Cookery 10

LM-Cookery Grade 10
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
Quarter I Egg, Cereal, and Starch Dishes

Overview………………………………………………………….. 49
Objectives………………………………………………………… 49
Pre-Test 1………………………………………………………… 49
Lesson 1 Prepare Egg Dishes

LO 1 Perform Mise‘en Place……………………………….. 53
LO 2 Prepare and Cook egg Dishes………………………. 64
LO 3 Present Egg dishes……………………………………. 85
LO 4 Storing Egg Dishes……………………………………. 100
Lesson 2 Prepare Cereals and Starch Dishes
LO 1 Perform Mise‘en Place...……………………………… 103
LO 2 Prepare Starch and Cereal Dishes…………………… 113
LO 3 Present Starch and Cereal Dishes…………………… 124
LO 4 Store Starch and Cereal Dishes……………………… 131
Enhancement Activity……………………………………………… 135
Post Test 1………………………………………………………….. 137
Quarter II Vegetable and Seafood Dishes

Overview ……………………………………………………………. 141
Objectives…………………………………………………………… 141
Pre-Test 2…………………………………………………………… 141
Lesson 1 Prepare Vegetable Dishes

LO 1 Perform Mise‘ En Place………………………………… 145
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LO 2 Prepare Vegetable Dishes……………………………… 166

LO 3 Present Vegetable Dishes …………………………… 185
LO 4 Store Vegetable Dishes …….………………………… 191
Lesson 2 Prepare and Cook Seafood Dishes
LO 1 Perform Mise‘ En Place………………………………… 193
LO 2 Handle Seafood Dishes……………………………….. 200
LO 3 Cook Seafood...………………………… ……………… 205
LO 4 Plate/Present Seafood Dishes…………………………. 226
LO 5 Store Seafood……………….…………………………… 232
Enhancement Activity……………….………………………….….. 234
Post Test 2………………………………………………………… 235
Quarter III Stocks, Sauces, Soups and Poultry Dishes

Overview ………………………………………………………… 238
Objectives…………………………………………………………. 238
Pre-Test 3…………………………………………………………. 238
Lesson 1 Prepare Stocks, Sauces and Soups

LO 1 Prepare Stocks Required for Menu Items…………… 242
LO 2 Prepare Soups Required for Menu Items …………… 255
LO 3 Prepare Sauces Required for Menu Items…………… 271
LO 4 Store and Reconstitute Stocks, Sauces and Soups… 284
Lesson 2 Prepare Poultry Dishes
LO 1 Perform Mise‘ En Place……………………………….. 287
LO 2 Cook Poultry Dishes…………………………………… 297
LO 3 Plate/Present Poultry Dishes……………………….… 313
LO 4 Store Poultry……………………………………………. 320 Enhancement
Activity…………………………………………….
Post Test 3………………………………………………………… 326
Quarter IV Meat Dishes

Overview ………………………………………………………….. 329
Objectives…………………………………………………………. 329
Pre-Test 4…………………………………………………………. 329
Lesson 1 Prepare and Cook Meat Dishes

LO 1 Perform Mise‘en Place………………………………. 333
LO 2 Cook Meat………………….…..…………………….. 340
LO 3 Plate/Present desserts………….……..……………. 365
LO 4 Store Meat……………………………………………. 375 Enhancement
Activity…………………………………………….
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Post Test ……………………………………………………….. 382
Summative Test…………………………………………………….. 387

Synthesis ………..………………………………………………. 392
Glossary ………………………………………………………… 393
References…….…………………………………………………… 397
Key to Correction ………………………………………………… 403
Introduction
Technology and Livelihood Education (TLE) is one nomenclature in the
implementation of the K to 12 Basic Education Program (BEP). It is composed
of four components, namely, Agri-Fishery Arts, Home Economics, Industrial
Arts and Information and Communication Technology. In this learning
material, the focus is on a course in Home Economics – Cookery.
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LM-Cookery Grade 10
The course provides varied and relevant activities and opportunities to

determine your understanding of the key concepts and to demonstrate core
competencies as prescribed in TESDA Training Regulation in Cookery. Thus,
it aims to provide quality service to target clients alongside of assessing
yourself as to the aspects of business that you may consider to strengthen
and become part of the food provider sector.
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 become productive citizen of our
society.
This learner‘s material 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.
This learner‘s material will surely make you a certified food provider.
Content Standard
The learner demonstrates understanding of core concepts and

theories in cookery lessons.
Performance Standard
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LM-Cookery Grade 10
The learner independently demonstrates core competencies in

cookery as prescribed in the TESDA Training Regulation.
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 and have successfully completed the competencies indicated in
Grade 9.
The student of this course must possess the following characteristic:

1. incline in cooking and other cooking-related activities;
2. can communicate both in oral and written;
3. physically and mentally fit;
4. with good moral character; and
5. can perform basic mathematical computation.
Learners are expected to develop their knowledge and skills in

Cookery, demonstrate mise ‘en place, cook, present and evaluate egg, starch
and cereal, vegetable, stocks, sauces and soups, poultry and game, and
meat dishes.
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.
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LM-Cookery Grade 10
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.
Before exploring the core competencies of Cookery, you will be guided

on how to assess your own Personal Entrepreneurial Competencies and
Skills (PECS) and demonstrate your understanding about the Environment
and Market.
Quarter I is compose of two lessons. Lesson I is all about preparation,
cooking and presenting different kinds of egg dishes while Lesson II is on
cereals and starch dishes.
Quarter II has two lessons, the preparation of vegetable dishes and
seafood dishes. Learn the different kinds and classifications of vegetables
and seafood, cooking, plating dishes and storing food items.
Quarter III consists of lessons on preparing stocks, sauces and soups, and
poultry and game dishes.
Quarter IV covers lessons on how to prepare and cook different kinds of
meat like pork, beef, carabeef and others.
Enjoy using this learner‘s material as your guide to become a successful chef
in the future.
HOW TO USE THIS LEARNER’S

MATERIAL?
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LM-Cookery Grade 10
Here are some reminders on how to use this material.

1. Answer the diagnostic assessment before you proceed to the different
activities. The diagnostic assessment determines how much you know
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.
2. This learner‘s material contains relevant information and activities. Go
over each activity carefully. If you encounter difficulties, do not hesitate to
consult your teacher for assistance. Do not skip any topic unless you are
told to do so. REMEMBER that each activity is a preparation for the
succeeding activities.
3. For every lesson/learning outcomes, perform the enhancement activities
to enrich the knowledge and skills.
4. After successfully finished the tasks, answer the post-test to be given by
your teacher. Your score will be analyzed and will be used by your
teacher for the computation of your grades.
5. Lastly, DO NOT marks the learner‘s material in any way.
DIAGNOSTIC ASSESSMEN
T
A. Multiple Choice.
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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
2. Which of the following parts of an egg is produced by the oviduct and consist
of four alternating layers of thick and thin consistencies.
A. Air cell C. Chalaza
B. Albumen D. Yolk
3. Which of the following vitamins is found in eggs?
A. B1 C. D
B. C D. K
4. The appearance of egg is important for consumer appeal. ON what basis are
shells evaluated?
A. cleanliness, shape, texture and soundness
B. grade, texture, cleanliness, shape
C. shape, texture, cleanliness and size
D. texture, soundness, size and cleanliness
5. Which of the following market forms of eggs is seldom used in cooking.
A. Dried egg C. Frozen egg
B. Fresh egg D. Shelled egg
6. Which of the following raises coagulation temperature producing softer,
weaker gel when added to egg used in culinary.
A. Alkali C. Sugar
B. Salt D. Vinegar
7. Which kind of egg dish is prepared by slipping shelled eggs into barely
simmering water and gently cooking until the egg holds its shape?
A. Fried egg C. Scrambled egg
B. Poached egg D. Soft-boiled egg
8. Which of the following tools is not used in cooking omelet?

A. Bowls C. Sauté pan
B. Fork D. Skimmer
9. Which of the following is true in plating egg dishes?
A. Choose serving dish small enough to let each food item stand out
B. Play with color and texture
C. Protein dish should cover half of the plate
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LM-Cookery Grade 10
D. Use even numbers in setting the dish.

10. Which of the following sources of starch is rarely used in manufacturing food
starch?
A. Cassava C. Potato
B. Corn D. Rice
11. Which of the following changes in starch during cooking is the resistance to
flow; increase in thickness or consistency.
A. Dextrinization C. Retrogadation
B. Gelatinization D. Viscosity
12. Which of the following is suggested if you will hold pasta for a short time for
later service?
A. Cook pasta ahead of time and chill
B. Drain and add sauce
C. Drain, toss with a small amount of oil, cover and hold in warmer
D. Undercook slightly the pasta
13. Which is the process of making a new product to be sold to the customers?
A. Product Analysis C. Product Development
B. Product Conceptualization D. Product Implementation
14. This is a meaningful and unforgettable statement that captures the essence of
your brand.
A. Branding C. Tagline
B. Product Naming D. Unique Selling Proposition
15. What managerial tool is used to assess the environment to gather important
information for strategic planning?
A. Environmental Scanning C. Survey Analysis
B. SWOT Analysis D.WOTS Analysis
16. What animal produces veal meat?
A. Calf C. Hog
B. Deer D. Sheep
17. Which of the following market forms of meat does not undergo chilling?
A. Cured meat C. Frozen meat
B. Fresh meat D. Processed meat
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
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LM-Cookery Grade 10
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
31. What do ou call to young immature pigeon of either sex with extra tender
meat?
A. Duck C. Rooster
B. Fryer D. Squab
32. To what part of poultry does breast meat belong?
A. Dark meat C. Variety meat
B. Tough meat D. White meat
33. Which of the following characteristics is a good quality of a live poultry?
A. Free from pin feathers and shows no cuts
B. Eyes are clear
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LM-Cookery Grade 10
C.Is heavy and the skin is watery

D.Thighs are well-developed
34. What do you call to a young chicken that is usually 9 to 12 weeks of?
A. Fryer C. Roaster
B. Hen D. Stag
35. How many days should a whole chicken be refrigerated?
A. 1 day C. 2 to 4 days
B. 1 to 2 days D. 3 to 4 days
36. How do you classify the fleshy part of chicken like breast?
A. Entrails C. Viscera
B. Dark meat D. White meat
37. What cookery method is used for a matured poultry?
B. Frying D. Stewing
38. What cookery method is suitable for the less tender cuts?
39. What is the best cooking temperature for poultry?
A. High temperature C. Low to moderate temperature
B. Low temperature D. Moderate temperature
40. What factor affects the poultry meat‘s tenderness and juiciness?
A. Age C. Cuts
B. Cookery D. Sex
41. What is the flavor component of vegetables which gives strong flavor and odor
to some vegetables like onions, leeks, garlic, chives, cabbage, and broccoli?
A. Flavonoids C. Sugar
C. Glutamic acid D. Sulfur compounds
42. What is a way of cooking by placing blanched or raw vegetables in the pan,
adding liquid (stock, water, wine) then covering and cooking it slowly.
A. Boiling C. Braising
B. Baking D. Sautéing
43. Which of the following plating styles is not a classic arrangement?

A. Starch or vegetable item is heaped in the center while the main item is
sliced and lean up against it.
B. The main item is in the center, with vegetable distributed around it.
C. The vegetable item is n the rear and main item, starch item and garnish at
the front.
D. The main item is in the center with neat piles of vegetables carefully
arranged around.
44. Which of the following vegetables is cooked uncovered?
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A. Fruit vegetables C. Roots and tubers B.

