Professional Documents
Culture Documents
Grade 10: Enhancement Activity...................................................... 135
Grade 10: Enhancement Activity...................................................... 135
TABLE OF CONTENTS
Page Cover
Page Table of Contents
Introduction...................................................................... 4 Content
Standard and Performance Standard..................... 5
Objectives.................................................................... 5 Program
Requirements................................................... 5 Learning
Episodes......................................................... 6 How to Use the
Module................................................... 7 Diagnostic
Assessment...................................................... 8 Personal
Entrepreneurial Competencies (PECs).................... 13 Environment
and Market (EM)............................................. 27
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Introduction
The world of work today presents a picture of available jobs that are
getting scarcer each year. To address this reality, the Department of Education is
stretching its available resources, prioritizing needs, and developing sustainable
programs to lead and to prepare the young minds as future skillful chef or any
related job. The department further believes that it is in honing the skills that the
learner can have an edge over other job seekers. DepEd endeavors to equip the
learners with the appropriate knowledge, attitudes, values and skills necessary to
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. This learner‘s material will surely make you a certified food
provider.
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Content Standard
Performance Standard
Objectives
Learners are expected to become proficient in performing skills on the following
competencies:
1. develop personal entrepreneurial skills; 2.
prepare egg dishes; 3. prepare cereals and
starch dishes; 4. prepare vegetables dishes;
5. prepare and cook seafood dishes; 6.
prepare stocks, sauces and soups; 7. prepare
poultry and game dishes; and 8. prepare and
cook meat.
Program Requirements
Grade 10 students who will take Cookery course as their specialization in
Technology and Livelihood Education (TLE) – Home Economics should have
successfully taken the exploratory course in Commercial Cooking in Grade 7/8
This learner‘s material should be taken for one school year for a total of
160 hours. Lessons should be taken one at a time, following the correct
sequence being presented and should accomplish the assessment or
enhancement activities before proceeding to the next lesson.
Along the learning process, learners of this course are required to
complete the 25-hour industry involvement to different food services to
experience the actual workplace.
Learning Episodes
This learner‘s material is subdivided into four (4) quarters which may serve
as the recommended scope and limit for every academic grading period. In every
quarter there are lessons that comprise the learning outcomes.
about the lessons and identifies the areas you ought to learn more. Your
teacher will check and analyze your score to determine your learning
needs.
consult your teacher for assistance. Do not skip any topic unless you are
succeeding activities.
your teacher. Your score will be analyzed and will be used by your
DIAGNOSTIC
ASSESSMENT
A. Multiple Choice.
Directions: Read the following questions carefully and choose the letter that best
describes the statement. Write your answer on your test notebook. 1. Which of
the following is the right step by step procedures in manual
dishwashing.
A. Drain and air-dry, scrape and pre-rinse, rinse, sanitize, and wash
dishes. B. Rinse, scrape and pre-rinse, wash, drain, air-dry and sanitize
dishes C. Scrape and pre-rinse, rinse, wash, sanitize, drain and air-dry
dishes D. Scrape and pre-rinse, wash, rinse, sanitize, drain and air-dry
dishes
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18. What part of the meat helps you identify the less tender cuts?
A. Bone C. Flesh B. Fat D. Ligament 19. What part of the meat has the
greatest amount of quality protein?
A. Bone C. Flesh B. Fat D. Ligament 20. Which of the following meat
cuts requires long and slow cooking
temperature?
A. Less tender C. Tender B. Slightly tough D. Tough 21. Which of the following is
a long – bladed hatchet or a heavy knife used by
a butcher?
A. Butchers knife C. Cleaver knife B. Chopper knife D. Set of slicing knife
22. Which of the cooking methods does not belong to dry heat method?
A. Baking C. Roasting B. Broiling D. Stewing 23. What do you call to the cooking
method when meat is cooked in steaming
liquid in which bubbles are breaking on the surface.
A. Boiling C. Roasting B. Broiling D. Stewing 24. Which is an oil-acid
mixture used to enhance the flavor of meat.
A. Brine solution C. Soy sauce and vinegar B. Marinade D. Salt and
calamansi 25. Which of the following tools is used for carving?
A. Cleaver knife C. Slicer B. Fork D. Razor knife 26. To
which meat cut do internal organs belong?
A. Less tender cuts C. Tough cuts B. Tender cuts D.
Variety cuts 27. Where should meat products be stored?
A. Crisper C. Dry shelf B. Cold shelf D. Freezer 28. Which
of the following is the tenderest cut of beef?
A. Chunk C. Sirloin B. Round cut D. Tenderloin 29. Which
will you consider first when buying meats?
A. Brand C. Quality B. Price D. Round cut 30. What is your
primary consideration when storing goods? A. Expiration date C.
Quantity B. Fragility D. Size
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31. What do ou call to young immature pigeon of either sex with extra tender
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Introduction
In this module, you will learn more about entrepreneurship and the
entrepreneurial competencies related to Cookery. You will have a first-hand
experience in educational activities leading to personal assessment of your
entrepreneurial competencies and assessment of entrepreneurial competencies
of a successful chef within your area. You will also have some activities that will
align your competencies those of successful practitioners. Moreover, this module
will stimulate your mind to think about entrepreneurship and its role in the
business community, as well as in the economic and social development.
Entrepreneurs are people with skills and capabilities to see and evaluate
business opportunities. They are individuals that can strategically identify
products or services needed by the community and they have the capacity to
deliver these at the right time and at the right place.
Now that you have a little background knowledge about entrepreneurs and
entrepreneurship, can you now walk through in assessing your PECs? Always
remember that ―Successful entrepreneurs continuously develop and improve
their PECs.‖
To begin with, let us first try to find out the competencies you will master
as you finish this module.
