E. Clean nozzles
F. Do a special periodic cleaning in hard water area
45
3. Slicers
A. Clean immediately after using, especially after slicing vegetables

and nuts
B. Remove all parts to clean
C. Dry and cover knives after cleaning with oil-damped cloth
D. Wash carriage slides thoroughly
E. Wipe outside with cloth
F. Clean table and pedestal under slicers
G. Replace guard after cleaning
DEPED COPY
4. Refrigerator
A. Wipe up spilled foods immediately

B. Wash inside shelves and trays at least twice a week with baking
soda
C. Rinse and dry thoroughly
D. Flush drains weekly
5. Sink and Drains
1. Keep outlet screened at all times

2. Flush daily with 1 gal. of solution, made up of strong solution soda
(4oz.to 2 gal. of water)
3. Clean and replace greased tray regularly
4. Use force pump if drain is slow
5. Replace washers immediately on leaking faucets
Time to check your understanding. Ready?

B. Test Yourself
Below is a list of competencies in cleaning and maintaining kitchen tools,

equipment and kitchen premises. Check the number that corresponds to the
extent of knowledge and skill learned. Write your answer in your test
notebook.
1. Not Much
2. A Little
3. A Lot
46
using/performing about
How much do I know this? this?
Competency about this? How interested am I
in learning more
How skilled am I in
123123123
Tools and equipment used

in the preparation of foods
Use of chemicals in
cleaning and sanitizing
kitchen tools, equipment
and working premises
Clean and sanitize kitchen
DEPED COPY
tools, equipment and
premises
Store kitchen tools and
equipment in the
designated place
Kitchen premises to be
cleaned
Safety and first aid
procedure
Tell me a Story
Situation: Your mother assigned you the task to clean all the tools and kitchen
utensils used in the preparation of food for lunch. In two or three paragraphs.
Explain the different tasks to be fulfilled/accomplished. Write your answer in
your test notebook.
Below is the rubric to guide you in assessing the tasks of cleaning and
sanitizing kitchen tools and equipment.
CRITERIA 4 3 2 1
Exceptionally Generally clear, difficult to follow follow
Clear clear, easy to able to follow Unclear,
follow Lacks clarity, impossible to
comprehensive The explanation posed and
Concise The explanation posed and methods used are
explanation The methods used are inadequate
posed and explanation posed somewhat simple
methods used and Partial or not Misunderstanding or
are advanced. methods used are comprehensive serious
Comprehensive appropriate Substantial explanation misconception on the
Thorough and explanation The explanation explanation
Relevant Highly relevant Somewhat relevant
Generally relevant Irrelevant
47
Finally you’ve done the cleaning but ooops… not so fast because after
cleaning the kitchen tools and equipment the next thing you will do is to
sanitize them. How?
The following topics are the methods of sanitizing kitchen tools and
equipment after cleaning them.
Sanitizing is done using heat, radiation, or chemicals. Heat and
chemicals are commonly used as a method for sanitizing in a restaurant than
radiation. The item to be sanitized must first be washed properly before it can
be properly sanitized. Some chemical sanitizers, such as chlorine and iodine,
react with food and soil and so will be less effective on a surface that has not
DEPED
COPY
been properly cleaned.
Methods of Sanitizing
1. Thermal Sanitizing. It involves the use of
hot water or steam. There are three methods
of using heat to sanitize surfaces – steam,
hot water, and hot air. Hot water is the most
common method used in restaurants. If hot
water is used in the third compartment of a
three-compartment sink, it must be at least
171°F (77°C). If a high-temperature ware
washing machine is used to sanitize cleaned
dishes, the final sanitizing rinse must be at
least 180°F (82°C). For stationary rack, single temperature machines, it
must be at least 165°F (74°C). Cleaned items must be exposed to these
temperatures for at least 30 seconds.
2. Chemicals. Approved chemical sanitizers are chlorine, iodine, and

quaternary ammonium. Different factors influence the effectiveness of
chemical sanitizers. The three factors that must be considered are:
a. Concentration. The presence of too little sanitizer will result in an
inadequate reduction of harmful microorganisms. Too much can
be toxic.
b. Temperature. Generally, chemical sanitizers work best in water
that is between 55°F (13°C) and 120°F (49°C).
c. Contact time. In order for the sanitizer to kill harmful
microorganisms, the cleaned item must be in contact with the
sanitizer (either heat or approved chemical) for the recommended
length of time
48
Characteristics of ideal chemical sanitizer
∙ Approved for food contact surface application
∙ Have a wide range or scope of activity
∙ Destroys microorganisms rapidly
∙ Stable under all types of conditions
∙ Tolerate a broad range of environmental conditions
∙ Readily solubilizes and possesses some detergency
∙ Low in toxicity and corrosivity
∙ Inexpensive
∙ Heat sanitizing has several advantages over chemical sanitizing agents? ∙
can penetrate small cracks and crevices
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∙ non-corrosive to metal surfaces
∙ non-selective to microbial groups
∙ leaves no residues
∙ easily measurable
Advantages and Disadvantages of Different Chemical Sanitizers
Chemical Concentration Contact

Time Advantage Disadvantage
Chlorine 50ppm in water between 75%
and 100%
Iodine 12.5-25ppm in water that is at

least 75°F
7
seconds
30
seconds 49
Effective on a wide variety of bacteria; highly effective; not affected by

hard water;
generally
inexpensive
Forms brown color that

indicates
strength; not affected by
hard water; less irritating to the skin than is
chlorine; and activity not lost rapidly in the presence of the organic matter.
Corrosive, irritating to the skin,
effectiveness
decreases with
increasing pH of solution; deteriorates during storage and when exposed to light;
dissipates
rapidly; loses activity in the presence of organic matter
Effectiveness
decreases greatly with an on crease in pH most active at pH 3.0; very low acting at pH
7.0); should not be used in water that is at 120°F or hotter; and might discolor equipment
and surfaces
Chemical Concentration Contact
Time Advantage Disadvantage

Quaternary least 75°F colorless, non in the presence microorganisms;
Ammonium 30 corrosive, non of organic not compatible
Compounds seconds irritating; stable matter; active with
U to 200ppm in Non-toxic, to heat and Slow destruction some detergents
water that is at odorless, relatively stable of some and hard water.
DEPED COPY over a wide pH

range
C. Views of Ways
Watch a video presentation on how to sanitize kitchen tools and equipment
and make a narrative report about what you have learned in the presentation.
Be guided by the following questions:
1. What is the video presentation all about?