Green vegetables D. Yellow vegetables
45. Which of the following is a freshwater fish?
A. Bluefish C. Grouper
B. Cat fish D. Sole
46. Which is the market form of fish where both sides of a fish is still joined but
bones are removed?
A. Butterfly C. Fillet
B. Drawn D. Steak
47. Which of the following is a characteristic of a fresh fish?
A. With fresh and foul odor
B. Eyes are dull, shiny and bulging
C. Gills are red or pink
D. Flesh shrink when pressed
48. Which of the following seafood is cooked just enough to heat to keep juicy and
plump?
A. Fat fish C. Flat fish
B. lean fish D. Shellfish
49. Which of the following is a cooking method suited to fat fish?
A. Baking C. Deep -frying
B. Boiling D. Sautéing
50. What is used to baste lean fish to help prevent them from drying up.
A. Butter C. Soy sauce
B. Cream D. Tomato sauce
Personal Entrepreneurial Competencies (PECs)

Content Standards Performance Standards
The learner demonstrates The learner independently creates a

understanding of one‘s PECs in plan of action that strengthens and or
Cookery. further develops his/her PECs in
Cookery
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LM-Cookery Grade 10
Quarter I Time Allotment: 4 hours

Module 1 Personal Entrepreneurial Competencies
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.
To start with this module, let us first understand entrepreneurs and
entrepreneurship.
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.
Entrepreneurs are agents of economic change; they organize, manage
and assume risks of a business. Some of the good qualities of an
entrepreneur are opportunity seeker, risk taker, goal setter, excellent planner,
a confident problem solver, hardworking, persistent, and a committed worker.
Entrepreneurship, on the other hand, is not just a simple business

activity. It is a strategic process of innovation and new venture creation.
Basically, entrepreneurship is both an art and science of converting business
ideas into marketable products or services to improve the quality of living.
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
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LM-Cookery Grade 10
At the end of this module, you are expected to:
• identify areas for improvement, development and growth;

• align your PECs according to your business or career choice; and
• create a plan of action that ensures success in your business or career
choice.
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.
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.
Task 1: Matching Type
Direction: Match the entrepreneurial competencies in column A with
their meaning in column B. Write the letter of the correct answer on the
space provided before each number.
A B
____1. Creative A. make a wise decision towards the set
objectives
____2. Profit-oriented B. strategic thinking and setting of goals
____3. Discipline C. trust in one‘s ability
____4. Decision Making D. adoptable to change
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LM-Cookery Grade 10
____5. People Skill E. innovative to have edge over other

competitors
____6. Planner F. solid dedication
____7. Self-confidence G. skillful in record keeping
____8. Hardworking H. always stick to the plan
____9. Ability to accept change I. working diligently
____10. Committed J effective and efficient communication
and relation to people
K. always looking for income
Task 2: Guide Questions

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.
A. Explain why entrepreneurial activities are important to social

development and progress of the economy.
B. What entrepreneurial activities do you know and capable of doing
which are related to Cookery?
C. Given the opportunity to own a business that relates with Cookery are
you confident to manage it? Explain your answer.
D. What do you think are the most important competencies you must
possess in order to be successful in running your chosen business?
E. Name successful entrepreneurs from your area whose business is
related to Cookery. Be able to share to the class their PECs that
made them successful.
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.
LEARNING GOALS AND TARGET

After understanding the objectives of this module, having gone through
pre-assessment, and answering the 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 PECs.
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Goals and Learning

Ultimate Goal
Targets Activities
Figure 1: Strategic process to achieve the objectives of this module
READING RESOURCES AND INSTRUCTIONAL ACTIVITIES
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.
Task 3: Group Activity
Direction: Answer the following guide questions on a separate sheet of

paper. Share your answers to the class.
1. Explain the importance of assessing one‘s PECs before engaging in a

particular entrepreneurial activity.
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
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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3. What are the desirable personal characteristics, attributes, lifestyles,

skills and traits of a prospective entrepreneur? Why are these
important?
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
4. Why there is a need to assess one‘s PECs in terms of characteristics,

attributes, lifestyles, skills, and traits before starting a particular
business?
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
_________________________________________________________
5. What is the significance of evaluating PECs of a successful

entrepreneur? What helpful insights can you draw from this activity?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
______________________.
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.
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Know
Assessment of Personal Entrepreneurial Competencies (PECs) and Skills visà-vis

a Practicing Entrepreneur or Employee in a Province
Entrepreneurial competencies refer to the important characteristics that
should be possessed by an individual in order to perform entrepreneurial
functions effectively. In this module, you will learn some of the most important
characteristics, attributes, lifestyle, skills and traits of a successful
entrepreneur in order to be successful in a chosen career.
Below are few important characteristics / traits / attributes of a good
entrepreneur:
• Hardworking: One of the important characteristics of a good
entrepreneur is hardworking. This means habitually working
diligently for a long period of time. Hardworking people keep on
improving their performance to produce good products and/or
provide good services.
• Self-confidence: Entrepreneurs have confidence in one‘s ability

and own judgment. They exhibit self-confidence in order to cope
with all the risks of operating their own business.
• Discipline: Successful entrepreneurs always stick on the plan and

fight the temptation to do what is unimportant.
• Committed: A good entrepreneur accepts full responsibility of

everything in his/her business. He/she gives full commitment and
solid dedication to make the business successful.
• Ability to accept change: Nothing is permanent but change.

Change occurs frequently. When you own a business, you should
cope-up and thrive on changes. Capitalize on positive changes to
make your business grow.
• Creative: An entrepreneur should be creative and innovative to

stay in the business and in order to have an edge over the other
competitors.
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LM-Cookery Grade 10
• 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.
• Profit-Oriented: An entrepreneur enters into the world of business

to generate profit or additional income. This shall become the
bread and butter for you and for your family as well. Therefore, you
must see to it that the business can generate income.
Listed below are the important skills of a successful entrepreneur:

• Planner: Planning is strategic thinking and setting of goals to
achieve objectives by carefully maximizing all the available
resources. A good entrepreneur develops and applies step-by-step
plans to realize goals. A good entrepreneur knows that planning is
an effective skill only when combined with action.
• People Skills: It‘s a very important skill in order to be successful in

any kind of business. People skills refer to effective and efficient
communication and relation to people working in and out of your
business. In day-to-day business transactions, you need to deal
with people. A well-developed people skill can spell out the
difference between success and failure of the business.
• Decision Making: Successful entrepreneurs have the ability to

think quickly, and to make a wise decision towards pre-determined
set objectives. No one can deny that the ability to make wise
decisions is an important skill that an entrepreneur should
possess. Sound decision should spring out from given facts and
information and should be towards the pre-determined objectives.
Process
In order to firm up what you have learned and to have a better

appreciation of the different entrepreneurial competencies, read the PECs
checklist presented below, then answer the same.
Task 4: PECs Checklist

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LM-Cookery Grade 10
Directions: Using the PECs checklist, assess yourself by indicating a check

(/) mark in either strengths or development areas column. Interpret the results
by counting the total number of check marks in each of the columns. After
accomplishing the checklist, form a group and share your insights and
experiences why you came up with that personal assessment.
Table 1: PECs Checklist

Personal Assessment in
Personal Entrepreneurial Competencies of terms of:
an Entrepreneur
Strengths Development
Areas
Hardworking
- Working diligently
Self-confidence
- Confidence in one‘s ability
Discipline
- Always stick to the plan
Committed
- Solid dedication
Ability to accept changes

- Adoptable to change
Creative
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- Innovative to have edge over other

competitors
Profit-oriented
- Always looking for income
Planner
- Strategic thinking and setting of goals
People Skill
- effective and efficient communication and
relation to people
Decision Making
- make a wise decision towards the set
objectives
TOTAL
Interpretation or Insights:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
_________________________________________________.
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
Interview a successful chef or entrepreneur in your area whose type of

business is related with Cookery. Focus your interview on PECs and other
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LM-Cookery Grade 10
business-related attributes that helped them become successful. Analyze the

result of the interview and reflect on the similarities and/or differences. Write
your answer on a separate sheet of paper.
Sample Interview Guide
Name of Proprietor/Practitioner: ____________________________________

Age: _______________ Number of Years in Business: __________________
Business Name: ________________________________________________
Business Address: ______________________________________________
1. What are your preparations before you engaged in this type of

business or job?
________________________________________________________
________________________________________________________
________________________________________________________
2. What are your special skills and characteristics that are related with
your business or job?
________________________________________________________
________________________________________________________
________________________________________________________
3. How did you solve business-related problems during the early years of
your business operation?
________________________________________________________
________________________________________________________
________________________________________________________
4. Did you follow the tips from a successful businessman or practitioner

before you engage in your business?
________________________________________________________
________________________________________________________
________________________________________________________
5. What are your best business practices that you can share with aspiring
students?
________________________________________________________
________________________________________________________
________________________________________________________
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LM-Cookery Grade 10
6. What are the salient characteristics, attributes, lifestyle, skills and traits
that made you successful in your business or job?
________________________________________________________
________________________________________________________
_____________________________________________________
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.
Personal
Entrepreneurial Characteristics Attributes Lifestyles Skills Traits
Competencies
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 Similarities Differences
Competencies
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LM-Cookery Grade 10
Characteristics
Attribute
s
Lifestyles
Skills
Traits
Conclusion:
________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
____________________________________________________________.
Tr ansfer
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 Time Expected

Frame Outcome
To align my Characteristics
PECs with
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LM-Cookery Grade 10
the PECs of
a successful
entrepreneur
in Cookery.
Skills
Attribute
Traits
Task 7: Essential Questions
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?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________.
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LM-Cookery Grade 10
2. How does your action plan help sustain your strong PECs and/or address
your development areas?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
______________________________________________.
3. What plan of action would you prepare to address your development areas?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
______________________________________________.
ENVIRONMENT AND MARKET(EM)

Content Standards Performance Standards
The learner demonstrates The learner independently creates a

understanding of environment and business vicinity map reflective of
market in Cookery in one‘s area. potential market in Cookery in a
province.
Quarter I Time Allotment: 4 hours
Module 2 Environment and Market
Introduction
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LM-Cookery Grade 10
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.
To be successful in any kind of business venture, potential

entrepreneurs should always look closely at the environment and market.
They should always be watchful on the existing opportunities and constraints.
The opportunities in the business environment are those factors that provide
possibilities for a business to expand and make more profits. Constraints, on
the other hand, are that factor that limit the business to grow, hence reduces
the chance of generating profit. One of the best ways to evaluate the
opportunities and constraints is to conduct SWOT (Strengths, Weaknesses,
Opportunities and Threats) Analysis.
SWOT Analysis is a managerial tool to assess the environment. This

gathers important information which in turn is used in strategic planning.
Strengths and weaknesses are internal in an organization. Basically, they
relate to resources owned by the organization, by the things that you have
control over, and as well as to the extent of its marketing.
Opportunities and threats exist in the external environment.