OBJECTIVES
Now that you have an idea about the knowledge and skill that you will
develop and master, take the first challenge in this module – the pre-assessment.
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PRE-ASSESSMENT
As part of your initial activity, you will be challenged to dig deeper on your
knowledge and previous experiences on the topic. Try to diagnose or assess
what you already know about PECs by answering Task 1.
Direction: The following are guide questions which encapsulate the entire
module. Write your answers on your assignment notebook, and then share these
to the class.
After answering all the guide questions to the best of your knowledge and
skills, share those with your classmates. You too, may compare your insights,
personal knowledge, and relevant experiences on the topic to make it more
exciting and engaging.
After setting your own personal goals and targets in achieving the
objectives of this module, check your inherent knowledge of PECs. Answer the
following guide questions with the help of your classmates.
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2. Are there other strategies or approaches where you can assess your PECs?
Explain how those strategies will become more useful in selecting a viable
business venture.
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How was your experience in answering the guide questions with your
classmates? Were you able to benefit from them? What were the insights you
have realized?
This time you‘re going to study the different topics that will enrich your
knowledge of PECs. Read carefully all the important details about the
succeeding topic.
Know
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• Has the Initiative: An entrepreneur takes the initiative. You must put
yourself in a position where you are responsible for the failure or success
of your business.
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Process
Interpretation or Insights:
______________________________________________________________________
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______________________________________________________________________
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______________________________________________________________________
_____ _________________________________________________.
Reflect and Understand
How was your experience in discovering your strengths and the areas to
be developed? Did you gain valuable experience in exchanging insights with your
classmates? To learn more and deepen your understanding of PECs, do Task 5
below.
Task 5: Interview
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2. What are your special skills and characteristics that are related with
your business or job?
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________________________________________________________
________________________________________________________
3. How did you solve business-related problems during the early years of
your business operation?
________________________________________________________
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________________________________________________________
5. What are your best business practices that you can share with aspiring
students?
________________________________________________________
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6. What are the salient characteristics, attributes, lifestyle, skills and traits
that made you successful in your business or job?
________________________________________________________
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Note: Cull the needed information from the interview to supply answer/s to
Row 1 in the table below. Meanwhile, fill out the second row with your
PECs.
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Personal Entrepreneurial Competencies
24 Characteristics Attributes Lifestyles Skills Traits
Successful Entrepreneur in the place
My PECs
Using the information on the table above, analyze and reflect on the similarities and
differences in your answers. Put your reflection on the table below. Write your
conclusion on the space provided.
Personal Entrepreneurial Competencies
Similarities Differences
Characteristics
Attributes
Lifestyles
Skills
Traits
Conclusion:
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______________________________________________________________
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____________________________________________________________.
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Transfer
After performing the activities on the importance of PECs, let‘s determine how much you
have learned. Perform Task 6 to determine how well you have understood the lesson.
Task 6: Preparation of a Plan of Action
Directions: Using the table below and the information generated from Task 5
(Interview), prepare an action plan that indicates how you would align your PECs
to the PECs of a successful entrepreneur in Cookery in your place.
Objective Area Activities Strategies Frame
Time
Expected Outcome
To align my PECs with the PECs of a successful entrepreneur in Cookery.
Characteristics
Skills
Attribute
Traits
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Directions: Read and study the following questions below. You may use a
separate sheet of paper or your notebook to write your answers.
1. Why is there a need to compare and align one‘s PECs with the PECs
of a successful entrepreneur?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________.
2. How does your action plan help sustain your strong PECs and/or
address your development areas?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
______________________________________________.
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Introduction
People who aspire to start a business need to explore the economic, cultural and
social conditions prevailing in an area. Needs and wants of the people in a
certain area that are not met may be considered as business opportunities.
Identifying the needs of the community, its resources, available raw materials,
skills, and appropriate technology can help a new entrepreneur in seizing a
business opportunity.
Now that you have read some important considerations to look into to be
successful in any business, you are now ready to explore more about the
environment and market.
To begin with, let‘s find out the competencies that you will master as you
finish this module.
OBJECTIVES
Now that you have an idea about the things you will learn, take the first
challenge in this module – the pre-assessment.
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PRE-ASSESSMENT
Task 1: Multiple-Choice
Directions: Choose the letter of the best answer. Write your answer on a
separate sheet of paper.
10. These are the things that people cannot live without in a society.
A. wants C. requirements B. desires D. needs
Directions: Read and study the guide questions below. Use a separate
sheet of paper to write your answer.
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After all the guide questions have been answered and skills have been mastered,
share those with your classmates. Discuss your insights, personal knowledge,
and relevant experiences on the topic to make it more exciting and engaging.
After reading and understanding the objectives of this module and having gone
through the pre-assessment and guide questions, you will be asked to set your
own personal goals. These goals will trigger you to further achieve the ultimate
objective of this module. In the end, these goals will motivate you to learn more
about Environment and Market.
After setting your own personal goals and targets in achieving the objectives of
this module, you will have the opportunity to read and learn more about
environment and market. You will also be given a chance to do practical
exercises and activities to deepen your understanding of the topic.
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Know
Product Development
There are basic, yet vital questions that you can ask yourself about
product development. When you find acceptable answers to these, you may now
say that you are ready to develop a product and/or render services:
1. For whom are the product services aimed at? 2. What benefits will the
customers expect from it? 3. How will the product differ from the existing
brand? From its
competitor?
Likewise, needs and wants of the people within an area should also be
taken into big consideration. Everyone has his/her own needs and wants.