2. How are kitchen tools and equipment sanitized in the presentation? 3.
Why is it important to sanitize kitchen tools and equipment? 4. Is there an
appropriate application of safety measures in the presentation?
Your answer shall be assessed using the rubrics below
CRITERIA 4 3 2 1
clear, easy to able to follow follow follow
Clear follow Lacks clarity, Unclear,
Exceptionally Generally clear, difficult to impossible to
are advanced explanation Substantial
Concise The The explanation
explanation Comprehensive explanation posed The
posed and Thorough and and methods used explanation posed
methods used comprehensive are appropriate and
methods used are explanation inadequate? serious
somewhat simple The explanation misconception on the
Partial or not posed and explanation
comprehensive methods used are Misunderstanding or
Relevant Highly relevant Somewhat relevant
Generally relevant Irrelevant
50
Of course you will not just leave the cleaned and sanitized kitchen tools and
equipment in a place that is exposed to dust and/or microbes, right? The next
topic will give you the complete idea on proper storage of kitchen tools and
equipment.
Proper Storage of Kitchen Tools and Equipment

Proper storage and handling of
cleaned and
sanitized equipment and utensils
are very
important to prevent
recontamination prior to
use.
DEPED
COPY
Cleaned and sanitized equipment and
utensils must be:
∙ Stored in clean storage areas; and
∙ Handled properly to minimize contamination
of food contact surface:
9 Steps in Organizing Kitchen Cabinets
Pretend it has a glass door and that everyone is going to see what’s inside.
1. Remove all the equipment and scrub shelves with soapy water.
2. Think about what you reach most often and make sure it gets a
position that is easy to reach.
3. Take a cabinet full of glasses and line them up by color. Make sure all
of the front are facing out and straight. (Jeff Lewis-Style)
4. Take a step back after one shelf is done and make someone else look
at what you have done.
5. They should be stored in a clean dry place adequately protected
against vermin and other sources of contamination.
6. Cups, bowls, and glasses must be inverted for storage.
7. When not stored in closed cupboards or lockers, utensils and
containers must be covered or inverted whenever possible. Utensils
must be stored on the bottom shelves of open cabinets below the
working top level.
8. Racks, trays and shelves must be made of materials that are
imperious, corrosive-resistant, non-toxic, smooth, durable and resistant
to chipping.
Drawers must be made of the same materials and kept clean. Full-lined
drawers are not acceptable, but the use of clean and removable towels for
lining drawers is acceptable.
51
D. Fill Me In
Below are some of the kitchen tools and equipment. In column
A, draw a smiling face ☺ if you are familiar with the materials
and a sad face ☹ if you are not. In column B, put a check ✔ if
you have experienced cleaning, sanitizing, and storing the given kitchen tools
and equipment, and an X if no experience.
Kitchen Tools and Equipment’sColumn A Column B
DEPED
COPY
I know I can clean, sanitize and store
1. Pots and pans
2. Silverware
3. Chinaware
4. Range
5. Refrigerator
F. Think and be enlightened
Test your understanding by answering the following questions in your test

notebook:
1. Why is it important to clean, sanitize, and store equipment properly?

2. Discuss procedure involved in manual and mechanical dishwashing.
3. Explain good housekeeping practices that must be observed to
maintain cleanliness and sanitation.
Your answer shall be assessed using the rubrics below.

CRITERIA 4 3 2 1
clear, easy to able to follow Unclear,
Clear follow Lacks clarity, impossible to
Exceptionally Generally clear, difficult to follow follow
comprehensive posed and methods used are
Concise The explanation methods used are inadequate?
explanation The somewhat simple.
posed and explanation posed
methods used and methods used Partial or not Misunderstanding or
are advanced. are appropriate. comprehensive serious
Substantial explanation misconception on the
Comprehensive explanation The explanation explanation
Thorough and The explanation posed and
Relevant Highly relevant
Generally relevant
Somewhat relevant
Irrelevant
52
G. Skills Trial
Situation: You were tasked to help the cook in the canteen in
the preparation and cooking of foods particularly in cleaning,
sanitizing and storing of the tools and equipment after using
them.
Materials Needed:
∙ Dish soap
∙ Hot water
∙ Double sink or dishpan
DEPED COPY ∙ Dishcloths, scrubbers, sponges, steel wool

∙ Dish rack for drying
∙ Lint-free cloth for silverware
∙ Paper towels to dry pots and pans
Your performance will be rated using the following rubric:
Dimension P ERFORMANCELEVEL
Points procedures in the