Opportunities relate to the market, to the development of new technologies,
and external factors such as government policies, climate, and trends.
Threats relate to what the competition is doing, as well as legal and other
constraints.
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
At the end of this module, you are expected to:
• identify what is of ―value‖ to the customer;

• identify the customer to sell to;
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LM-Cookery Grade 10
• explain what makes a product unique and competitive;

• apply creativity and innovative techniques to develop marketable product;
and
• employ a unique selling proposition (USP) to the product and/or service.
Now that you have an idea about the things you will learn, take the first challenge in
this module – the pre-assessment.
PRE-ASSESSMENT
Task 1: Multiple-Choice
Directions: Choose the letter of the best answer. Write your answer on a
separate sheet of paper.
1. This is generated by examining the goods and services sold in the

community.
A. business creation C. business concept
B. business pricing D. business idea
2. A process of making a new product to be sold to the customers.
A. product analysis C. product development
B. product conceptualization D. product implementation
3. These are luxuries, advantages and desires that every individual
considers beyond necessity.
A. wants C. requirements
B. desires D. needs
4. This is the factor or consideration presented by a seller as the reason
that one product or service is different from and better than that of the
competition.
A. unique selling plan C. unique pricing policy
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LM-Cookery Grade 10
B. unique selling proposition D. finding value-added

5. In this stage, the needs of the target market are identified, reviewed
and evaluated.
A. concept development C. project development
B. economic analysis D. refine specification
6. This is the introduction of new ideas to make the product and services
more attractive and saleable to the target customers.
A. new idea C. product development
B. creativity D. innovation
7. A managerial tool used to assess the environment and to gather
important information that can be used for strategic planning.
A. environmental scanning C. WOTS Analysis
B. SWOT Analysis D. survey analysis
8. A marketing practice of creating name, symbol or design that
identifies and differentiate a product from the other products.
A. product naming C. branding
B. unique selling proposition D. tagline
9. This is a meaningful and unforgettable statement that captures the
essence of the brand.
A. product naming C. branding
B. unique selling proposition D. tagline
10. These are the things that people cannot live without in a society.
A. wants C. requirements
B. desires D. needs
Task 2: Guide Questions:
Directions: Read and study the guide questions below. Use a separate
sheet of paper to write your answer.
1. How does one determine the product or services to be produced and or to be

offered or delivered to the target customers?
________________________________________________________
________________________________________________________
______________________________________________________
2. How does one select an entrepreneurial activity?

________________________________________________________
________________________________________________________
_____________________________________________________
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LM-Cookery Grade 10
3. When can one say that a certain product has a ―value‖?

________________________________________________________
________________________________________________________
_____________________________________________________
4. Are innovation and creativity to your product or services important? Why?

________________________________________________________
________________________________________________________
______________________________________________________
5. How can one effectively respond to the needs of the target customer?
________________________________________________________
________________________________________________________
______________________________________________________
6. Express from the viewpoint of business owner the importance of scanning the
environment and market in generating business ideas.
________________________________________________________
________________________________________________________
_____________________________________________________
7. Using self-assessment, explain your level of confidence in formulating a

business idea.
________________________________________________________
________________________________________________________
_____________________________________________________
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.
LEARNING GOALS AND TARGET

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.
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LM-Cookery Grade 10
Goals and Learning

Ultimate Goal
Targets Activities
Figure 2: Strategic process to achieve the objectives of this module.
READING RESOURCES AND INSTRUCTIONAL ACTIVITIES
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.
Know
Product Development
When we talk of product development, we are referring to a process of

making a new product to be sold by a business or enterprise to its customers.
The product development may involve modification of an existing product or
its presentation, or formulation of an entirely new product that satisfies a
newly defined customer‘s needs, wants and/or a market place.
The term development in this module refers collectively to the entire
process of identifying a market opportunity, creating a product to appeal to the
identified market, and finally, testing, modifying and refining the product until it
becomes ready for production.
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?
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LM-Cookery Grade 10
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:
1. basic commodities for consumption;
2. clothing and other personal belongings; 3. shelter,
sanitation and health; and
4. education.
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.
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.
To summarize, product development entirely depends on the needs and
wants of the customers. Another important issue to deal with is the key
concepts of developing a product. The succeeding topic will enlighten you
about the procedure in coming up with a product.
Concepts of Developing a Product
Concept development is a critical phase in the development of a

product. In this stage, the needs of the target market are identified and
competitive products are reviewed before the product specifications are
defined. The product concept is selected along with an economic analysis to
come up with an outline of how a product is being developed. Below is a
figure that shows the stages of concept development of a product.
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LM-Cookery Grade 10
Identify Establish Generate Select a

Refine
Customer Target Product Product Specifications
Needs Specifications Concepts Concept
Plan
Remaining
Analyze Perform Developme
Competitive Economic nt Project
Products 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,
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LM-Cookery Grade 10
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.
C. Analyze Competitive Products: It is imperative to analyze existing

competitive products to provide important information in establishing
product or services specifications. Other products may exhibit successful
design attributes that should be emulated or improved upon in the new
product or services.
D. Generate Product Concepts:After having gone through with the previous

processes, you may now develop a number of product concepts to
illustrate what types of product or services are both technically feasible
and would best meet the requirements of the target specifications.
E. Select a Product Concept: Through the process of evaluation between

attributes, a final concept is selected. After the final selection, additional
market research can be applied to obtain feedback from certain key
customers.
F. Refine Product Specifications: In this stage, product or services

specifications are refined on the basis of input from the foregoing
activities. Final specification as the results of extensive study, expected
service life, projected selling price and among others are being
considered in this stage.
G. Perform Economic Analysis: Throughout the process of product

development, it is very important to always review and estimate the
economic implications regarding development expenses, manufacturing
costs, and selling price of the product or services to be offered or
provided.
H. Plan the Remaining Development Project: In this final stage of concept

development, you may prepare a detailed development plan which
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LM-Cookery Grade 10
includes list of activities, the necessary resources and expenses, and

development schedule with milestones for tracking progress.
Finding Value
People buy for a reason. There should be something in your product or

service that would give consumers a good reason to go back and buy for
more. There must be something that has to make you the best option for your
target customers; otherwise they have no reason to buy what you‘re selling.
This implies further, that you offer something to your customers that they will
make them value or treasure your product or service.
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
Innovation is the introduction of something new in your product or

service. This may be a new idea, a new method or a device. If you want to
increase your sales and profit, you must innovate. Some of the possible
innovations in your products are change of packaging, improve taste, color,
size, shape and perhaps price. Some of the possible innovations in providing
services are application of new improved methods, additional featured
services and possibly freebees.
Unique Selling Proposition (USP)
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Unique Selling Proposition is the factor or consideration presented by a

seller as the reason that one product or service is different from and better
than that of the competitions. Before you can begin to sell your product or
service to your target customers, you have to sell yourself on it. This is
especially important when your product or service is similar to those around
you.
USP would require careful analysis of other businesses' ads and
marketing messages. If you analyze what they say or what they sell, not just
their product or service characteristics, you can learn a great deal about how
companies distinguish themselves from competitors.
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.
• Identify what motivates your customers. It is very important for you to

understand and find out what drives and motivates your customers to
buy your product or service. Make some efforts to find out, analyze and
utilize the information that motivates the customers in their decisions to
purchase 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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LM-Cookery Grade 10
Process
In order to firm up your understanding of the topic previously presented, you

will be tasked to form a group and conduct an interview with a successful
entrepreneur or practitioner. You have to document this interview and present
this to the whole class for reflection and appreciation.
Task 3: Interview
Directions: Select a successful entrepreneur or practitioner. Conduct an

interview using the set of questions below. Document the
interview and present this to the class.
1. How did you identify your customers?

________________________________________________________
________________________________________________________
________________________________________________________
2. What were your considerations in selecting your customers?

________________________________________________________
________________________________________________________
________________________________________________________
3. Explain how your product or service becomes unique compared to other

products.
________________________________________________________
________________________________________________________
________________________________________________________
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4. Did you consult somebody before you engage in this business? Cite sample
insights that you gained from the consultation.
________________________________________________________
________________________________________________________
_____________________________________________________
5. What were your preparations before you started the actual business?
________________________________________________________
________________________________________________________
_______________________________________________________
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?
________________________________________________________
________________________________________________________
______________________________________________________
7. What strategy did you consider to have a unique selling proposition to your
product or service?
________________________________________________________
________________________________________________________
_____________________________________________________
Task 4: Video Viewing
In order to deepen your understanding of the lesson, perform the following

tasks:
1. Browse the internet and view the topics related to:

a. customers‘ needs and wants
b. techniques in identifying customers‘ needs and wants
c. creativity or innovations in products and services
d. unique selling proposition
e. product development
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2. Prepare a short narrative report about the aforementioned topics. You

may highlight the ―aspect‖ that increases your knowledge of product
development.
Transfer
Task 5: Product Conceptualization
Direction: Using the space and figures below, develop your own concept for
your product or service. Utilize bullets in every stage of product
conceptualization in listing important key ideas.
______________________________________________________________
______________________________________________________________
______________________________________________________________
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1. Identify
Customers Need
7. Prepare a - 2. Target
Development Plan Specifications
-
- -
- -
- -
6. Refine Product 3. Analyze a

Specification Competitive
Product
-
-
-
-
5. Select A product 4. Generate Product

Concept Concept
- -
- -
- -
Know
Generating Ideas for Business
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.
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LM-Cookery Grade 10
The most optimal way is to have a systematic approach in generating

and selecting business idea that will be transferred in real business. Here are
some basic yet very important considerations that may be used to generate
possible ideas for business:
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.
Business ideas may also be generated by examining what goods and

services are sold outside of the community. Very often, these products
are sold in a form that can still be enhanced or improved.
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
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.
There is a very good business opportunity when there is absolutely no supply to

a pressing market demand.
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.
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LM-Cookery Grade 10
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.
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.
Key Concepts of Selecting a Business Idea
Once you have embarked on identifying business opportunities, you

will eventually see that there are many possibilities that are available for you.
It is very unlikely that you will have enough resources to pursue all of them at
once.
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.
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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.
Branding
Branding is a marketing practice of creating name, symbol or designs
that identifies and differentiates product or services from the rest. It is also a
promise to your customers. It tells them what they can expect from your
product or service and it differentiates your offerings from other competitors.
Your brand is derived from who you are, who you want to be and what people
perceive you to be.
Branding is one of the most important aspects of any business. An

effective brand strategy gives you a major edge in increasingly competitive
markets.
The features of a good product brand are as follows:

- Delivers the message clearly
- Confirms your credibility
- Connects your target prospects emotionally
- Motivates the buyer
- Concretizes user loyalty
Here are some simple tips to publicize your brand:

.
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LM-Cookery Grade 10
• Develop a tagline. Write a meaningful, unforgettable, and easy to

remember statement that captures the essence of your brand.
• 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.
• Be true to your brand. Deliver your brand promise.
• Be consistent. Be reliable and consistent every time.
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 simple rules for successful SWOT Analysis:
• Be realistic about the strengths and weaknesses of your business when

conducting SWOT Analysis.
• SWOT Analysis should distinguish between where your business is

today, and where it could be in the future.
• SWOT Analysis should always be specific. Avoid any grey area.
• Always apply SWOT Analysis in relation to your competition‘ i.e. better

than or worse than your competitions.
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• Keep your SWOT Analysis short and simple. Avoid complexity and over
analysis.
• SWOT Analysis is subjective.
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)
- -
- -
- -
- -
- -
- -
Opportunities (O) Threats (T)
- -
- -
- -
- -
- -
- -
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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.
Analysis:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
Activities:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
My Best Business Idea:
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________
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In order to deepen your understanding of the topics previously

discussed, you will be asked to perform the following activities:
Task 7: Extra Readings and Video Viewing
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:
A. Steps in Selecting Business Idea

B. Criteria of a Viable Business Idea
C. Benefits of a Good Brand
D. Ways on Developing a Brand
After successfully performing the assigned task, make a narrative report

about it and share it to the class.
TransferTr
Task 9: Making My Own Logo
Direction: Generate a clear and appealing product brand with a logo and a
tagline.
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Logo
Logo
_______________________
QUARTER
Prepare Egg, Cereal, and Starch Dishes
I
QUARTER I
Prepare Egg, Cereal, and Starch Dishes
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.
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Let’s See What You Know
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
2. It is a perforated bowl of varying sizes made of stainless steel, aluminum or

plastic used to drain, wash or cook ingredients from liquid.
A. Canister C. Mixing bowl
B. Colander D. Soup bowl
3. It is used for turning and lifting eggs, pan cakes and meats on griddles, grills,
sheet pans, and the likes and also used to scrape and clean griddles.
A. Measuring spoon C. Rubber scraper
B. Offset spatula D. Wooden spoon
4. It is used to scrape off all the contents of bowls and pans from the sides and
fold in beaten eggs in batter or whipped cream.
A. Paring knife C. Wire whisk
B. Rubber spatula D. Wooden spoon
5. It is a screen – type mesh supported by a round metal frame used for sifting
dry ingredients like starch and flour.
A. Colander C. Sieve
B. Funnel D. Skimmer
6. It is a device with loops of stainless steel wire fastened to a handle. It is used
for blending, mixing, whipping eggs or batter, and for blending gravies,
sauces, and soups.
A. Fork C. Spoon
B. Knife D. Whisk
7. It is a miniature Bain Marie with an upper dish containing indentations each
sized to hold an egg or contains separate device for poaching.
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A. Egg Poacher C. Frying pan