However, everyone has different concepts of needs and wants. Needs in
business are important things that every individual cannot live without in a
society. These include:
Basic needs are essential to an individual to live with dignity and pride in a
community. These needs can obviously help you generate business ideas and
subsequently to product development.
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Wants are desires, luxury and extravagance that signify wealth and expensive
way of living. Wants or desires are considered above all the basic necessities of
life. Some examples of wants or desires: fashion accessories, expensive shoes
and clothes, travelling around the world, eating in an expensive restaurant;
watching movies, concerts, having luxurious cars, wearing expensive jewelries,
perfume, living in impressive homes, among others.
Needs and wants of people are the basic indicators of the kind of business that
you may engage into because it can serve as the measure of your success.
Some other good points that might be considered in business undertakings are
the kind of people, their needs, wants, lifestyle, culture and tradition, and social
orientation that they belong to.
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Identify
Establish
Generate
Select a Customer
Target
Product
Product Needs
Specifications
Concepts
Concept
Plan Remaining Developme nt Project
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Refine Specifications
Analyze Competitive Products
Perform Economic Analysis
Concept Development
Figure 3: Concept Development
The process of product development follows the following steps:
A. Identify Customer Needs: Using survey forms, interviews, researches, focus group
discussions, and observations, an entrepreneur can easily identify customers‘ needs
and wants. In this stage, the information that can be possibly gathered are product
specifications (performance, taste, size, color, shape, life span of the product, etc.). This
stage is very important because this would determine the product to be produced or
provided.
B. Establish Target Specifications: Based on customers' needs and reviews of
competitive products, you may now establish target specifications of the prospective
new product and/or services. Target specifications are essentially a wish-list.
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Finding Value
The value that you incorporate to your product is called value proposition.
Value proposition is ―a believable collection of the most persuasive reasons
people should notice you and take the action you‘re asking for.‖ Value is created
by fulfilling deep desires and solving deep problems. This is what gets people
moving, what people getsspending for your product or service.
Innovation
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Here's how to discover your USP and use it to increase your sales and profit:
•Use empathy: Put yourself in the shoes of your customers. Always focus on
the needs of the target customers and forget falling in love with your own
product or service. Always remember, you are making this product or
providing for the target customers to eventually increase sales and earn profit
and not making this product or service for you. Essential question such as
what could make them come back again and ignore competition should be
asked to oneself. Most possible answers may be focused on quality,
availability, convenience, cleanliness, and reliability of the product or service.
• Discover the actual and genuine reasons why customers buy your product
instead of a competitor's. Information is very important in decision making. A
competitive entrepreneur always improve this products or services to provide
satisfaction and of course retention of customers. As your business grows,
you should always consider the process of asking your customers important
information and questions that you can use to improve your product or
service.
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Process
4. Did you consult somebody before you engage in this business? Cite
sample insights that you gained from the consultation.
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5. What were your preparations before you started the actual business?
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6. What creative and innovative techniques did you adopt to your product or
service? What was the effect of the innovative techniques to the sales and
profits of your business?
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In order to deepen your understanding of the lesson, perform the following tasks:
The process of developing and generating business idea is not a simple process.
Some people just come with a bunch of business ideas but are not really
feasible. There are two problems that arise; first is the excessive generation of
ideas that can forever remain in the dreaming stage and the second is when they
don‘t have ideas and don‘t want to become entrepreneurs.
1. Examine existing goods and services. Are you satisfied with the product?
What do other people who use the product say about it? How can it be
improved? There are many ways of improving a product from the way it is made
to the way it is packed and sold. You can also improve the materials used in
crafting the product. In addition, you can introduce new ways of using the
product, making it more useful and adaptable to the customers‘ many needs.
When you are improving the product or enhancing it, you are doing an
innovation. You can also do an invention by introducing an entirely new product
to replace the old one.
2. Examine the present and future needs. Look and listen to what the customers,
institutions, and communities are missing in terms of goods and services.
Sometimes, these needs are already obvious and felt at the moment. Other
needs are not that obvious because they can only be felt in the future, in the
event of certain developments in the community. For example, an area will have
its electrification facility in the next six months. Only by that time will the
entrepreneur could think of electrically-powered
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or generated business such as photo copier, computer service, digital
printing, etc.
3. Examine how the needs are being satisfied. Needs for the products and
services are referred to as market demand. To satisfy these needs is to supply
the products and services that meet the demands of the market. The term market
refers to whoever will use or buy the products or services, and these may be
people or institutions such as other businesses, establishments, organizations, or
government agencies.
Businesses or industries in the locality also have needs for goods and
services. Their needs for raw materials, maintenance, and other services
such as selling and distribution are good sources of ideas for business.
4. Examine the available resources around you. Observe what materials or skills
are available in abundance in your area. A business can be started out of
available raw materials by selling them in raw form and by processing and
manufacturing them into finished products. For example, in a copra-producing
town, there will be many coconut husks and shells available as ―waste‖
products. These can be collected and made into coco rags or doormat and
charcoal bricks and sold profitably outside the community.
A group of people in your neighborhood may have some special skills that
can be harnessed for business. For example, women in the Mountain
Province possess loom weaving skills that have been passed on from one
generation to another. Some communities there set up weaving businesses to
produce blankets, decorative and various souvenir items for sale to tourists
and lowland communities.
Business ideas can come from your own skills. The work and experience you
may have in agricultural arts, industrial arts, home economics, and ICT
classes will provide you with business opportunities to acquire the needed
skills which will give you extra income, should you decide to engage in
income-generating activities. With your skills, you may also tinker around with
various things in your spare time. Many products were invented this way.