Uses tools and
Earned Needs activity
Improvement (1 pt.) 4.Completeness of Works improvement/
1. Use of tools Task
Uses tools and independently with innovations
Excellent No equipment ease and equipment
(4 pts.) Attempt (0 pt.) correctly and confidence at all correctly and
Uses tools and No confidently at all times confidently most of
and equipment times Observes the times
Very Satisfactory (3
Manifests very safety Manifests clear
pts.)
clear precautions at all understanding of
Uses tools and 3. Safety work understanding of times the step- by-step
2. Application of habits the step- by step Task is procedure
Satisfactory
(2 pts.) procedures procedure completed
following the
procedures in the ease and Manifests less precautions
project plan confidence understanding of Task is started but
equipment sometimes the step- by-step not completed
Works correctly but less Observes safety procedure following the
independently with confidently precautions seeking procedures in the
ease and sometimes sometimes clarification most project plan No
confidence most of Manifests of the time attempt attempt
the time understanding of Task is nearly Works
Observes safety the step-by-step completed independently but
precautions procedure following the with assistance
most of the time but sometimes procedures in the from others most No No
seeks project plan of the time attempt attempt
Task is clarification equipment Most of the time
completed Works incorrectly and not observing
No
following the independently with less confidently safety
most of the time attempt
53
Dimension P ERFORMANCELEVEL
(1 pt.) days) beyond
Points Work Satisfactory
Earned (2 pts.) Work completed TOTAL POINTS ___(mins./hours/d
Very Satisfactory (3 No completed ahead ays) beyond
5. Time pts.) Work completed Attempt (0 pt.) of time attempt
Needs No within allotted time
Excellent Work completed Improvement
(4 pts.) management ___(mins./hours/
Congratulations you have successfully cleaned, sanitized, and stored kitchen

tools and equipment. This time, your focus will be on cleaning and sanitizing
kitchen premises.
DEPED COPY
Learning Outcome 2
Clean and Sanitize Kitchen Premises
The lesson deals with the various types of chemicals and equipment for
cleaning and sanitizing premises and first aid procedure for accidents caused
by chemicals. Specifically after this module you will be able to:
A. Recognize kitchen premises to be cleaned and sanitized;

B. Classify and describe the uses of cleaning agents;
C. Clean the kitchen area in accordance with food safety and occupational
health regulations;
D. Use cleaning agents in sanitizing kitchen premises;
E. Follow safety and first aid procedures.
Cleaning your kitchen’s working premises regularly is important to

keep it look its best and make it free from germs and bacteria that usually
accumulate in the kitchen area during food preparations. Several surfaces
around the kitchen such as walls, floors, shelves and other surfaces must
always be cleaned and sanitized safely using the proper materials to reduce
environmental deficiencies.
Types of Sanitizers and Disinfectants
There are various types of chemicals use for sanitizing and disinfecting
equipment, and first aid procedures for accidents caused by chemicals.
1. Chemical
A. chlorine
B. carbolic acid
C. ammonia
D. detergents
54
E. dishwashing liquid
F. timsen
G. soap
H. alcohol
I. boric acid
2. Heat Sanitizer
A. Hot water
B. Steam
C. Dry heat
D. UV light (ultraviolet light)
DEPED COPY
E. Filtration
Procedure for disinfecting premises
A. Preliminary cleaning is required.
B. Apply solution to hand, non-porous surface thoroughly wetting it with
cloth, mop, and sponge. Treated surface must remain wet for 10
minutes. Wipe with dry cloth.
C. Sponge on mop or allow to air dry.
D. Use a spray device for spray application Spray 6-8 inches from the
surface, rub with a brush, sponge or cloth. Avoid inhaling sprays. E. Rinse
all surfaces that come in contact with food such as exterior of appliances,
tables and stove top with potable water before rinse.
First aid procedure caused by chemical poisoning.

What to do?
∙ If the person has been exposed to poisonous fumes, such as carbon

monoxide, get him or her into fresh air immediately.
∙ If the person swallowed the poison, remove anything remaining in the
mouth.
∙ If the suspected poison is a household cleaner or other chemical,

read the label and follow instructions for accident poisoning. If the
product is toxic, the label will likely advise you to call the
hospital/doctor.
∙ Follow treatment directions given by poison centers.
∙ If the poison is spilled on the person’s clothing, remove the clothing
and pour the body with continuous tap water.
Ref: First Aid, Fourth Edition, American College of Emergency Physicians
55
Precaution: Don’t administer Ipecac syrup (a medicine that causes vomiting
used to partially empty a person’s stomach after a poison).
The total facility cleaning and maintenance program of a food service

department must be planned to reflect concern for sanitation as “a way of
life”. Facility sanitation results can be obtained through:
∙ Establishing high standards

∙ Rigid scheduling of assignments that are clearly understood by workers
∙ Ongoing training
DEPED COPY
∙ Proper use of cleaning supplies
∙ Provision of proper materials and equipments to accomplish tasks, and ∙
Frequent meaningful inspections and performance reviews
Regular cleaning of counter tops and floors needs to be done daily and is
usually assigned as part of the your regular daily duties. Other cleaning tasks
that need to be done less frequently must be scheduled and assigned as
needed for instance, daily, weekly, monthly. General cleaning of floors,
windows, walls and certain equipment should be assigned to personnel and it
is often done in cooperation with the housekeeping and maintenance
departments of the organizations.
Each of the duties on the assignment list must be explained in detail on a

written work sheet or “job breakdown” for the employee to follow. Job
breakdown includes name of the task, tools and equipment and materials to
be used, and a step by step list of what to do and how to do it.
All food contact equipments, containers and utensils must be cleaned

thoroughly after each use. This is especially true of meat grinders, slicers,
cutting boards, knives, mixers, peelers, dishwashing machines and stationary
can openers in order to prevent any cross-contamination.
How to Keep Your Kitchen Clean and Safe
Although they are not visible threats, the many micro-organisms

waiting in your kitchen can infect your cooking and eating, and consequently
have a negative effect on your health. Food poisoning and diarrhea are just
some conditions which might be caused by preparing food in a dirty, germ
infested kitchen. In order to prevent these, you need to make sure that your
kitchen is kept clean and safe from bacteria and other germs.
56
Here are ways to ensure the cleanliness of your kitchen and keep
bacteria at bay.
1. Remove unnecessary clutter from surfaces. Discard appliances and