B. Double boiler D. Omelet pan
8. It is a chamber or compartment used for cooking, baking, heating, or drying.
A. Blender C. Mixer
B. Burner D. Oven
9. It is the process of washing and sanitizing dishes, glassware, flatware, and
pots and pans either manually or mechanically.
A. Bleaching C. Ware washing
B. Hand washing D. Washing machine
10. It requires a dishwashing machine capable of washing, rinsing, and drying
dishes, flatware, and glassware.
A. Hand washing C. Mechanical ware washing
B. Manual ware washing D. Washing machine
11. It is the egg‘s outer covering which accounts for about 9 to 12 % of its total
weight depending on egg size.
A. Chalaza C. Shell
B. Germinal disc D. Yolk
12. This is the entrance of the latebra, the channel leading to the center of the
yolk.
A. Chalaza C. Shell
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
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 microorganism.
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
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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
20. This problem is usually encountered when using acid or acid ingredients such
as lemon or vinegar.
A. Scorching C. Thinning of gel.
B. Skin formation D. Weak gelling
21. This results when there is too much liquid in relation to the starch.
22. This problem can be reduced by covering the container of the starch gel with
a waterproof cover.
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.
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.
Your answer will be rated using the scoring rubric below:

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
2 Explains partially the guidelines to consider pertaining to food safety
related to the given risk.
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1 Was not able to explain any guidelines to consider pertaining to food safety
LESSON 1 PREPARE EGG DISHES
Overview
In cookery, egg refers to poultry or fowl products. The versatility of

eggs is evident in its presence in numerous food items. Eggs may be eaten
cooked in its shell, fried or poached or may be combined with other
ingredients to produce another dish. In baking, egg acts both as an
emulsifier and leavener.
The egg‘s protective coating or mucin layer which aids in the
maintenance of its freshness by covering the small holes in the shell is called
bloom. Bloom is removed during washing so it is not advisable to wash eggs
prior to storage unless it is very dirty. Removal of the mucin layer will expose
the holes making the egg susceptible to bacterial penetration and
dehydration, thus hastening deterioration of its quality.
Eggs are produced commercially in farms with a few hundred laying
chickens, or in large laying complexes with thousands of layers. Small and
micro-sized backyard poultry either in small poultry cages or as free range
chicken are also producing eggs. Egg is indeed a convenient food for any
meal in and out of the house.
Learning Outcome 1 Perform Mise’en Place

1. identify tools, utensils and equipment needed in egg preparation;
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2. clean, sanitize and prepare tools, utensils and equipment needed

in preparing egg dishes;
3. identify egg components and its nutritive value; and
4. identify and prepare ingredients according to standard recipe.
In the preparation of egg dishes, the first consideration is to identify

the needed tools and equipment and how to clean and sanitize them after
each use.
Tools, Utensils and Equipment Needed In Egg Preparation

Kitchen Tools
1. Channel Knife – a small hand tool used generally in decorative works

such as making garnishes.
2. Colander – a perforated bowl of varying sizes made of stainless steel,
aluminum or plastic, used to drain, wash or cook ingredients from liquid.
3. Offset spatula – a broad – bladed implement bent to keep the hand off
hot surfaces. It is used for turning and lifting eggs, pan cakes, and
meats on griddles, grills, sheet pans, and the likes and also used to
scrape and clean griddles.
4. Pastry Brush – a small implement used to brush the surface of unbaked
pastries or cookies with egg white, egg yolk or glaze.
5. Rubber spatula or scraper – a broad flexible plastic or rubber scraper,
that is rectangular in shape with a curve on one side. It is used to
scrape off all the contents of bowls and pans from the sides and fold in
beaten eggs in batter or whipped cream.
6. Sieve – a screen – type mesh supported by a round metal frame used
for sifting dry ingredients like starch and flour.
7. Spoons: solid, slotted and perforated – large stainless spoons holding
about 3 ounces used for mixing, stirring, and serving. Slotted and
perforated spoons are large, long-handled spoons with holes in the bowl
used to remove larger solid particles from liquids.
8. Wire whip or Whisk – a device with loops of stainless steel wire
fastened to a handle. It is used for blending, mixing, whipping eggs or
batter, and for blending gravies, sauces, and soups.
Kitchen Utensils
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1. Egg Poacher – A miniature Bain Marie with an upper dish containing

indentations each sized to hold an egg or contains separate device for
poaching.
2. Omelet Pan – a heavy-based frying usually of cast iron or copper, with
rounded sloping sides used exclusively for omelets and never washed after
used but cleaned with absorbent paper.
3. Measuring cup- a kitchen utensil used for measuring liquid or bulk solid
cooking ingredients such as flour and sugar
4. Measuring spoon- used to measure an amount of an ingredient, either liquid
or dry, when cooking. Measuring spoons may be made of plastic, metal, and
other materials.
5. Sauce pan- deep cooking pan with a handle used primarily for cooking sauce.
6. Mixing bowl - these containers have smooth, rounded interior surfaces with no
creases to retain some mixture and is used for mixing ingredients.
Kitchen Equipment
1. Oven - a chamber or compartment used for cooking, baking, heating,
or drying.
2. Electric mixer - A hand-held mixer which usually comes with various
attachments including a whisk attachment for whisking cream, batters
and egg whites, and sugar.
3. Refrigerator - a kitchen appliance where you store food at a cool
temperature.
Cleaning and Sanitizing Tools and Equipment

A cleaning program that is an overall system should be prepared to
organize all your cleaning and sanitizing tasks. The program should also help
identify your cleaning needs, set up a master cleaning schedule, select the
supplies and tools to use, and train yourselves to make the best of your
skills.
Cleaning is the removal of visible soil while sanitizing means reducing
the number of harmful microorganisms by using very hot water or a chemical
sanitizing solution. To be effective, cleaning and sanitizing must be two-step
process. Surfaces must first be cleaned and rinsed before being sanitized.
There are many cleaning products or agents and a variety of

equipment in the market. Choose the best for your workplace and follow
instructions in the label.
Here are some points to support your workplace training:

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1. Clean in a logical order.

2. Different cleaning tasks require different methods. Getting
things wrong can cause damage to surface, harm to yourself,
and spread bacteria and dirt.
3. Many cleaning agents are harmful. Their contact with your skin
or eyes or breathing in the fumes can cause a serious illness.
4. Mixing one agent with another can be very dangerous. A
chemical reaction can be set up, or in some cases, produce
poisonous fumes.
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 1700F 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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Procedure
1. Scrape and pre-rinse.
2. Rack dishes so that the dishwasher spray will strike all surfaces.
3. Run machine for a full cycle.
4. Set the sanitizing temperatures at 1800F for machine that sanitizes by heat
and at 1400F for machine that sanitizes by chemical disinfectant.
5. Air-dry and inspect dishes. Do not touch food – contact surfaces.
Review of Learning Outcome 1
A. YES/NO Cards. Directions: Using a 4 x 6 inches Index Card, do the

activity below:
a. Write YES on one side and NO on the other side
b. When the teacher shows you a kitchen tool, a kitchen utensil or
equipment with label, raise the index card showing YES if the label
is correct and NO if it is wrong.
c. Do the same in the succeeding questions.
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.
Your performance will be rated using the scoring rubric below:

4 Follows correctly the procedures in cleaning and sanitizing tools
and equipment and performs the skill without supervision and with
initiative and adaptability to problem situations.
3 Follows correctly the procedures in cleaning and sanitizing tools
and equipment and performs the skill satisfactorily without
assistance or supervision.
2 Follows the procedures in cleaning and sanitizing tools and
equipment with minor errors and performs the skill satisfactorily
with some assistance and/or supervision.
1 Was not able to follow the procedures in cleaning and sanitizing
tools and equipment and performs the skill unsatisfactorily.
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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.
Physical Structure and

Composition of Eggs
We
normally distinguish 3 parts of an egg, the shell, the egg white, and the
egg yolk, but a closer scrutiny reveals a much more detailed structure
of an egg.
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
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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.
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
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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.
Composition of an Egg
% % Water % Protein % Fat % Ash

Whole Egg 100 65.5 11.8 11.0 11.7
Albumen 58 88 11.0 0.2 0.8
Yolk 31 48 17.5 32.5 2.0
Nutritive Value of Egg
Egg is indeed one of nature‘s complete food. It contains high quality

protein with all the essential amino acids, all of the vitamins except vitamin C,
and many minerals. Egg products are particularly good for fortifying food low
in protein quality. Except for mother‘s milk, eggs provide the best protein
naturally available. Egg protein is often used as a reference standard for
biological values of their proteins.
Egg Nutrient Chart
Nutrient Content of a Large 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
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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
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
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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.
Egg Size Classification

Extra
Size Jumbo Large Medium Small Peewee
large
Weight of 12
840 756 672 588 504 420
eggs in grams
Average
weight per egg 70 63 56 49 42 35
in grams
Philippine Standard of Quality for Chicken Eggs

Quality
A B C D
Factor
Moderately Moderately
Clean Clean stained stained
Unbroken Unbroken May
Shell Unbroken Unbroken
Slightly be abnormal
Normal shape Normal shape
abnormal shape shape
Depth of Depth of 1.0 cm

Depth of 0.3cm or Depth of 1cm
0.5cm or less or less
Air Cell less May be loose
Practically May be loose
Practically regular or bubbly
regular or bubbly
May be weak
Clear Clear and watery
Clear
Reasonably May be Small clots or
Firm
Egg White Firm slightly weak spots may be
72 Haigh units or
60 - 71 Haugh 31-59 haugh present Less
higher than 31
units units
Haugh units
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Outline may be
well defined. Outline may be
Outline fairly May be slightly well defined.
well defined enlarged and May be
Outlined defined
Round and flattened. enlarged and
Egg Yolk Round and firm firm Practically free flattened. May
Free from defects Free from from defects. have
defects May have embryonic
embryonic development
development
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.
E n h a n c e me n t
A. Minute to Write It
Directions: In your test notebook write whether you agree or disagree
to the following statements and justify your answer.
1. Egg is a complete food.
2. Egg is composed of the shell, egg white and egg yolk.
B. Pictorial Report
Directions: Make a pictorial report with illustration showing the qualities
of a fresh egg in terms of egg size and grading.
Your output will be rated using the scoring rubric below:

SCORE CRITERIA
5 Compiled pictures properly and illustrate the qualities of a fresh egg in
terms of egg size and grading in a very attractive manner.
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terms of egg size and grading in an attractive manner.
terms of egg size and grading in a less attractive manner.
terms of egg size and grading in a less attractive manner.
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.
Learning Outcome 2 Prepare and Cook Egg Dishes

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.
Market Forms of Egg

There are three market forms of eggs namely: fresh, dried (whole,
egg whites/egg yolks), and frozen (whole, egg whites/egg yolks).
1. Fresh Eggs or shell eggs may be purchased individually, by dozen
or in trays of 36 pieces.
2. Frozen Eggs – are made of high quality fresh eggs. They come in
the form of whole eggs with extra yolks and whites. Frozen eggs are
pasteurized and must be thawed before use.
3. Dried Eggs – are seldom used. Their whites are used for preparing
meringue. Dried eggs are used primarily as ingredients in food
industry. They are not commonly sold directly to consumers.
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
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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
30lB.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.
Uses of Eggs in culinary

Egg is cooked in many ways. It can be the main protein dish; it
can be a main or accessory ingredient in dishes from appetizers to desserts.
It can be cooked by dry heat, moist heat, with or without oil, as simply or as
elaborately as one‘s inclination for the moment. Indeed it can be eaten
anywhere.
Effect of Heat on Eggs

1. Coagulation of proteins: white at 60-65 0C, yolk at 65-700C.
• Beyond this temperature, over coagulation occurs and
water is squeezed out causing shrinkage resulting in a
tough product.
2. Formation of greenish discoloration at the interface of the yolk and
white when egg is overcooked
• Due to the reaction between the iron in the yolk and the
hydrogen sulfide liberated from the sulfur containing ferrous
sulfide.
• Reaction is favored by
- High cooking temperature
- Prolonged cooking
• Reaction is prevented by immediate cooling of the egg (e.g.
immersing in cold water) after cooking
Uses of Egg
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1. Cooked and served ―as is‖, e.g.