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5. Read magazines, news articles, and other publications on new products and
techniques or advances in technology. You can pick up new business ideas from
Newsweek, Reader‘s Digest, Business Magazines, ―Go Negosyo‖, KAB
materials, and Small-Industry Journal. The Internet also serves as a library where
you may browse and surf on possible businesses. It will also guide you on how to
put the right product in the right place, at the right price, at the right time.
You have to select the most promising one among hundreds of ideas. It will be
good to do this in stages. In the first stage, you screen your ideas to narrow them
down to about few choices. In the next stage, trim down the choices to two
options. In the final stage, choose between the two and decide which business
idea is worth pursuing.
In screening your ideas, examine each one in terms of the following factors:
1. How much capital is needed to put up the business? 2. How big is the
demand for the product? Do many people need
this product and will continue to need it for a long time? 3. How is the demand met?
Who are processing the products to meet the needs (competition or
demand)? How much of the need is now being met (supply)? 4. Do you
have the background and experiences needed to run this
particular business? 5. Will the business be legal, not going against any existing or
foreseeable government regulation? 6. Is the business in line with your
interest and expertise?
Your answers to these questions will be helpful in screening which ones among
your many ideas are worth examining further and worth pursuing.
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• Get a great logo. Create a logo suitable to your business and consistent
with your tagline and place it everywhere.
• Write
down your brand messaging. Select key messages you want to
communicate about your brand.
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Process
In generating business idea, you should first identify what type of business is
suited to your business idea. You should analyze and scan the potential
environment, study the marketing practices and strategies of your competitors,
analyze the strengths, weaknesses, opportunities, and the threats in your
environment to ensure that the products or services you are planning to offer will
be patronized within the easy reach by your target consumers. Bear in mind these
• Always apply SWOT Analysis in relation to your competition‘ i.e. better than
or worse than your competitions.
• Keep your SWOT Analysis short and simple. Avoid complexity and over
analysis.
• SWOT Analysis is subjective.
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Task 6: SWOT Analysis
Directions: Utilize the SWOT Analysis table below to list up all your observations. Be
guided by the strategies in analyzing and formulating realistic and attainable activities.
Write down the activities on the available spaces provided to create the best business
idea.
Strength (S) Weaknesses (W)
------
Strategies:
• SW - Maximize on the strengths to overcome the internal weakness.
• OW - Capitalize on the opportunities to eliminate the internal weakness.
• ST - Maximize on your strengths to eliminate the external threats.
• OT - Take advantage of the available opportunities to eliminate the external threats.
46 - - - - - -
Opportunities (O) Threats (T)
------
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Analysis:
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Activities:
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Reading books and watching videos have been considered as one of the
most effective educational activities that can help learners deepen their
understanding on a certain topic. In this particular task, you will be asked to
conduct extra readings and video viewings in the Internet on the following topics:
TransferTr
Direction: Generate a clear and appealing product brand with a logo and a
tagline.
Logo
Logo
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QUARTER I Prepare Egg, Cereal,
and Starch Dishes
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Overview
This quarter will provide you learners the essential knowledge and opportunities
to develop your skills and gained understanding in the preparation, cooking,
presentation, and storing egg, cereal, and starch dishes. You will be able to
know the needed tools and equipment and learn how to clean and sanitize them
after each use. Differentiated activities and hands – on activities were given to
give you opportunities to transfer what you have learned.
Objectives
At the end of the lesson, you are expected to: 1. perform
Mise‘en place; 2. prepare and cook egg, cereal and
starch dishes; 3. present egg, cereal and starch
dishes; and 4. store egg, cereal and starch dishes.
Pretest 1
A. Multiple Choice.
Directions: Read each question carefully. Choose the letter which
corresponds to the correct answer and write it in your test notebook.
1. It is a small hand tool used generally in decorative works such as
making garnishes.
A. bread knife C. channel knife B. butcher knife D.
paring knife
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12. This is the entrance of the latebra, the channel leading to the center of
the yolk.
A. Chalaza C. Shell B. Germinal disc D. Yolk 13. It is the yellow to yellow -
orange portion which makes up to about 33% of
the liquid weight of the egg.
A. Chalaza C. Shell B. Germinal disc D. Yolk 14. A disease that is carried
and transmitted to people by food is referred
to as food borne ________________.
A. Bacteria C. Infection B. Illness D Intoxication 15. It is a disease that
results from eating food containing harmful micro-
organism.
A. Food borne bacteria C. Food borne infection B. Food borne illness D.
Food borne intoxication 16. It is a disease that results from eating food
containing toxins from
bacteria, molds or certain plants or animals.
A. Food borne bacteria C. Food borne infection B. Food borne illness D.
Food borne intoxication 17. It is used for mixing creams, butter and for
tossing salads.
A. Electric mixer C. Wire whisk B. Serving spoon D. Wooden spoon 18. It is
used for preparing meat, chicken, and other grains or legumes,
such as mongo and white beans in lesser time.
A. Double boiler C. pressure cooker B. Frying pan D. rice cooker 19. It is a
long chainlike molecule, sometimes called the linear fraction, and is produced
by linking together 500 to 2, 000 glucose molecules which contributes to the
gelling characteristics to cooked and cooled starch mixtures.
A. Amylopectin C. Dextrin B. Amylose D. Mucin
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22. This problem can be reduced by covering the container of the starch
gel with a waterproof cover.
A. Scorching C. Thinning of gel. B. Skin formation D. Weak gelling 23. This
can be avoided by temperature control and constant stirring so
the starch granules do not settle at the bottom of the cooking pan.
A. Scorching C. Thinning of Gel. B. Skin formation D. Weak
gelling 24. It can be stored in the refrigerator for 2 or 3 days.