gadgets that you don't use any more, as unused appliances would only
tend to gather dust. Be sure that any appliances which are still
maintained and used are stored in a safe place that is out of reach of
children.
2. Keep your refrigerator clean and tidy. Before you do your weekly
shopping, remove old and rotten food and clean shelves and racks.
DEPED COPY
Look at expiration dates and be sure to label any containers of
homemade food or leftovers. Don't make a habit of keeping food for too
long in the fridge; rotten food will breed bacteria, and may even
contaminate fresh food that is kept in the same area.
3. Use a rubbish bin with a lid to keep odors out that attracts flies and
other insects. Empty it as soon as it smells, even if it is not yet full. You
should ideally do this every day.
4. Wash and disinfect your rubbish bin once a week. This will ensure that
any germs which might have remained even after you emptied out the
rubbish will die and cannot multiply. Also, this will remove any foul
smells which might be emanating from the trash bin.
5. Use separate chopping boards for different kinds of food. Keep

separate chopping boards for your meat and your vegetables to reduce
the spread of bacteria. Clean the meat chopping board extra carefully,
especially after cutting chicken, as raw food has a higher tendency of
containing bacteria.
6. Change the dishcloth you wipe surfaces with every day. Use a different
cloth for surfaces than for dishes. Wash the cloth with hot water and, as
appropriate, bleach. Use separate towels for hands and dishes, and
change both of those regularly, too.
7. Use a paper towel for any mess that is particularly likely to cause
contamination, such as raw meat or eggs, and anything that has
fallen on the floor. It is better to use cleaning material that you can
easily throw out after and prevent from contaminating other food,
instead of using towels or sponges which you would still be likely to use
again afterwards.
57
8. Keep kitchen floors free from debris and grease by sweeping and
washing regularly. If something has spilled, make sure to mop it right
away instead of letting the mess stay there. Aside from making sure that
germs do not use the spillage as a breeding ground, immediate
mopping would also prevent unwanted accidents such as slipping from
occurring.
9. Don't leave dirty crockery and pans to fester where they can attract
harmful bacteria. Wash dishes with hot water and soap as soon as
you're done using them.
DEPED COPY
10. Wash surfaces that get touched. Periodically wipe doorknobs, handles,
buttons and controls, and light switches in and around your kitchen with
cleaning agents. Even if they seem clean to the naked eye, they may
already be harboring bacteria.
11. Wash your hands before handling food and again if you sneeze or
cough, blow your nose, go to the bathroom, or touch high-use surfaces.
Safety measures
The following are safety measures that you should do when using cleaning
agents:
1. Ensure adequate ventilation

2. Have knowledge of basic first aid
3. Wear cotton clothing to cover your limbs and other parts of your body that
might be exposed to the cleaning agent.
4. Wear suitable footwear–it should be closed in and have a steel toe
5. Wear industrial strength, thick plastic or rubber gloves
6. Wear protective eye and face wear
Can you think of any more safety measures?

58
Storage and security of chemicals
The following are recommendations for the storage and security of

chemicals and cleaning agents:
1. Keep them in a separate area, away from food and other products
2. Keep on lower shelves to prevent accidents and to keep chemicals
from falling into food products
3. Store in a cool, well-lit and well ventilated room
4. Do not store near heat
5. Do not keep punctured aerosol cans
DEPED COPY
6. Store chemicals with lids tightly on
7. Make sure chemicals and other cleaning agents are clearly labelled,
specifying their content and use
8. Ensure that the use by date or manufactured date is clearly readable
9. Storage containers should be free of corrosion and moisture 10. The
storage area should be kept secure and locked when not in use 11.
Always store chemicals in designated container
12. Do not mix chemicals
How many more can you think of?
A Reminder!
When you accidentally splashed a liquid detergent in your classmate’s eye,

you should let a running water flow in your classmate’s affected eye or use an
eye wash for at least 15 minutes. Then cover the eye with a light gauze eye
patch. Bring the person to an eye doctor for check-up.
59
A. Create and Post

Make a slogan on proper cleaning and sanitizing kitchen
tools, utensils, equipment’s and working premises using
oslo paper, coloring materials, pencil, white board
marker, and ruler.
Your slogan will be rated using the scoring rubric below
SCORE CRITERIA
DEPED COPY
5 Creatively and neatly done showing much relevance to the given topic
4 Creatively done and neat enough with relevance to the given topic
3 Creatively done and neat enough but no relevance to the given topic
2 Simply done and neat enough but not so relevant to the given topic
1 Poorly done with erasures and irrelevant to the given topic
B. Skills Trial
Situation: You were tasked to help the cook in the school
canteen in the cleaning and sanitizing kitchen premises after
preparation and cooking of foods. Demonstrate in class using
the provided materials.
Materials Needed
∙ Dish soap
∙ Hot water
∙ Double sink or dishpan
∙ Dishcloths, scrubbers, sponges, steel wool.
∙ Dish rack for drying.
∙ Lint-free cloth
∙ Paper towels
Your performance will be rated using the following rubric:
60
Dimension PERFORMANCE LEVEL
Points Satisfactory (2 equipment and very clear correctly and but
Earned pts) materials understand less Manifests less
equipment confidently understanding of
1. Use of tools, Uses tools and correctly and sometimes the step- by-step
Excellent (4 pts) Needs 2.Application of confidently Manifests attempt
Improvement (1 procedures most of the understanding of
Uses tools pts) and times equipment
Very Uses tools and equipment Manifests clear incorrectly and
Satisfactory (3 No correctly and understand less confidently
pts.) attempt (0 pts) confidently at all ding of the most of the time No
Uses tools and No times Manifests equipment attempt
3.Safety work
DEPED COPY procedure all times following the time
habits Observes procedures in step- by-step
safety the activity procedure
Works precautions at improvement/
indepen all times innovations
4.Complete 5. Time dently with Work
ness of Task management ease and Task is completed Works
ding of the confidence at completed ahead of independently
step- by-step
with ease and time the project plan attempt
confidence the step-by step Task is nearly Works
most of the time procedure but completed independent ly Work completed
Observes sometimes following the but with ___(mins./hours
safety seeks procedures in assistance from / days) beyond No
precautions clarification the project plan others most of attempt
most of the time Works the time
Task is independently Most of the time
completed with ease and Work not observing
following the confidence completed safety
procedures in sometimes ___(mins./hour precautions No
s/days) beyond attempt No
the project plan
procedure attempt
Observes Task is started
safety seeking but not
Work precautions clarification completed
completed sometimes most of the time following the
within allotted procedures in No
TOTAL POINTS
It’s a great start you were able to demonstrate understanding of the