• in the shell – soft cooked ( 5 minutes simmering) or hard cooked (15 minutes
simmering)
• poached – cooked in simmering water; addition of salt and vinegar hastens
coagulation
• fried – keep low to moderate temperature
• scrambled – addition of sugar delays coagulation; addition of liquids and acids
decreases coagulation point
• omelet
2. Eggs as emulsifier
• Lecithin and lysolecithin are responsible for the remarkable ability of egg yolk
to act as an emulsifying agent; both are phosphoproteins containing polar and
non-polar ends such that the polar end holds water while the non-polar end
holds the fat, thus, prevent oil droplets in suspension from coalescing.
3. As binding, thickening agent, and gelling agents

• Eggs are useful as binding, thickening and gelling agents because they
contain proteins that are easily denatured by heat
• Using whole egg requires lower coagulation temperatures resulting in a stiffer
gel
• Addition of sugar, raises coagulation temperature producing softer, weaker
gel
• Softer gel is produced with the addition of scalded milk and acid
• In cooking custards, Bain Marie, double boiler or steamer is used to avoid
boiling which can produce a porous custard
• Soft custards are produced by constant stirring.
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.
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- 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
 Factors to be considered in foam formation (leavening agent)

a. Beating time and temperature: as the time of beating
increases, both volume and stability of the foam increases
initially, then, decreases; white can be beaten/whipped more
readily at room temperature than at refrigerator temperature –
refrigerated eggs are more viscous, thus, hard to beat/whip.
b. Eggs beaten at room temperature whip better resulting in
bigger volume and finer texture.
c. Whole eggs or egg yolk require more beating to produce a
good foam
d. Stored eggs foam faster but produce smaller volume than
fresh eggs.
e. Acids (e.g. cream of tartar, 1 t per cup) increase the stability
of foams, but when added too early, delay foam formation
(reduced volume) thus, increases the time necessary for
beating
f. Sugar also increases the stability of foams but delays foams
formation (reduced volume), thus, it should be added after
foaming has started and soft peaks are formed; sugar retards
the denaturation of egg white
g. Addition of soda increases stability and volume
h. Addition of salt lowers quality of the foam
i. Type of egg: duck eggs do not foam well because they lack
ovumucin
j. Dilution of egg white by water produces bigger volume but
lesser foam; this produces more tender cakes, but in
meringues, syneresis occurs.
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k. Applications of foam in cookery

• as leavening e.g. in angel cake, sponge cake, chiffon
cakes
• as meringue, e.g.
(a) soft meringue for topping of cream, chocolate, or lemon
pie, requires a proportion of two tablespoons sugar per
egg white
(b) hard meringue for confections, base of fruit pies or
Sans Rival Cake, requires a proportion of ¼ cup sugar
per egg white
• structural and textural agent – tenderness and fluffiness to
products, e.g. fluffy or foamy, soufflé, divinity, foam cakes,
popovers
5. As coloring and flavoring agent
Egg Products
1. Balut from duck eggs
2. Pidan eggs
3. Century eggs
4. Pickled eggs
Eggs may be cooked in a lot of ways:

Egg Dishes
• Eggs cooked in a shell
Hard and soft-cooked eggs are cooked this way. Eggs should
only be simmered and not boiled to prevent overcoagulation which
would cause the eggs to be tough. The optimum cooking time for eggs
in shells is 20 to 25 minutes. To avoid cracking of the eggs during
cooking, refrigerated eggs should be warmed at ambient temperature
before cooking. Before boiling, water at room temperature should be
used.
Sometimes yolks of eggs may become greenish during cooking.
This color is due to the formation of iron sulfide. Darkening often
occurs in eggs wherein the pH of the albumen is high. It may also be a
result of cooking too long at very high temperature.
To avoid this, fresh eggs should always be used. Eggs should be
cooked within a minimum period and cooled immediately in running
water after cooking.
• Eggs prepared out of the shell
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This method involves breaking the egg and using both the yolk
and white during cooking. Poaching, frying, and the process of making
scrambled eggs or omelet are some of the common methods done.
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
620C. For egg yolk, coagulation starts at 650C.
• Eggs as leavening agent

Baked products such as sponge cakes, chiffon cakes, meringues, and
soufflés make use of eggs as leavened resulting in a light, airy texture. This is
explained by the incorporation of air during the beating of eggs. Foam is formed
when the albumen surrounds a colloidal system of air bubbles. When beating
eggwhites, overbeating must be avoided as this tends to stretch the albumen
and would result in a dry, watery appearance.
Why do you need to eat eggs?

Eggs may be considered as "functional foods". Functional foods are
foods that may have health benefits beyond their traditional nutritional value.
Eggs as functional foods contain lutein and zeaxanthin that reduce the risk of
cataracts and macular degeneration. Eggs may also belong to "designer
foods". Designer foods are foods that have been modified through
biotechnology to enhance their quality or nutritional value. Eggs as designer
foods contain omega-3-polyunsaturated fatty acids and vitamin E. So learn
now and explore the various egg dishes below.
Variety of Egg Dishes
Cooking Eggs in the Shell

Although the term boiled may appear in the name, eggs prepared in the
shell should actually be cooked at a bare simmer for best results. Eggs are
cooked in the shell to make hard- and soft-cooked and coddled eggs. They
may be served directly in the shell or they may be shelled and used to make
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another preparation, such as deviled eggs, or as a garnish for salads or

vegetable dishes.
Select a pot deep enough for the eggs to be submerged in water. Have
on hand a slotted spoon, skimmer, or spider to remove eggs from the water
once they are cooked.
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.
Hard – Cooked Eggs

Makes 10 servings
Tools/Equipment Needed:
Gas range
Saucepan
Ladle
Ingredients Needed:
20 Eggs
Cold water
Procedure:
1. Prepare tools, equipment and food items.
2. Place the eggs in a pot. Fill the pot with enough cold water to cover the eggs
by 2in/5in.
3. Bring the water to a boil and immediately lower the temperature to a simmer.
Begin timing the cooking at this point.
4. Cook small eggs for 12 minutes, medium eggs for 13 minutes, large eggs
for 14 to 15 minutes, and extra-large eggs for 15 minutes.
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5. Drain immediately and cool under cold running water to stop cooking.
6. Peel as soon as possible by cracking the shell starting from the large end.
For easier peeling, peel while still warm, and hold under running water to
help loosen the shell.
7. Serve the eggs or refrigerate until needed.
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
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.
Standard Qualities of Poached Eggs and Cooked Eggs in the Shell

1. Bright, shiny appearance
2. Compact, round shore, not spread or flattened
3. Firm but tender whites
4. Warm, liquid yolks
Poached Eggs
Makes 10 servings
Saucepan
Skimmer
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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.
6. Serve or chill and refrigerate for later use.
A good-cooked poached egg has a compact, glossy, tender white,

and unbroken, thickened yolk Critical factors:
• quality of the egg
• temperature
• amount of liquid
• the way the egg is put in the pan
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.
Standard Qualities of Fried Eggs
1. White should be shiny, uniformly set, and tender, not browned, blistered
or crisp at edges.
2. Yolk should be set properly according to desired doneness. Sunny side-

up yolks should be yellow and well rounded. In other styles, the yolk is
covered with a thin layer of coagulated white.
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3. Relatively compact, standing high. Not spread out and thin.
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
Types of Fried Eggs
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
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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
Sauté pan (preferably non-stick)
Dish, turner
Ingredients Needed:
Fresh egg
Oil or clarified or whole butter, as needed for frying
Salt, as needed
Ground black pepper, as needed Procedure:
1. Select very fresh grade AA eggs for best results.
2. Break the eggs into a dish.
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.
6. Season the eggs with salt and pepper and serve at once.
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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.
Desirable Qualities of Fried Eggs
• glossy
• moist
• tender
Common pitfalls:
• eggs brown and crisp
• eggs white blistered
• eggs odd-shaped
• eggs sticking
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.
For flavor variations, the following ingredients may be added to
scrambled eggs before serving.
Chopped parsley or other herbs

Grated cheese
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Diced ham
Crumbled bacon
Sautéed diced onions and green bell pepper
Diced smoked salmon
Sliced cooked breakfast sausage
A good scrambled egg must not be tough nor burned but completely
coagulated
Preparing and Cooking Egg Dishes
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
Stainless bowl
Fork or egg beater
Sauté pan, steam kettle or tilting skillets
Ingredients Needed:
30 Eggs
1 tbsp. /15g salt
1 tsp/2g ground pepper
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5 floz. /50ml water or milk (optional)

2 ½ floz. /75 ml clarified butter or oil
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 ½ 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.
Two Factors for Making Quality Omelets
1. High Heat.
This is an opposite to the basic principle of low temperature egg
cookery. The omelet cooks so fast that its internal temperature never has
time to get too high.
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2. A conditioned omelet pan.

The pan must have sloping sides and be of the right size so the omelet can
be shaped properly. It must be well seasoned or conditioned to avoid
sticking.
Suggested Omelet Fillings
Cheese Sautéed or creamed mushrooms
Creamed or curried chicken Creamed or buttered spinach
Sautéed onions with or without bacon Sautéed onions and diced potatoes
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Plain Rolled Omelet
Small bowls
Sauté pan
Fork
Ingredients Needed:
30 eggs
1tbsp/15g salt
1tsp/2g ground pepper
5fl oz. /150 ml water, stock, milk, or cream (optional)
2 ½ fl.oz. /175 ml, as needed clarified butter or oil
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.
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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.
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
precooked 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
Ham and Cheese Frittata

Skillet/Non-stick pan
Knife
Non-stick turner
Fork or wire whisk
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Small bowl
Chopping board
Ingredients:
1 cup diced cooked ham
½ cup sliced tomato
1pc white onion (cut into ring)
½ cup stripped sweet bell pepper
10pcs lightly beaten egg
¼ tsp ground black pepper
¼ cup shredded cheddar cheese
¼ cup evaporated milk
¼ 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
are set for about 3 minutes. Sprinkle with cheese and cut into wedges
to serve.
Read more: http://www.tasteofhome.com/recipes/ham-and-
cheesefrittata#ixzz36CpQIoa7 Standard Recipe CMDC
Baked Eggs
Baked eggs are also quick and easy to prepare.
1. Place a little butter in a custard cup. Put the cup in 1750C (3500F) oven
until the butter melts.
2. Break an egg into the cup, and sprinkle with salt and pepper, then top
the egg with a little milk.
3. Bake 15 to 20 minutes or until the egg white is set.
Formative Assessment:
Direction: Label the types of fried eggs.
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1. _____________
2. _______________
3. ________________
4. ________________
5. _________________
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A. Direction: Prepare poached egg individually following the procedures below.
Saucepan
Skimmer
Ingredients Needed:
Eggs
Distilled vinegar
Water
Procedure:
1. Prepare mise‘en place

2. Add 1 teaspoon salt and 2 teaspoons
distilled vinegar per quart of water if eggs
are not very fresh. This will help to
coagulate the egg white faster and keeps a
better shape.
3. Bring water to a simmer.