A. Cooked pasta C. Fresh pasta B. Dried pasta D. Frozen
pasta 25. FIFO stands for ___________
A. Fan In Fan On C. First In First Out B. First In Fight Out
D. Fit In Fit Out
B. Give one risk in the preparation and cooking of starch, cereal dishes and
other foods, and give some guidelines pertaining to food safety.
SCORE CRITERIA
4 Explains very clearly the complete guidelines to consider pertaining to food
safety related to the given risk. 3 Explains clearly the complete guidelines to
consider pertaining to food
safety related to the given risk. 2 Explains partially the guidelines to consider
pertaining to food safety
related to the given risk. 1 Was not able to explain any guidelines to consider
pertaining to food
safety related to the given risk.
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Overview
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Ware washing Ware washing is the process of washing and sanitizing dishes,
glassware, flatware, and pots and pans either manually or mechanically. Manual
ware washing uses a three-compartment sink and is used primarily for pots and
pans. It may be used for dishes and flatware in small operations. Mechanical
ware washing requires a dishwashing machine capable of washing, rinsing, and
drying dishes, flatware, and glassware. In large operations, heavy-duty pot and
pan washing machines have been designed to remove cooked-on food.
Manual Dishwashing
Procedure
1. Scrape and pre-rinse.
The purpose of this step is to keep the wash water cleaner longer. 2.
Wash.
Use warm water at 1100F to 1200F and a good detergent. Scrub well with
a brush to remove all traces of leftover and grease. 3. Rinse.
Use clean warm water to rinse off detergent. Change the water
frequently, or use running water with an overflow. 4. Sanitize.
Place utensils in rack and immerse in hot water at 170 0F for thirty seconds.
(A gas or electric heating element is needed to hold water at this
temperature.) 5. Drain and air-dry.
Do not towel-dry. This may contaminate utensils.
Mechanical Dishwashing
The steps in washing dishes by machine are the same as in the
manual methods. Except that the machine does the washing, rinsing, and
sanitizing.
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Performance Activity 1
B. Clean and sanitize tools and equipment by performing the given
activity. You will be asked to clean and sanitize the tools and equipment
in the food laboratory. Follow the procedures properly in performing the
task.
After knowing the needed tools and equipment needed in the preparation
of egg dishes and on how to clean and sanitize them after each use, the
next consideration is to know what makes up an egg and appreciate other
things about egg.
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Structure
1. Shell. The egg‘s outer covering, the shell, accounts for about 9 to 12 %
of its total weight depending on egg size. The shell is the egg‘s first line of
defense against bacterial contamination. The shell is produced by the shell
gland (uterus) of the oviduct, and has an outer coating, the bloom or cuticle.
The cuticle somewhat seals the pores and is useful in reducing moisture
losses and in preventing bacterial penetration of the egg shell. 2. Air cell.
This is the empty space between the white and shell at the
large end of the egg which is barely existent in newly laid egg. When an egg
is first laid, it is warm. As it cools, the contents contract and the inner shell
membrane separate from the outer shell membrane to form the air cell. 3.
Albumen/Egg white. Albumen, also called egg white, accounts for
most of an egg‘s liquid weight, about 67%. This is produced by the
oviduct and consists of four alternating layers of thick and thin
consistencies. From the yolk outward, they are designated as the inner
thick or chalaziferous white, the inner thin white, the outer thick white
and the outer thin white. The outer thin white is a narrow fluid layer
next to the shell membrane. The outer thick white is a gel that forms
the center of the albumen. The inner thin white is a fluid layer located
next to the yolk. The inner thick white (chalasiferous layer) is a dense,
matted, fibrous capsule terminates on each end in the chalazae, which
are twisted in opposite directions and serve to keep the yolk centered.
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4. Chalaza. This is the ropey strands of egg white at both sides of the
egg, which anchor the yolk in place in the center of the thick white. They are
sometimes mistaken for egg imperfections or beginning embryos, which of
course they are not. The twist in the chalaza is meant to keep the germinal
disc always on top whichever way the egg may turn. The more prominent the
chalazae the fresher is the egg. 5. Germinal Disc. This is the entrance of the
latebra, the channel leading to the center of the yolk. The germinal disc is
barely noticeable as a slight depression on the surface of the yolk. When the
egg is fertilized, sperm enter by way of the germinal disc, travel to the center
and a chick embryo starts to form. Since table eggs are not fertilized, this is
not as easy to recognize as when the egg is fertilized. 6. Membranes. There
are two kinds of membranes, one just under the shell and the other covering
the yolk. These are the shell membrane and the vitelline membrane. Just
inside the shell are two shell membranes, inner and outer. The air cell formed
due to the contraction of egg as it cools, is found between the two layers of
this shell membrane. The outer membrane sticks to the shell while the inner
membrane sticks to the albumen. During storage, the egg losses water by
evaporation, causing the air cell to enlarge. The vitelline membrane is the
covering that protects the yolk from breaking. The vitelline membrane is
weakest at the germinal disc and tends to become more fragile as the egg
ages. Every cook has experienced that the yolk of eggs that are no longer
fresh easily break. 7. Yolk. The yolk or the yellow to yellow- orange portion
makes up about
33% of the liquid weight of the egg. The egg yolk is formed in the ovary. On
the surface of the yolk, there is a small white spot about 2 mm in diameter.
This is the germinal disc and it is present even if the egg is infertile. In
infertile eggs, the germinal disc contains the genetic material from the hen
only but when fertilized, it contains the zygote that will eventually develop
into a chick. The yolk material serves as a food source for embryonic
development. It contains all the fat in the egg and a little less than half of the
protein. The main protein in the egg yolk is vitelline, a lipoprotein. It also
contains phosvitin which is high in phosphorus and has antioxidant
properties, and livetin which is high in sulfur.