knowledge, skills and attitudes required in cleaning and maintaining kitchen
tools, equipment and working premises.
61
Lesson 2
PREPARE APPETIZERS (8 WEEKS)
This module deals with the skills and knowledge required in preparing and
presenting appetizers.
Upon completion of this module you should be able to:

1. Identify the origin of appetizer;
2. Perform Mise en place;
3. Prepare a range of appetizers;
4. Present a range of appetizers; and
DEPED COPY
5. Store appetizers.
History of Appetizer
Appetizers were originally introduced by the Athenians as a buffet in
the early third century B.C. They would serve sea urchins, cockles, sturgeon,
and garlic. However they were unpopular to start as these tiny meals weren't
followed up with a main course, leaving everyone hungry and wanting more. It
wasn't until the nineteenth century that appetizers truly caught on, as meals
evolved into more of a structured ordeal.
Aperitifs came about by the Romans and were classified as a liquid

appetizer that typically contained alcohol. In addition to inciting hunger like
food appetizers, the purposes for aperitifs were also meant to help with the
imminent digestion process. These drinks would be shared from a single
glass and passed around the table to all members of the eating party. Aperitifs
are still utilized today, typically with the company of food appetizers.
The word itself, "appetizer," as being used in America and England in

the1860s, is more of a local flavor than "hors d'oeuvres." For a time,
appetizers are served between the main course and dessert as a refresher,
but by the twentieth century they had taken their place as a precursor to the
main course.
On the other hand it is said that appetizers are the dishes that can truly be
considered Filipino because we are best known for using our hands to eat the
small finger foods that come with the first course. Appetizers can include
anything from fish to meat, nuts and chips. They are often served before
dinner or at large family lunches.
This lesson deals with the equipment used in the production of appetizers,
classifications of appetizers, identification of ingredients used for
62
appetizers, preparation and presentation of appetizers attractively according
to enterprise standards.
Learning Outcome 1
Perform Mise en Place
Objectives
After learning the content of this lesson, you will be able to: 1. Identify
tools and equipment needed in the preparation of appetizers;
2. Clean, sanitize and prepare tools and equipment based on the
required tasks;
D EPE DC
OPY
3. Classify appetizers according to ingredients; and
4. Identify ingredients according to the given recipe.
Mise’ En Place is a French term which means “set in place” that is you
have everything ready to cook and in its place. You should be able to identify
and prepare all the needed tools and equipment as well as all the ingredients
to make the preparation and cooking easily.
The following are the tools and equipment needed in preparing
appetize Kitchen Tools and Equipment
– used to scrape Spatula – used for

off contents of manipulating foods
bowls like spreading
Channel knife
– small hand tool
in making
Ball Cutter – garnishes
sharp edged
scoop for cutting
out balls of fruits
and vegetables
Rubber spatula
63
Wire Whip – remove zest or slicing and and paring fruits

used for mixing citrus peels in thin dicing
thinner liquids. French knife – Paring knife –
Zester – used to for chopping, used for trimming
DE PED
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used for making
butter curls.
strips.
Butter curler –
keeping cold
foods chilled for
service
Oven – for
Cutting board – Potato Masher – baking
board for cutting designed to press
fruits and potato and cooked
vegetables vegetables
Kitchen shear –
cutting device for
ingredients like
scissors
and vegetables.
Chiller – for
Other Tools and Equipment used in Preparing Appetizers
1. Measuring spoons are used for measuring dry and liquid ingredients in
small quantity.
2. Measuring cups are used to measure dry ingredients. They come in
various sizes and volumes.
3. Glass measuring cup is usually transparent. It is smooth in the inside
with the graduation mark on the outside to read. This is used for
measuring liquid ingredients like water and oil.
64
4. Mixing bowls containers with smooth, rounded interior surfaces with no
creases to retain some mixture.
5. Mixing spoon is used for mixing ingredients. It is made of wood in
different sizes and different length of the handle.
6. Paring knife is used to remove the skin covering of fruit and vegetables.
7. Fork is used to combine ingredients.
8. Container of different sizes and shapes.
9. Cooking range/stove
10. Refrigerator
11. Strainer/colander
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A. Pick and Tell
Strips of papers with the names of the following tools and

equipment below will be placed in a glass bowl.
Each student will be asked to pick one and explain the uses in the
preparation of appetizer. Write you answer in your test notebook.
1. Cutting board 6. Rubber scraper 2. Paring knife 7. Zester

3. Spatula 8. Chiller
4. Ball cutter 9. Oven
5. Wire whip 10. French knife
Your answers will be rated using the scoring rubric below.