4. Break eggs one at a time, into a dish or a
small plate and slide into the simmering
water.
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5. Simmer 3 to 5 minutes, until whites are

coagulated but yolks are still soft.
6. Remove eggs from pan with slotted spoon
or skimmer.
7. Drain well and trim off ragged edges.

8. Serve immediately.
(To hold for later service, plunge
immediately into cold water to stop cooking.
Reheat briefly in hot water at service time).

4 Follows correctly the procedures in preparing and cooking poached
egg and performs the skill very satisfactorily without supervision
and with initiative and adaptability to problem situations.
egg and performs the skill satisfactorily without assistance or
supervision.
egg with minor errors and performs the skill less satisfactorily with
some assistance and/or supervision.
1 Was not able to follow the procedures in preparing and cooking
poached egg and performs the skill unsatisfactorily.
Learning Outcome 3 Present Egg Dishes
Part of serving food is presentation. It should appeal to your mouth,

nose, and eyes. You don‘t have to be a trained chef to learn the basics of
plating, which is the art of presenting food in an attractive way.
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Seven Simple Ways to Present Food like a Chef
1. Set the table properly. Your dayto-

day meals might be free-forall,
but if you‘ve got guests coming
over, it‘s nice to have the knives
and forks in the right places.
http://startcooking.com/public/images/IMG
P4143.JPG
2. Choose your plates wisely. Make

sure your serving plates are big
enough to let each food item
stand out, but small enough that
the portions don‘t look tiny.
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3. Read the clock! A fool proof way

to arrange food on a plate is to http://startcooking.com/public/IMG_1389.J
place the carbohydrate (rice, PG
pasta, bread, etc.) at ―11
o‘clock,‖ the vegetables at ―2
o‘clock,‖ and the protein at ―6
o‘clock‖ from the diner‘s point of
view. This will also help you
portion correctly, if you
remember that vegetables
should cover about half of the
plate, starch one fourth, and
protein one fourth.
4. Just like with centerpieces, it‘s

good to have a little bit of
height, but don‘t overdo it or
your guests won‘t know how to
proceed! If you have a mound
of mashed potatoes (mid-
height), you may want to lean
your pork chop against it so
that it is standing up (high),
with a row of snow peas
(low) in front. Or, top some rice
(low) with sliced grilled chicken
(cut into a few diagonal slices,
and fan them out) (mid-height)
and cross asparagus over top
of it (high).
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5. Be odd. Don‘t be strange, but

things generally look more
interesting when they‘re in
sets of odd numbers, rather
than even numbers.
6. Play with color and texture.

Even if you‘re just serving Tomato
Soup and Grilled Cheese
Sandwiches, a green paper napkin
can make this simple meal look really
special!
http://startcooking.com/public/IMG_48
0
9.jpg
7. Play with Height. This Chicken

Stir-fry with Broccoli looks
more interesting because of
the high mound of rice sitting
next to it.
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8. Garnish appropriately. Don‘t

lose sight of the recipe you made in
the first place! Any garnish on the
plate should be edible and should
enhance the flavor of the main
dishes. Grilled salmon might be
served with a lemon wedge, for
example. Garnishes, like the cut-up
fruit with the fried egg below, are
also a great way to add color or
texture.
http://startcooking.com/public/IMG_7
83
5-1.JPG
Different Techniques in Presenting Egg Dishes Attractively.
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Scrambled egg and bun on a plate Boiled eggs on white plate with
with cereal bread garnish
Scrambled egg with herbs Fried egg with bacon and toasted bread
Egg in a sandwich Hard-boiled eggs in different sizes and shape
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Scrambled egg in Manhattan plate Deviled eggs
Stuffed egg Salad egg
Poached egg Stir-fried eggs
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Baked eggs Hard boiled Easter

eggs
Fried egg toppings Soft boiled egg
Shaped poached egg Baked

eggs in potato bowls Occupational Health and Safety (OHS)
Occupational Health and Safety (OHS) is a cross-disciplinary area
concerned with protecting the safety, health and welfare of people engaged in
work or employment. Knowing OHS is essential to minimize the hazards and
risks not only to students, trainers and other people within the training
institution but also to others who will be affected.
Good OHS Practice

1. Disaster Plan - there should be plan in place to deal with any
emergency.
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2. Training and Providing Relevant Information

3. Work and storage areas should be designed, constructed, and
equipped to ensure that there is minimum risk to archive material or
staff. It should be kept free of food and drinks, harmful contaminants,
pollutants or vermin radiation.
4. Near Miss and Hazardous Incidents and Accident Investigation
5. Report of Notifiable Accidents, Incidents and Dangerous Occurrences
6. First Aid
7. Personal Protective Equipment (PPE)
Basic Food Microbiology
Certain microscopic organisms, such as bacteria, are able to invade

the human body and cause illness and sometimes death. Because
contaminated foods are the major sources of organisms transmitted to
people, it is essential that food production must have a clear understanding of
food microbiology and the conditions involve in it.
What is food borne illness? Food borne infection? Food borne intoxication?
Food-borne illness is a disease that is carried and transmitted to
people by food.
Food-borne infection is a disease that results from eating food
containing harmful micro-organism.
Food-borne intoxication is a disease that results from eating food
containing toxins from bacteria, molds or certain plants or animals.
The common causes of outbreaks of food borne illness are:

1. Failure to properly refrigerate food
2. Failure to thoroughly heat or cook food
3. Infected employees/workers because of poor personal hygiene practices
4. Foods prepared a day or more before they are served

5. Raw, contaminated ingredients incorporated into foods that receive no further
cooking
6. Cross-contamination of cooked food through improperly cleaned equipment
7. Failure to reheat food to temperature that kills bacteria
8. Prolonged exposure to temperatures favorable to bacterial growth.
Aside from food safety we should also be aware of the different hazards
in our workplace such as kitchen hazards, electrical hazards and others. To
avoid or control these kind of hazards the following should be observed:
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1. Use caution when working around hot oil.

2. Get trained in the proper use and maintenance of your deep fryer.
3. Observe all safety procedures and wear all protective equipment provided for
your use while preparing hot items.
4. Use gloves, scrapers, and other cleaning tools with handles.
5. Use the correct grease level and cooking temperatures for your deep fryer.
6. Keep stove surfaces clean to prevent grease flare-ups.
7. Avoid reaching over or climbing on top of fryers and other hot surfaces. Clean
vents when oil is cool.
8. Keep floor surfaces clean and dry to prevent slipping or falling onto hot
surfaces.
9. Wear slip-resistant shoes. Floors should be cleaned often with greasecutting
solutions.
10. Do not work closely to hot fryers when the floor is wet.
11. Do not spill water or ice into hot oil as this may cause a flare-up.
12. Do not overfill or pour excessive amount of frozen fries into deep fryer at one
time.
13. Overfilling causes excessive splashing and bubbling over of hot oil.
14. Do not pour excess ice from fry packages into the fryer.
15. Do not overheat the oil; use only manufacturers recommended cooking
temperatures.
16. Do not move or strain hot oil containers; wait until the oil is cool!
17. Extinguish hot oil/grease fires by using a class K fire extinguisher.
Here are some tips on how to handle eggs:

Purchasing: Do not buy dirty, cracked, or outdated eggs.
Storage:
1. Store at 45 o F or below.
2. Store in closed container.
3. Store away from strong odors.
4. Refrigerate leftover egg dishes in shallow containers.
5. Do not allow drippings to contaminate eggs.
Preparation/Cooking:
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1. Keep refrigerated before and after cooking.

2. Keep everything clean.
3. Use only clean, not cracked eggs.
4. Cook thoroughly.
5. Wash container used for egg thoroughly.
6. Use egg separator
Service/Transport:
1. Serve promptly after cooking.
2. Keep cold food cold, hot food hot.
3. Use ice or cold packs when transporting.
4. Avoid eating raw eggs or food that contain raw eggs.
Formative Assessment (Learning Outcome 3)

A. Directions: Identify the different ways in presenting cooked eggs. Write your
answer in your test notebook.
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1. __________________ 2. ___________________
3. ___________________ 4. __________________
5. _________________ 6. ________________
7. ________________ 8. ____________________
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9. ________________ 10. ____________________
B. Directions: Prepare and cook French omelet individually using the given
recipe. Present your product in an artistic way. Your product and
performance will be evaluated using the given rubric.
Small bowls
Sauté pan
Fork
Ingredients Needed:
Three eggs
Salt and pepper
Clarified butter
Fillings
Procedure:
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1. Prepare the necessary equipment.
2. Beat two or three eggs on a small bowl

first until well-mixed. Do not whip until
frothy. Season with salt and pepper.
A tablespoon water may be added to
make the omelet lighter.
3. Place an omelet pan over high heat.
4. When the pan is hot, add one

tablespoon clarified butter to coat the
inside of the pan. Give it a second to
get hot.
5. Add eggs to the pan.
6. With one hand, vigorously shake the

pan back and forth. At the same time,
stir the eggs with a circular motion with
the bottom side of the fork, but do not
let the fork scrape the pan.
8. Tilt the handle up and shake the pan so

the omelet slides to the opposite side.
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9. For filled omelet, spoon the filling across

the center of the egg.
10. With the fork, fold the sides of the

omelet over the center.
11. Grasp the handle of the pan, and tilt

the omelet into the plate so it inverts
and keeps an oval shape.

P E R F O R M A N C E L E V E L
Dimension
Excellent (4 Very Satisfactory Needs Improvement No

pts.) Satisfactory (2 pts.) (1 pt.) Attempt
Points
(3 pts.) (0 pt.)
Earned
1. Use of tools Uses tools and Uses tools Uses tools and Uses tools and No
and equipment equipment correctly and and equipment correctly equipment incorrectly attempt
confidently at all equipment but less confidently and less confidently
times correctly and
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confidently sometimes most of the time
most of the
times
2. Application Manifests very clear Manifests Manifests Manifests less No
of procedures understanding of the clear understanding of understanding of the attempt
step- by-step understandin the step-by-step step- by-step
procedure g of the step- procedure but procedure seeking
by-step sometimes seeks clarification most of
procedure clarification the time
Works independently Works Works independently Works independently No

with ease and independentl with ease and but with assistance attempt
confidence at all times y with ease confidence from others most of
and sometimes the time
confidence
most of the
time
3. Safety work Observes safety Observes Observes safety Not observing safety No
habits precautions at all times safety precautions precautions most of attempt
precautions sometimes the time
most of the
time
4. Final Output Output is very Output is Output is presentable Output is not so No
presentable and taste very and presentable and attempt
exceeds the standard. presentable taste is little below taste is not within the
and taste the standard. standard.
meets the
standard.
5. Time Work completed ahead Work Work completed Work completed No
management of time completed ___(mins./hours/day ___(mins./hours/day attempt
within allotted s) beyond s) beyond
time
TOTAL POINTS
Learning Outcome 4 Store Egg Dishes
Storage is done to maintain the quality of food, prolong the shelf-life,

maintain an adequate supply of food and ensure its safety for consumption.
Proper storage of food is very crucial in keeping food safe because the
manner and temperature of storage will affect the food‘s susceptibility to
bacterial growth, other contaminants and infestation. Storing food will not
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improve its quality, it will only delay the rate of deterioration, and thus the
proper period of storage should also be observed.
Eggs should be stored properly to prevent increase in alkalinity and
bacterial growth. They should be stored in an oval, dry place to retard
deterioration, as enzymatic activity is greater at room temperature.
Keeping eggs as fresh as possible depends on the care taken by the
farmer, wholesaler, and grocer to refrigerate them at all times. After you have
chosen your eggs by size, grade, freshness, and type, proper storage will
help maintain their quality.
Kind of Storage
• Cold Storage (refrigerated storage, deep chilling, freezer storage) keeping
potentially hazardous foods cold enough to prevent bacteria from growing.
The temperature of the freezer compartment must be at 0°F
or less, and the eggs should be stored in an area of the
freezer where there is the least amount of temperature
fluctuation.
• Dry Storage should be dry, cool, well-ventilated, free from insects and
rodents, clean and orderly.
In the absence of refrigerators, eggs may be stored at room
temperature for about seven days. Left-over egg yolks and egg whites
should be kept in containers that will prevent drying.
Tips for Storing Raw and Cooked Eggs:

• Put eggs in the refrigerator as soon as possible after purchase.
• Keep them in their covered carton (large end up) to preserve moisture and
assure darkness. Do not put them in the egg box at the door of the
refrigerator.
• Keep eggs away from strong odors. These can be absorbed through the
shells, which are porous.
• Whole eggs can be beaten slightly and placed in a container with a tight
seal and stored in the freezer for up to one year.
• Egg whites also can be stored for up to a year in a tightly sealed container
in the freezer.
• When storing egg yolks in the freezer, a small amount of sugar or salt
should be added to prevent the yolks from becoming too thick and
gelatinous over time.
• Add a pinch of salt per yolk if the yolks will be used for savory dishes, or
add about a ¼ teaspoon of sugar per yolk if the yolks will be used for sweet
dishes.
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• Do not wash eggs before storing them. This destroys the mineral-oil film
that coats the shells and helps keep them fresh.
• Dip the eggs in oil to cover the pores and to delay its deteriorative changes,
reduce mold penetration and retard spoilage.
• Do not keep eggs longer than 2 weeks in the refrigerator.
• Left-over raw yolks can be refrigerated for several days when covered with
water, milk, or oil. Two yolks can be used in place of 1 whole egg in a
recipe.
• Left-over raw whites can be stored in a tightly covered plastic or glass
container in the refrigerator for several days or as long as they do not have
any odor. They can also be frozen, although when thawed the white is
thinner. However, you can use them successfully in recipes calling for egg
whites.
Recommended Storage Time for Eggs
Fresh shell eggs Buy best before date
Left-over yolks or whites Within 2 to 4 days
Hard-Cooked eggs Within 1 week
Prepared egg dishes Within 3 to 4 days
Pickled eggs Within 1 month
Frozen whole eggs (blended) Within 4 months
Carson, Byrta, M.S., et.al., How you Plan and Prepare Meals, third edition copyright 1980 by McGraw-Hill, Inc. pp.
353 -363
A. Directions: Write true if the statement is correct and false if it is incorrect.

Write your answer on your test notebook.
1. Eggs should be stored properly to prevent increase in alkalinity and
bacterial growth.
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2. Fresh eggs can be kept more than two weeks.

3. When storing egg yolks in the freezer, a small amount of sugar or salt
should be added to prevent the yolks from becoming too thick and thin over
time.
4. To delay the deteriorative changes, reduce the penetration of mold and
retard spoilage of eggs, cover the pores by dipping the eggs in oil.
5. In the absence of refrigerator, eggs may be stored at room temperature for
about two weeks.
LESSON 2 PREPARE CEREALS AND STARCH
Cereals are usually starchy pods or grains. Cereal grains are the most
important group of food crops in the world named after the Roman goddess of
harvest, Ceres. Rice, wheat and corn are the three most cultivated cereals in
the world. Starch on the other hand, exists in nature as the main component
of cereals and tubers. In manufactured and processed foods, it plays an
obvious role in achieving the desired viscosity in such products as cornstarch
pudding, sauces, pie fillings, and gravies.
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Starch is the second most abundant organic substance on earth. It is found

in all forms of leafy green plants, located in the roots, fruits or grains. Many of
the food staples of man throughout the world are basically starchy foods, such
as rice, corn, cassava, wheat, potato and others. Starch is the source of up to
80% of calories worldwide. Besides this significant role, starches have been
used in food manufacture, cosmetics, pharmaceuticals, textiles, paper,
construction materials, and other industries.
Objectives
At the end of the module the learners are expected to:
1. perform mise‘en place;

2. prepare starch and cereal dishes; 3. present starch and
cereal dishes; and
4. store starch and cereal dishes.
Tools and Equipment Needed

The success of cooking starch and cereal dishes depends on the
proper tools and equipment used in the preparation of food. The preparation
of starch and cereal dishes requires the various tools and equipment below.
Each tool must be used according to its function.
1. Mixing bowl – used when preparing cake mixture, salads, creams, and
sauces.
2. Sifter – used for separating coarse particles of flour, sugar, baking
powder, and powdered ingredients to retain finer textures.
3. Wire whip – used for beating egg whites, egg yolk, creams and
mayonnaise.
4. Wooden spoon – used for mixing creams, butter, and for tossing
salads.
5. Slotted spoon – used to separate solid particles from soup; also for
stirring purposes, such as making egg white fine in texture for bird‘s
nest soup and mock nido soup.
6. Blending fork – used for testing the tenderness of meat, combining big
cuts and particles of meat and vegetables, and for blending other
ingredients with flour.
7. Rubber scraper – used for scraping off mixtures of butter, sugar, and
egg from the sides of the mixing bowl.
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8. Strainer – used for separating liquids from fine or solid food particles,
such as coco cream from coconut and tamarind extract.
9. Tongs – used for handling hot foods.
10. Measuring Cups – used for measuring dry and liquid ingredients
11. Measuring spoon – used for measuring dry and liquid ingredients
which require a little amount
12. Sauce pan and pots – used for cooking meat and fish dishes with
gravy and sauce.
13. Kettle and rice cooker – used for cooking rice and other foods.
14. Pressure cooker – used for tenderizing or cooking meat, chicken, and
other grains or legumes, such as mongo and white beans in lesser
time..
15. Double boiler – used for preparing sauces which easily get scorched
when cooked directly on the stove.
16. Steamer – used for cooking food by steaming.
17. Colander - a perforated bowl of varying sizes made of stainless steel,
aluminum or plastic, used to drain, wash, or cook ingredients from
liquid
18. Canister - a plastic or metal container with a lid that is used for keeping
dry products
19. Butcher knife – used for cutting, sectioning, and trimming raw meats
20. Channel knife – a small hand tool used generally in decorative works
such as making garnishes.
Sources of Starch
The parts of plants that store most starch are seeds, roots, and tubers. Thus, the
most common sources of food starch are:
• cereal grains, including corn, wheat, rice, grain, sorghum, and oats;
• legumes; and
• roots or tubers, including potato, sweet potato, arrowroot, and the tropical
cassava plant (marketed as tapioca)
Common Source of Manufactured Food Starch
1. corn
2. potato
3. Tapioca (cassava)
Starches are named after its plant sources
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• corn starch from corn

• rice starch from rice
• tapioca from cassava
Classification of Starch
1. Native or Natural Starch refers to the starches as originally derived
from its plant source.
2. Modified Starches are starches that have been altered physically or
chemically, to modify one or more of its key chemicals and/or physical
property.
3. Purified starch may be separated from grains and tubers by a process
called wet milling. This procedure employs various techniques of
grinding, screening, and centrifuging to separate the starch from fiber,
oil, and protein.
Starch Composition and Structure

The Starch Molecule
Starch is polysaccharide made up of hundreds or even thousands of glucose
molecules joined together. The molecules of starch are two general types,
called fractions: amylose and amylopectin.
Amylose is a long chain-like molecule, sometimes called the linear fraction,
and is produced by linking together 500 to 2, 000 glucose molecules. The
amylose fraction of starch contributes gelling characteristics to cooked and
cooled starch mixtures. A gel is rigid to a certain degree and holds a shape
when molded.
Amylopectin has a highly branched, bushy type of structure, very different
from the long, string-like molecules of amylose. In both, amylose and
amylopectin, however, the basic building unit is glucose. Cohesion or
thickening properties are contributed by amylopectin when a starch mixture is
cooked in the presence of water, but this fraction does not produce a gel.
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Most natural starches are mixtures of the two fractions. Corn, wheat, rice,
potato, and tapioca starches contains 24 to 16 percent amylose, with the
remainder being amylopectin. The root starches of tapioca and potato are
lower in amylose content than the cereal starches of corn, wheat, and rice.
The Starch Granule
In the storage areas of plants, notably the seeds and roots, molecules of
starch are deposited in tiny, organized units called granules. Amylose and
amylopectin molecules are placed together in tightly packed stratified layers
formed around a central spot in the granule called the hilum. The starch
molecules are systematically structured in the granule to form crystalline-like
patterns. If the starch granules, in a water suspension, are observed
microscopically under polarized light, the highly oriented structure causes the
light to be rotated so that a Maltese cross pattern on each granule is
observed. This phenomenon is called birefringence. The pattern disappears
when the starch mixture is heated and the structure disrupted. The sizes and
shapes of granules differ among starches from various sources, but all starch
granules are microscopic in size.
Composition of Starch
Potato Cassava Wheat Cornstarch
Moisture,% 19 13 13
Ash,% 0.4 0.2 0.2
Protein, % 0.06 0.1 0.4
Lipid,% 0.05 0.1 0.8
Phosphorus% 0.08 0.01 0.06
Amylose,% 21 17 28
Micrograph
1. Muhrbeck, P. and A.-C.Eliasson. 1987. Influence of pH and ionic strength on the viscoelastic properties of starch
gels- a comparison of potato and cassava starches. Carbohydrate Polymers 7: 291-300.
Starch Properties and Reactions

1. Gelatinization.The sum of changes that occur in the first stages of heating
starch granules in a moist environment which includes swelling of granules
as water is absorbed and disruption of the organized granule structure.
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2. Viscosity. The resistance to flow; increase in thickness or consistency.