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Composition of an Egg
Nutrient (unit) Whole Egg Egg White Egg Yolk Calories (kcal) 72 17 55
Protein (g) 6.3 3.6 2.7 Carbohydrate (g) 0.36 0.24 0.61 Carbohydrate (g) 0.36
0.24 0.61 Total fat (g) 4.8 0.06 4.5 Monounsaturated fat (g) 1.8 0 2
Polyunsaturated fat (g) 1 0 0.72 Saturated fat (g) 1.6 0 1.6 Trans fat (g) 0.02 0
0.02 Cholesterol (mg) 186 0 184 Choline (mg) 126 0.4 116 Riboflavin (mg)
0.2 0.15 0.09 Vitamin B12 (mcg) 0.45 0.03 0.33 Folate (mcg) 24 1 25 Vitamin
D (IU) 41 0 37 Vitamin A (IU) 270 0 245 Vitamin B 6 (mg) 0.09 0 0.06 Thiamin
(mg) 0.02 0 0.03 Vitamin E (mg) 0.5 0 0.44 Selenium (mcg) 15.4 6.6 9.5
Phosphorous (mg) 99 5 66
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Iron (mg) 0.88 0.03 0.46 Zinc (mg) 0.65 0.01 0.39 Calcium (mg) 28 2 22 Sodium (mg)
71 55 8 Potassium (mg) 69 54 19 Magnesium (mg) 6 4 1 Source: U.S. Department of
Agriculture, Agricultural Research Service, 2010. USDA National Nutrient Database for Standard Reference,
Release 23. Nutrient Data Laboratory Home Page: http://www.ars.usdA.gov/nutrientdata
Egg quality
Egg quality has two general components: shell quality (exterior quality) and interior egg
quality. Interior egg quality has direct bearing on the functional properties of eggs while
shell quality has direct influence on microbiological quality.
Egg Grading. Grading is a form of quality control used to classify eggs for exterior and
interior quality. In the Philippines, the grade designations are A, B, C, and D. Egg Size.
Several factors influence the size of the egg: breed, age of hen, weight, feed and
environmental factors. Native chickens have much smaller eggs than commercial
breeds. Some commercial breeds have bigger eggs than others. Of the same breed,
new layers tend to have smaller eggs compared to older hens. Pullets that are
significantly underweight at sexual maturity will also produce small eggs. Better fed
hens lay larger eggs than underfed ones. The environmental factors that lead to smaller
eggs are heat, stress and overcrowding.
The egg sizes are Jumbo, Extra Large, Large, Medium, Small and Peewee. Medium,
Large, and Extra Large are the sizes commonly available.
Extra
Egg Size Classification Size Jumbo
Large Medium Small Peewee 840 756 672 588 504 420
large Weight of 12 eggs in grams
Average weight per egg in grams
61 70 63 56 49 42 35
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ABCD
Philippine Standard of Quality for Chicken Eggs Quality Factor
Shell
The appearance of the egg, as influenced by severity of defects, is important for
consumer appeal. Egg shells are evaluated on the basis of cleanliness, shape, texture,
and soundness.
The unit for describing egg freshness, based on the thickness of the albumen is called
Haugh unit with a symbol of HU named before Raymond Haugh in 1937.
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Moderately stained Unbroken Slightly abnormal shape
Moderately stained Unbroken May be abnormal shape
Air Cell
Clean Unbroken Normal shape
Clean Unbroken Normal shape
Depth of 0.3cm or Depth less Practically regular
of 0.5cm or less Practically regular
Depth of 1.0 cm or less May be loose or bubbly
Depth of 1cm May be loose or bubbly
Egg White
May be weak and watery Small clots or spots may be present Less than 31 Haugh units
Egg Yolk
Clear Firm 72 Haigh units or higher
Clear Reasonably Firm 60 - 71 Haugh units
Clear May be slightly weak 31-59 haugh units
Outline may be well defined. May be slightly enlarged and flattened. Practically free
from defects. May have embryonic development
Outline may be Outline fairly
well defined.
Outlined defined Round and firm Free from defects
well defined Round and firm Free from
May be enlarged and flattened. May have defects
embryonic development
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Enhancement
activityActivity
A. Minute to Write It
Directions: In your test notebook write whether you agree or disagree to
the following statements and justify your answer.
B. Pictorial Report
Directions: Make a pictorial report with illustration showing the qualities of
a fresh egg in terms of egg size and grading.
SCORE CRITERIA
1 Improperly compiled pictures but were not able to illustrate the qualities of
a fresh egg in terms of egg size and grading in disorderly manner.
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At the end of the lesson, you are expected to: 1. identify and prepare
ingredients according to standard recipes; 2. identify the market
forms of eggs; 3. explain the uses of eggs in culinary; and 4. cook
egg dishes with appropriate taste and seasoned in
accordance with the prescribed standard.
Eggs are also sold in several processed forms: bulk or fluid whole eggs (which
sometimes includes a percentage of extra yolks to obtain a specific blend), egg
whites, and egg yolks. Pasteurized eggs are used in preparations such as salad
dressings, eggnog, or desserts, where the traditional recipe may have indicated
that the eggs should be raw. These products generally are available in liquid or
frozen form. Frozen egg products on the other hand are used as ingredients by
food processors. Products containing egg yolk usually have salt, sugar or corn
syrup added to prevent gelation or increased viscosity during freezing. They are
packed in 30- lB.containers and in 4-, 5-, 8-, and 10-lB.pouches or waxed or
plastic cartons. Dried powdered eggs are also sold and may be useful for some
baked goods or in certain circumstances. For food service use, they are
generally sold in 6-oz. pouches, and 3-lB.and 25-lB.poly packs.