CRITERIA 4 3 2 1
Exceptionally Generally clear, difficult to impossible to
Clear clear, easy to able to follow follow follow
follow Lacks clarity, Unclear,
Concise The
explanation
posed and
methods used
are advanced.
The
explanation posed and
methods used are
appropriate 65
The
methods used are somewhat simple.
The
methods used are
inadequate.
CRITERIA 4 3 2 1
Comprehensive relevant Partial or not misconceptio n on
Thorough and Substantial comprehensiv e the
comprehensiv explanation Explanation explanation
e explanation Irrelevant
Somewhat relevant
Misunderstan ding
Relevant Highly Generally relevant or serious
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After the warm-up activity proceed to the next topic about appetizers.
Appetizers are foods which stimulate the appetite, through their

attractive appearance, fragrance or appealing flavor. It is a small piece or a
portion of highly seasoned food, usually served before a meal to induce and
stimulate one’s appetite. It gives appreciation to the food we eat.
A good appetizer, whether hot or cold should be light and served in

small quantities, Fresh vegetable and salads, fruits, or meat or even fish can
be made into appetizers.
Classification of Appetizers:
1. Cocktails are usually juices of orange, pineapple, grapefruit or

tomatoes served with cold salad dressings. It may be in the form of a
fruit or vegetable juice mixed with little alcoholic beverage or seafood
like shrimps, crabs, or lobsters served with slightly seasoned sauce.
2. Hors D’ Oeuvres refers to small portions of highly seasoned foods. It is
a combination of canapés, olives, stuffed celery, pickled radishes, and
fish. It is served on individual plate when guests are seated.
Sometimes this is simply placed on a platter and passed around. Hors
d’oeuvres are served cold or hot.
3. Canapés are made out of thin slices of bread in different shapes. The
bread may be toasted, sautéed in butter or dipped in a well-seasoned
mixture of egg, cheese, fish, or meat then deep-fat fried. It is a finger
food consisting of three parts: a base, a spread or topping and garnish.
They could be served hot or cold. There are no set recipes for the
making of canapés. You may create your own combination of several
different colored items on the cut pieces of bread, toasted or fried and
biscuits etc. The larger canapés are termed as ZAKUSKIS after the
Chef Zakuski.
4. Relishes/Crudités are pickled item which are raw, crisp vegetables
such as julienne carrots or celery sticks. Relishes are generally placed
before the guest in a slightly, deep, boat shape dish.
66
5. Petite Salads are small portions of salads and usually display the
characteristics found in most salads.
6. Chips and Dips are popular accompaniments to potato chips,
crackers, and raw vegetables. Proper consistency in the preparation is
important for many dip. It must not be so thick that it cannot be
scooped up without breaking the chip or crackers, but it must be thick
enough to stick to the items used as dippers.
7. Fresh Fruits and Vegetables are the simplest appetizers. Fruits are good
appetizers because they give an attractive appearance, fragrance, appealing
taste and delicious flavor. For example, you could serve a platter of thinly
sliced cucumbers, chunks of red bell pepper
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and baby carrots. For a fruit tray, consider serving red and green
grapes, as well as chunks of mango with toothpicks inserted in them.
Since appetizers are always easy to pick up with the fingers, they
should never be drippy or messy.
8. Finger foods are variety of appetizers wherein the only requirement is
that you keep everything small enough to be picked up with the fingers
and eaten with little mess. If you want to serve your favorite homemade
sausages, cut them into small pieces, wrap them with a small piece of
pastry shell and bake. Or, serve your favorite baked sweet potato fries
with a mayonnaise-based dipping sauce. Individual quiches filled with
ham and cheese is another good option.
The following are examples of appetizers including the materials/
ingredients on how to prepare Canapés
Canapés – bite-size open faced sandwiches consist of tiny portions of
food presented on bases of bread, toast, or pastry easily handled and eaten.
Canapés Consists of Three Parts
1. Base – holds the spread and garnish. Crackers and toasts are firmer and
give a pleasing texture and crispness to the canapé.
Suggestions for canapé bases are:
Bread
cutouts Toast cutouts Crackers
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Melba toast Tiny unsweetened Tortilla Chips Cups Biscuits pastry shells
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Tiny biscuits Polenta cutouts Miniature pancakes
2. Spread - placed on top of the base so the garnish sticks to

it without falling off.
Three types of spreads
a) Flavored butter – made from softened butters with

flavorings.
b) Flavored Cream Cheese -made from flavored

butters, except cream cheese is substituted for the
butter. Mixture of cream and butter can be used.
c) Meat or Fish salad spreads – made from finely

chopped meat or fish that are spreadable. Seasons
should be checked carefully to make the spread
more stimulating to the appetite.
3. Garnish – any food item or combination of items

placed on top of the spread which usually gives color,
design, and texture or flavor accent to the canapé.
68
Food Items Used to Decorate Canapés
A. Vegetables, pickles and relishes
Radish Slices
Pickled
Onions
Chutney
Parley
Tomatoes
Olives
Pickles
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Asparagus Tips
Cucumber Slices
Pimiento
B. Fish
Smoked Fish
Smoked Salmon
Shrimp
Caviar
Shrimp
Tuna Flakes
Sardines Lobster / Chunks or slices
C. Meats
Turkey
Ham
Salami
Roast Beef
Chicken
D. Cheese, hard cooked egg slices
Guidelines for Assembling Canapés
Good mise en place is essential. In making canapés especially for

large functions, all bases, spreads and garnishes must be prepared
ahead of time so that final assembly may go quickly and smoothly.
69
Assemble as close as possible to serving time. Bases quickly
become soggy, and spreads and garnishes dry out easily. After placing
them in a tray, cover them lightly with plastic and held for a short time
under refrigeration. Safe food handling and storage must be observed.
Select harmonious flavor combinations in spreads and garnish

such as:
A. Mustard and ham
B. Lemon butter and caviar
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C. Pimiento cream cheese and sardines
D. Tuna salad and capers
E. Anchovy butter, hard cooked egg slice and olive
Make sure that at least one of the ingredients is spicy in flavor. A

bland canapé has little value as an appetizer.
Use high quality ingredients. Leftovers can be used for canapés,

but they must be carefully handled and stored to retain freshness.
Keep it simple. Simple meat arrangements are more attractive than

extravagant one. Be sure that canapés hold together and do not fall
apart in the customers hands.
Arrange canapés carefully and attractively on trays. Each tray

should carry an assortment of flavor and textures, so there is
something for every taste.
Cocktails
Cocktail appetizers are made of seafood or fruit, usually with a tart or

tangy sauce. These appetizers are always served chilled, often on a bed of
crushed ice.
70
Kinds of Cocktail Appetizers
1.Oyster and Clams on 2. Shrimp 3.Crab
D EPED
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the half shell
4.Lobster 5.Fruits 6. Firm flaked white fish

Relishes
∙ Relishes are raw or pickled vegetables cut into attractive shapes
served as appetizer.
∙ Relishes include two categories:
1. Raw vegetables with dips - These are known as crudités (croo dee tays).
Cru in French means “raw”. Common bite size, cut raw vegetables served
with dips are:
Celery
Radish
Green and Red Pepper
Zucchini
Cucumber
Cauliflower
Broccoli Florets
Broccoli Stems
71
2. Dips – accompaniment to raw
vegetables, and sometime potato chips and
crackers. Any mixture of spreads can be
used as dips. Proper consistency is
important to any dip. It must not be so thick
that it cannot be scooped up without
breaking the cracker. It must be thick
enough to stick to the items used as
dippers. Thin or soften them by adding
mayonnaise, cream or other appropriate
liquid. Sauces and salad dressings can be
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COPY
used as dips.
3. Pickled items. Includes variety of items

like cucumber pickles, olives, watermelon
pickles, pickled peppers, spiced beets, and
other preserved fruits and vegetables.
Miscellaneous hors d ‘oeuvres
These are variety of food both hot and cold served as

appetizers. The serving is smaller in unit size or portion
size that can be eaten with forks from small plates or
with fingers.
1. Antipasto - Italian Appetizer. This includes the following:
a. Cured meats – Salami,

prosciutto, bologna, boiled ham
b. Seafood items – Canned items

like sardines, anchovies, and
tuna
72
c. Cheeses – provolone,
mozzarella
d. Hard cooked egg and stuffed

eggs
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COPY
e. Relishes – raw vegetables
f. Mushrooms and other

vegetables
2. Bruschetta - slice of Italian

bread that
is toasted, rubbed with brushed
garlic,
and drizzled with olive oil, served with
toppings like canapés.
3. Tapas - a small food item intended to

be eaten with wine or other drinks usually
in bars. They are served in a small portion
intended to be eaten immediately.
73
4. Caviar – salted roe, or eggs, of the sturgeon.

Any
product labeled caviar must come from
sturgeon. Roe from any other fish must be
labeled as such (white fish caviar)
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COPY
5. Amuse Bouche (ah mews boosh) – a tiny
appetizer or hors d’ oeuvres offered to guest
seated at their tables either before or after
they have ordered from the menu. It is an
opportunity to showcase an aspect of the
chef’s cooking style and talent and to
welcome the guest.
Anything that can be served in a tiny portion can be served as an

amuse bouche like salads, soups, and little portions of meat, fish or
vegetables with the few drops of sauce and garnish. The chefs don’t use a
separate category of recipe for these items but just give a different
presentation, garnish or sauce.
B. Detect and Write

A. Identification. Read the statement carefully and write the
correct word that describes the statement. Write your answer in
your test notebook.
_____1. Butter, cream or finely chopped meat or fish placed on top of canapé
base
_____2. Holds spreads and garnish for canapés
_____3. Adds color, design, texture and flavor to canapé
_____4. Small open- faced sandwiches served as appetizer
_____5. Serving size of canapés
74
B. Take Me In
Classification. Classify the following ingredients listed below
according to the parts of canapés. Write each ingredient in the
box provided for. Write your answer in your test notebook.
Radish slices Toast cutouts Asparagus tips Bread cutouts Crackers

Tomatoes Butter Polenta cutouts Cucumber slices
DEPED COPY
Fish Cheese Miniature pancakes Tiny biscuits Pickled onions Meat
Canapé base Canapé spread Canapé garnish

123
75
Learning Outcome 2
Prepare a Range of Appetizers
At the end of this lesson, you are expected to:
1. Differentiate hot and cold appetizers;
2. Prepare a variety of appetizers; and
3. Follow workplace safety procedures.
Preparation of appetizers require knowledge and skills in preparing of the
different recipes.This lesson provides you different recipes in preparing
DEPED COPY
appetizers for your guidance and reference.
Hot and Cold Appetizers
Hors d’oeuvres are often served preceding a meal; they are served as the
food at cocktail parties involving alcoholic beverages.
a. Hot Hors d’oeuvres are served between the soup and fish course.
In today’s shortened menus, they are often served instead of hot
entrée. The size and richness depend upon the composition of
menu. Many hot hors d’oeuvres are suited for serving a small ala
carte dishes, and usually described as hot dish.
b. Cold hors d’oeuvres should stimulate appetite, and therefore
should always be served at the first course in the menu. There
are five types of cold hors d’oeuvres and they are served as
follows:
∙ Plate of Hors d’oeuvres may consist of shrimps, smoked
beef, poached egg, Spanish sardines and lettuce, sauce
can be served at the side
∙ Grison Platter may consist of two kinds of cold meat, such
as ham, smoked beef, peppered ham. Sauce can be
served at the side.
∙ Hors d’oeuvres Platter. A well-presented platter with a
limited choice of simple or more expensive foods. The
basic rules is “small quantity, but big in quality” and at the
same time attractively served. It may consists of shrimps
with jelly, asparagus tip with mushrooms, sardines with
onion rings, tomatoes stuffed with salad and chicken loaf.
∙ Assorted hors d’oeuvres can be served in special
portioned platters with dishes or even from a serving cart.
∙ Rich hors d’oeuvres - still a classical form of presentation.
Lobster should always be included. The hors d’oeuvres
dish system in conjunction with a silver platter can be
used, but it is also possible to arrange the center pieces
76
on a silver platter covered with meat jelly and served with
accompaniments in a small separate bowls or container.
Recipes of Appetizers
Salmon and Cucumber Bites