Egg substitutes may be entirely egg-free or may be produced from
egg whites, with dairy or vegetable products substituted by yolks. These
substitutes are important for people with reduced-cholesterol diet requirement.
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4. As foam
• When egg is beaten albumen is denatured, air is incorporated as white is
stretched into thin films
• With continued beating, the air cells are subdivided and volume is
increased
• Protein network dries up and stabilizes the gas or air foams
- If only egg whites are used, the color turns white and soft peaks are
formed. The egg proteins collect at the air/liquid interface of the air
bubble and undergo surface denaturation. - If whole eggs or only egg
yolks are used, the color becomes
pale yellow with continued beating; volume is increased (but not as
much as when only whites are used); no surface denaturation occurs.
- With further beating of egg whites, liquid drains out, air bubbles
coalesce and foam breaks. - The same changes occur when the foam is
allowed to stand too
long. - Maximum stability is reached at soft stage while maximum
volume attained is at stiff stage - Stages in
foam formation
A. frothy – large air bubbles that flow easily B. soft foam – air
cells are smaller and more numerous; foam
becomes whiter; soft peaks are formed when beater is lifted C. stiff foam –
peaks hold their shape; when bowl is tipped, it
holds, moist and glossy D. dry – moistness and glossiness disappear;
specks of egg
white are seen
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Egg Products
1. Balut from duck eggs 2.
Pidan eggs 3. Century
eggs 4. Pickled eggs
Culinary Uses:
• Eggs as a thickening agent and binder
When used as a binder or thickener, the hydrophilic colloids of yolks and
whites, due to the presence of proteins are converted into a hydrophobic
colloid thus turning it into a gel.
At high temperature, the gel toughens. This explains why the white
becomes an opaque mass when cooked at a temperature of 62 0C. For
egg yolk, coagulation starts at 650C.
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Directions: Given the different recipes in preparing and cooking egg dishes,
perform the suggested activities below. Your product and performance will be
evaluated using the given rubric after each activity.
Coddled Eggs. Put cold eggs into already simmering water and simmer for 30
seconds.
Soft-Cooked Eggs. Put cold eggs into already simmering water and simmer for
3 to 4 minutes.
Medium-Cooked Eggs. Put cold eggs into already simmering water and
simmer for 5 to 7 minutes.
Poached Eggs
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Poached eggs are prepared by slipping shelled eggs into barely simmering water
and gently cooking until the egg holds its shape. The fresher the egg, the more
centered the yolk, the less likely the white is spread and become ragged.
Poached eggs can be prepared in advance and held safely throughout a typical
service period to make the workload easier during service. Slightly under poach
the eggs, shock them in ice water to arrest the cooking process, trim them, and
hold them in cold water. At the time of service, reheat the eggs in simmering
water.
Eggs are most often poached in water, though other liquids, such as red wine,
stock, or cream, can also be used. Add vinegar and salt to the water to
encourage the egg protein to set faster. Otherwise, the egg whites can spread
too much before they coagulate.
Ingredients Needed:
1 gal/3.84L water 1tbsp/15g salt 1
floz. /30ml distilled white vinegar 20
eggs
Procedure:
1. Prepare tools, equipment and food items. Be sure that eggs are chilled
until ready to poach. 2. Combine the water, salt and vinegar, in a deep pan and
bring it to a
bare simmer. 3. Break each egg into a clean cup, and then slide the egg carefully
into
the poaching water. 4. Cook for 3 to 5 minutes, or until the whites are set and
opaque. 5. Remove the eggs from the water with a slotted spoon, blot them
on
absorbent toweling, and trim the edges if desired.
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Critical factors:
Fried Eggs
Fried eggs call for perfectly fresh eggs, the correct heat level, an appropriate
amount of cooking fat, and a deft hand. Fried eggs may be served sunny side
up (not turned) or over (turned once). Fried eggs may be basted with fat as
they fry. Using very fresh eggs is the only way to ensure a rich flavor and
good appearance of the finished dish.
5. A fried egg should have a yolk covered with a thin film of coagulated
egg white and still remain slightly fluid.
6. The egg white should be opaque, firm and tender, not chewy, crisp or
brown.
7. A perfectly fried egg is a glory to behold – crispy edges and a wobbly,
pinkish yolk.
8. It will provide a fried egg with a slightly crispy, frilly edge; the white will
be set and the yolk soft and runny
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1. Sunny side up Cook slowly without flipping until white is completely set but yolk is
still soft and yellow. Heat must be low or bottom will
toughen or burn before top is completely set.
2. Basted Do not flip. Add a few drops of water to pan and cover to steam cook the
top. A thin film of coagulated white will cover the
yolk which should remain liquid.
3. Over easy Fry and flip over. Cook just until the white is just set but the yolk is still
liquid.
4. Over medium Fry and flip over. Cook until the yolk is partially set.
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5. Over hard Fry and flip over. Cook until the yolk is completely set.
Fried Eggs
Tools/Equipment Needed:
Dish, turner
Ingredients Needed:
Fresh egg
Salt, as needed
Procedure:
3. Add about 1/8 inch fat to the sauté pan and set it to a moderate heat. Too
much fat will make the eggs greasy. Less fat will cause them to stick,
unless a pan with the nonstick coating is used.
4. When the fat is hot enough, slide the egg into the pan.
5. Tilt the pan, allowing the fat to collect at the side of the pan, and baste the
eggs with the fat as they cook.