Purpose: To prepare salmon and cucumber bites
Tools/Equipment Needed:
∙ Chopping board
∙ Spatula
DEPED COPY
∙ Bread knife
∙ Mixing bowl
Ingredients Needed:
1 (12-inch) cucumber
1 teaspoon freshly grated lemon zest
2 teaspoons fresh lemon juice
4 ounces crème
1/8 teaspoon pepper
4 ounces pre-packaged smoked salmon, cut into inch-long
strips 2 teaspoons fresh dill, chopped, for garnish
Steps/Procedure:
o Peel and slice cucumber into 1/4-inch slices.
o In a bowl, mix lemon zest, lemon juice, crème, and pepper.
o To assemble, top a cucumber slice with a strip of salmon, a
dollop (about
o 1/2 tsp) of crème mixture.
o Garnish with dill.
77
Preparing hors d’ oeuvre cocktails and relishes
DEPED COPY
To prepare hors d’ oeuvre cocktails and relishes.
Tools/Equipment Needed:
∙ Knife
∙ Chopping board
∙ Gloves
Materials/ingredients needed:
∙ Oysters or Shrimps or Fruits
∙ Dips
∙ Herbs
∙ Sugar/Syrup
∙ Ice, Lemon
Steps/Procedure:
Oyster and clams cocktails
1. Open fresh oysters and clams on the half shell.

2. Arrange on flat plates, preferably on a bed of ice.
3. Place cocktail sauce in a small cup in the center or at the side of the
plate.
4. Provide lemon wedges
Shrimps and other cooked seafood’s cocktail
1. Arrange seafood in a stemmed glass or in a small, cup-shaped bowl in

a bed of ice. Cocktail sauce maybe put in the glass first and arranged
the seafood on top, partially immersed. Or the cocktail sauce may be
added as toppings.
2. Garnish the dish attractively with lettuce or greens with lemon wedges.
Fruit Cocktail
1. Use fruits that are pleasantly tart and not too sweet.
78

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Module 1 of 2

This learning resource was collaboratively developed and

We value your feedback and recommendations.

Authors and publishers may email or contact FILCOLS at filcols@gmail.com or (02)

Development Team of the Cookery Manual

Management Team of the Cookery Manual

Department of Education- Bureau of Learning Resources (DepEd-BLR)

Learning Outcome 1………………………………………………. 24

Learning Outcome 2 ……………………………………………… 50

Learning Outcome 1……………………………………………… 59

Learning Outcome 2 …………………………………………….. 72

Learning Outcome 3 …………………………………………….. 78

Learning Outcome 4 ……………………………………………. 82 Store

Learning Outcome 1……………………………………………………. 92

Learning Outcome 2 …………………………………………………… 96

Learning Outcome 4 …………………………………………………… 117

……………………………………………………. 121 Prepare

Learning Outcome 1…………………………………………………… 123

Learning Outcome 2 ………………………………………………….. 134

Learning Outcome 3 ………………………………………………….. 150

Learning Outcome 4 ………………………………………………….. 154

Learning Outcome 1 …………………………………………………… 161

Learning Outcome 2 …………………………………………………… 170

Learning Outcome 4 …………………………………………………… 185

Lesson 2 …………………………………………………….. 187

Learning Outcome 1 …………………………………………………… 187

Learning Outcome 2 …………………………………………………… 191

SUMMATIVE ASSESSMENT ……………………………………….. 198

The lesson on Personal Entrepreneurial Competencies (PECs) will

This manual provides varied and relevant activities and opportunities to

This manual is specifically crafted to focus on the different activities

Successful completion of this specialization ensures that you have

The learner demonstrates understanding of core concepts and theories

The learner independently demonstrates core competencies in cookery as

At the end of this module, you are expected to:

1. A sweet course or dish which is usually served at the end of a meal.

4. Which of the following sanitary practices is not true in storing desserts?

A. Wash utensils and equipment thoroughly.

5. In plating and presenting food, which among the following statements

7. Which of the following considerations are essential in choosing

A. cooked to a firm, crisp texture and good color

A. Arrange salad plates on worktables.

A. Read the label of the poisonous material.

A. chinaware, utensils, silverware, glassware

B. Identify the following tools and equipment in column

C. Arrange the following steps in preparing hamburger in proper sequence.

______ 3. Assemble necessary tools, equipment, oven, and toaster.

______ 4. Top the meat with another slice of cheese.

______ 9. Prepare and assemble all ingredients; sandwich breads like

______ 2. Before replacing, rub with oil-damped cloth

______ 4. Clean oven by removing grates, scraping off food deposits,

______ 5. Run oiled cloth over top of range

______ 6. Scrape grease from curbs and openings hinges.

Your answer will be rated using the rubric below.

At the start of your journey in learning Cookery, the Personal

Personal Entrepreneurial Competencies

Assess your Personal Entrepreneurial Competencies by answering the

Personal Entrepreneurial Competencies (PECs) Self-rating

5 = Always 4 = Usually 3 = Sometimes 2 = Rarely 1 = Never

________ 1. I look for things that need to be done.