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6. Season the eggs with salt and pepper and serve at once.
Eggs over Easy, Medium or Hard: turn the eggs over near the end of their
cooking time with a spatula and cook them on the other side until done as
desired, 20 to 30 seconds for over easy, 1 minute for over medium, 2
minutes for over hard.
Scrambled Eggs
Scrambled eggs can be made in two ways: the eggs can be stirred constantly
over low heat for a soft delicate curd and a creamy texture, or stirred less
frequently as they cook for a larger curd and a firm texture. Whether
prepared to order or to serve on a buffet line, scrambled eggs must be
served hot, fresh and moist.
Choose eggs that are fresh, with intact shells. Adding a small amount of water or
stock (about 2tsp/10ml per egg) to the beaten eggs will make them puffier as
the water turns to steam. Milk or cream may be used to enrich the eggs.
Scrambled eggs can be seasoned with salt and pepper, and/or flavored or
garnished with fresh herbs, cheese, sautéed vegetables, smoked fish, or
truffles.
Eggs can be scrambled in a sauté pan or on a griddle. Nonstick surfaces make it
easy to prepare scrambled eggs with a minimum amount of added fat. Pans
used for eggs should be reserved for that use only, if possible. A table fork,
wooden spoon, or spatula is needed for stirring the eggs in cooking.
Do not overcook scrambled eggs or hold them too long. Overcooked eggs are
tough and watery and will turn green in steam table. Scrambled eggs should
be soft and moist.
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A good scrambled egg must not be tough nor burned but completely
coagulated
Directions: Given the different recipes in preparing and cooking egg dishes,
perform each of the activity and you will be evaluated using a rubric.
Scrambled Eggs
Procedure:
1. Collect equipment and food items. 2. Break eggs into a stainless steel bowl
and beat until well blended.
Season with salt and pepper. 3. Add small amount of milk or cream about 1 to 1
1⁄2 t, if desired. 4. Heat butter in a small sauté pan or heat nonstick pan
over medium
heat and add butter or oil, tilting the pan to coat the entire surface. The pan
should be hot but not smoking. 5. Pour the egg mixture into the pan. 6. Cook
over low heat, stirring frequently with the back of the fork or
wooden spoon until the eggs are soft and creamy. 7. Remove the eggs from
the heat when fully cooked, but still moist. 8. Serve at once.
Omelets The rolled, or French-style, omelets start out like scrambled eggs, but
when the eggs start to set, they are rolled over. A folded or American style,
omelet is prepared in much the same manner, though it is often cooked on a
griddle rather than in a pan, and instead of being rolled, the American omelet is
folded in half. There are two other styles of omelets, both based upon a beaten
mixture of eggs, cooked either over direct heat or in an oven.
Choose eggs that are fresh, with intact shells. As with scrambled eggs, the
ability of the egg to hold its shape is irrelevant, but fresh eggs are preferable.
Omelets can be seasoned with salt, pepper, and herbs. Clarified butter or oil is
the most common cooking fat.
Omelets may be filled or garnished with cheese, sautéed vegetables or potatoes,
meats, and smoked fish, among other things. These fillings and garnishes are
incorporated at the appropriate point to be certain they are fully cooked and hot
when the eggs have been cooked. Grated or crumbled cheeses will melt
sufficiently from the heat of the eggs, and are often added just before an omelet
is rolled or folded.
Tools/Equipment Needed:
Small bowls
Sauté pan
Fork
Procedure
1. Prepare equipment and food items. 2. For each portion, beat 3 eggs
well and season with salt and pepper.
Add the liquid, if using. 3. Heat a nonstick omelet pan over high heat and add the
butter or oil,
tilting the pan to coat the entire surface. 4. Pour the entire egg mixture into the pan
and scramble it with the back
of the fork or wooden spoon. 5. Move the pan and the utensil at the same time
until the egg mixture
has coagulated slightly. Smooth the eggs into an even layer. 6. Let the egg
mixture finish cooking without stirring. 7. Tilt the pan and slide a fork or
a spoon around the lip of the pan,
under the omelet, to be sure it is not sticking. Slide the omelet to the front
of the pan and use a fork or a wooden spoon to fold it inside to the center.
8. Turn the pan upside down, rolling the omelet onto the plate. The
finished omelet should be oval shaped.
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Notes:
Options for filling an omelet: A pre-cooked filling may be added to the
eggs after they have been smoothed into an even layer and before the omelet is
rolled. Alternatively, the rolled omelet can be slit open at the top, and a pre-
cooked filling can be spooned into the pocket.
To give the omelet, additional sheen, rub the surface lightly with butter. A perfect
omelet is fluffy, moist and tender, soft in the center, yellow in color with no brown
at all or just a hint of it, oval in shape, and all in one continuous piece
Tools/Equipment Needed:
Skillet/Non-stick pan
Knife Non-stick turner
Fork or wire whisk Small
bowl Chopping board
Ingredients:
1 cup diced cooked ham 1⁄2 cup
sliced tomato 1pc white onion (cut
into ring) 1⁄2 cup stripped sweet bell
pepper 10pcs lightly beaten egg 1⁄4
tsp ground black pepper 1⁄4 cup
shredded cheddar cheese 1⁄4 cup
evaporated milk 1⁄4 tsp iodized salt
Procedure
1. In a skillet coated non-stick turner, put little oil, sauté the ham, onion,
tomato, red bell pepper and season to taste. 2. In a bowl, combine the egg
and milk, salt, black pepper and pour over
ham mixture. Let eggs set on the bottom, then lift the edges to allow any
uncooked egg to flow underneath. Cover and cook until the eggs
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