When the newly gelatinized starch is stirred, more swollen granules break
and more starch molecules spill causing increase in viscosity or thickness.
Changes in Gelatinization of Starch
• hydration and swelling to several times original size

• loss of birefringence
• increase in clarity
• marked, rapid increase in consistency and attainment of peak
• "dissolution" of linear molecules and diffusion from ruptured granules.
• with heat removal, retro gradation of mixture to a paste-like mass of gel.
The type of sugar influences the temperature and rate of

gelatinization. The effect of sugar is attributed to competition for water.
It was observed that sugar actually interacts with the amorphous areas
of the starch granules.
Different Sweeteners Added to Starch Gel Preparation.
• honey
• molasses
• panutsa or granulated sugar
3. Retrogadationis the process in which starch molecules, particularly the

amylose fraction, re-associate or bond together in an ordered structure
after disruption by gelatinization; ultimately a crystalline order appears.
4. Syneresis. Oozing of liquid from gel when cut and allowed to stand (e.g.
jelly or baked custard). The oozing of liquid from a rigid gel; sometimes
called weeping.
This reaction occurs in all kinds of gels:
• puddings
• jellies
• custards
• gelatin
• agar
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5. Dextrinization. It is the process of forming dextrin. Dextrins – are partially

hydrolyzed starches that are prepared by dry roasting. In home kitchens,
dextrinization is achieved by toasting flour for polvoron, rice flour for
karekare sauce, and bread slices for breakfast.
6. Hydrolysis Starches undergo hydrolysis during cooking or processing and
during storage of food where a chemical reaction in which a molecular
linkage is broken and a molecule of water is utilized.
a. Prolonged heating of starches with acid will promote hydrolysis.
This can happen when cooking an acidic food, such as:
Pineapple pie resulting in reduced viscosity or firmness of the
pie filling.
Functional Properties of Starches

Starch plays various roles in food, a typical multi-tasker
1. Thickeners in gravies, sauces and pudding. It absorbs water and become
a gel when cooked.
2. Colloidal stabilizers
3. Moisture retainer
4. Gel forming agents
5. Binders
6. Package
7. Flavor carriers– its ability to trap oils and fats, which absorb flavoring
substances more efficiently.
Starches – are added to processed meats (luncheon meats, hot dogs,
sausages, etc.) as a filler, binder, moisture, retainer, and fat substitute. The
quality characteristics of the starch itself depends upon which role or function
it was used.
Cereal. Cereal is any grain that is used for food. Grains especially
whole grain are not just empty calories. These are very valuable and can
contribute a great deal to our health. You should include at least four servings
from this food group each day.
Cereal-processed food:
• A whole grain cereal is a grain product that has retained the specific
nutrients of the whole, unprocessed grain and contains natural
proportions of bran, germ and endosperm.
• Enriched cereals are excellent sources of thiamine, niacin, riboflavin,
and iron.
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• A restored cereal is one made from either the entire grain or portions
of one or more grains to which there have been added sufficient
amounts of thiamine, niacin, and iron to attain the accepted whole
grain levels of these three nutrients found in the original grain from
which the cereal is prepared.
Cereals provide the body with:
• Carbohydrates
• Protein
• Fat
• Vitamins
• Minerals
• Water
• Cellulose or roughage
Nutritional Significance of Noodles and Pasta or Alimentary Paste
The physiological function of noodles and pasta will
depend on its starch and other constituents. Since it is
basically a starchy food, the nutritional significance
discussed for starches also applies. In addition to
starches, including resistant starches I (RS), noodles
and pasta may contain other fibers and some proteins
and fat as well.
Nutritive value:
• Water
• Protein
• Fat
• Carbon
• Calcium
• Phosphorous
• Iron
• Thiamin
• Riboflavin
• Niacin
Dried Noodles and Pasta

 Macaroni • Miki
 Spaghetti • Chicken Mami
 Pancit Canton • Linguini
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 Bihon • Lasagňa
 Sotanghon
 Miswa
A. Directions: Complete the table by writing the appropriate tool

and equipment in column B to perform the task given in column
A. Write your answer in your test notebook.
A B
1. Used for separating coarse
particles of flour, sugar,
baking powder, and powdered
ingredients to retain finer
textures.
2. Used for cooking meat and fish

dishes with gravy and sauce.
3. Used for cooking food by

steaming
4. Used for tenderizing meat,
chicken, and other grains or
legumes, such as mongo and
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white beans in lesser time.

5. Used for separating liquids from
fine or solid food particles,
such as coco cream from
coconut and tamarind extract.
B. Directions: Enumerate the different kinds of starch and give its

nutritional value
1.
________________________________________________________
2._______________________________________________________
3._______________________________________________________
4._______________________________________________________
C.Give at least three starch properties and reactions and describe it in one
sentence.
1.
________________________________________________________
2.
________________________________________________________
3.
________________________________________________________
4.
________________________________________________________
5.
________________________________________________________
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Learning Outcome 2 Prepare and Cook Starch and Cereal Dishes
One of the properties of starch is viscosity which is the resistance to

flow of starch and modified starch paste. In the preparation and cooking of
starch and cereal dishes, factors affecting starch paste viscosity and starch gel
strength should be considered.
Factors Affecting Starch Paste Viscosity and Starch Gel Strength

• Stress or other factor. Stirring Amount and Type. This is a gelatinized
cornstarch dispersion that is likely to break; the granules broke apart due to
stirring.
• Kind and Amount of Starch. Certain type of starch will influence the
characteristics of the starch paste viscosity and gel strength. Generally
speaking, with "native starches" the greater the amount of amylopectin the
more viscous the starch paste, whereas, the greater the amount of
amylase, the firmer the gel is (greater the gel strength).
• Heating rate. The faster starch-water dispersion is heated; the thicker it
will be at the identical endpoint temperature.
• Endpoint Temperature
 Each type of starch has a specific endpoint temperature at which it
will undergo optimum gelatinization.
 Incompletely gelatinized starch will not attain optimum starch paste
viscosity or gel strength.
 Over gelatinization results in decreased starch paste viscosity and
gel strength because the swollen granules fragmented with stirring
and/or imploded due to the extensive loss of amylase from the
granule.
• Cooling and storage conditions
 If cooled too fast, the amylase will not have time to form the vital
micelles necessary for the three dimensional structure.
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 If cooled too slowly, the amylase fractions will have a chance to align
too much and become too close together and the liquid portion will
not be trapped in the micelles. In both instances there will be
weeping and syneresis (the contraction of a gel accompanied by the
separating out of liquid.).
• Ingredients added (acid, enzyme, sugar, fat and emulsifiers

a. Addition of acid or enzyme can also cause dextrinization (the
process of forming dextrins).
 Dextrin – a pale powder obtained from starch, used mainly
as an adhesive.
 In making kalamansi pudding or pie, if the juice is added
early in the gelatinization process, dextrinization of the starch
will occur resulting in decreased viscosity and gel strength.
 Sugar will delay or inhibit gelatinization of starch.
 Starch pudding with excess sugar will be less viscous or
form less firm gel.
 A cake may collapse as the structural contribution of starch
is delayed or inhibited.
 Decreased starch paste viscosity and gel strength because
the sugar added to water won‘t be available for
gelatinization. The kind of sugar used also affect viscosity.
 Fat and surfactants, will serve to ―waterproof‖ the starch
granules so that water will not penetrate as readily during the
gelatinization process.
Functions of Starch and Application in Filipino Dishes
Functions of Type of Food Recipes
Starch Preparation
Thickening Sauces, Gravies, Pie Sauces: Sweet sour,
fillings and soups lechon, lumpia, kare-kare,
palabok
Pie filling: mango, buko,
apple, pineapple
Soups: Arrozcaldo, cream
soups.
Gelling Puddings, kakanin Bread pudding,
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majaBlanca, sapin-sapin,
kutchinta, cassava
bibingka
Binding and Meat loaves and meat Luncheon meat, hot dogs,
filling emulsions Vienna sausage, chicken
nuggets, chicken balls,
Ukoy, tempura
Stabilizing Beverage, syrup, Chocolate drinks, fruits
salad dressing drinks, yogurt drinks,
cooked dressings
Moisture Cake fillings, candies Cake rolls, cream fillings
retaining
Coating or Breads, confectionery, Pan de sal, Biscuits,
ducting pastries candies, espasol
Diluent Baking powder, Cupcake
Coloring Toasts, bread crumbs Polvoron, Lechon sauce,

Kare-kare sauce,
breadings
Common Problems in Starch Cookery

1. Thinning of Gel. This problem is usually encountered when using acid or
acid ingredients such as lemon or vinegar.
2. Weak Gel. Weak gel results if there is too much liquid in relation to the
starch
3. Skin Formation. Skin formation is due to loss of water from the starch
and protein molecules near the surface of the mixture. To reduce this
problem, cover container of the starch gel with a waterproof cover.
4. Scorching. This can be avoided by temperature control and constant
stirring so the starch granules do not settle at the bottom of the cooking
pan.
5. Raw Starch Flavor. This is due to ungelatinized starch.
Principles in Cooking Cereals

In cooking all cereal products, the following points should be observed:
1. Use a double boiler.
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LM-Cookery Grade 10
2. Observe carefully the correct proportions of cereal, water and salt.

3. Cook at boiling temperature (212° F.).
4. Watch the time by the clock, and always cook the full time prescribed,
preferably longer.
5. Serve attractively.
6. Improper cooking and poor serving are largely responsible for unpopularity of
cereal foods.
Cooking Pasta
Pasta should be cooked al dente, or ―to the tooth‖. This means the
cooking should be stopped when the pasta still feels firm to the bite, not soft
and mushy. The pleasure of cooking pasta is its texture, and this is lost if it is
overcooked. To test for doneness, break pasta into small piece and taste it.
As soon as pasta is al dente, cooking must be stopped at once. Half a
minute extra is enough to overcook it.
Cooking times differ for every shape and size of pasta. Timing also
depends on the kind of flour used, and the moisture content.
Fresh egg pasta, if it has not been allowed to dry, takes only 1 to 1 ½
minutes to cook after the water has returned to a boil.
Italian practice is to toss the pasta with the sauce the minute it is
drained, the sauce immediately coats all surfaces of the pasta, and the
cheese, melts in the heat of the boiling hot noodles.
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LM-Cookery Grade 10
This picture is to be replaced.

Basic Principles in Preparing Pasta
Pasta Shapes
There are hundreds of shapes and sizes of pasta with each shape
used for different preparations based on how the sauce will cling, the
texture desired, or how the product will be used. For example:
• Pasta shapes with holes or ridges, such as wagon wheels or rotini,
are perfect for chunkier sauces.
• Thin, delicate pastas, such as angel hair or vermicelli, are better
served with light, thin sauces.
• Thicker pasta shapes, such as fettuccine, work well with heavier
sauces.
• Very small pasta shapes, like alphabet shapes and acini di pepe,
are good for soups.
Flavored pasta is available in a variety of shapes in both the dried and
fresh forms. Vegetable ingredients are added to pasta to provide both color and
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LM-Cookery Grade 10
flavor. An example of flavored pasta is spinach noodles that are green. Follow
the package directions for cooking flavored pastas.
Cooking Time Depends on the Shape

It is important to be familiar with different shapes of pasta so
cooking times can be adjusted. The larger and fuller the pasta shape, the longer
the cooking time. Most pasta recipes specify cooking times for pasta cooked al
dente, tender but firm. Al dente is an Italian phrase that means
―to the tooth.‖ Some of the pasta shapes and cooking times are shown in
the ―Cooking Chart for Various Pasta Shapes.‖ Just seeing this chart
helps to emphasize how important it is to follow the recipe and cook pasta
the right way.
Pasta Gets Bigger and Heavier when Cooked

Generally, pasta doubles or triples in weight when it is
cooked. Likewise, the volume increases 2 to 2 ½ times during cooking.
Follow the Recipe
The general rule for cooking pasta in boiling water is for 1 pound
of pasta, use 1 gallon of water, 1 teaspoon of salt, and 1 teaspoon of oil. For
100 servings of spaghetti, 6 gallons of water, 2 tablespoons of salt, and 2
tablespoons of oil are needed to cook 6 pounds of dried spaghetti.
When pasta is to be used as an ingredient in a recipe that

will be cooked more, like macaroni and cheese, it should be slightly
undercooked. This means reducing the cooking time by about 2 minutes.
Pasta that is not cooked enough is tough and chewy. Pasta that is
overcooked is soft and pasty. When overcooked pasta is combined with a
sauce, it often breaks apart. Handle pasta the right way after it is cooked.
Like most foods, pasta is best when it is cooked and served right away.
However, it is sometimes necessary to cook it ahead and hold it until time
for service.
Suggestions for Holding Pasta

To serve immediately Drain, add sauce, and serve.
To hold for a short Drain, toss with a small amount of oil to
time for service later prevent sticking, cover, and hold in warmer.
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Cook pasta a day ahead so it will be chilled

when combined with the other salad
ingredients. Do not combine hot pasta with
cold ingredients. Drain and cover with cold
To serve as part of a
water just long enough to cool. The pasta does
salad
not need refrigeration for a short time, it is
cooled in the water. When pasta is cool, drain
and toss lightly with oil to prevent sticking or
drying out. Cover and refrigerate.
Drain and cover with cold water just long
enough to cool. When pasta is cool, drain and
To cook a day ahead toss lightly with oil to prevent sticking or drying
for service in a heated out. Cover and refrigerate. When it is time to
dish use the pasta, immerse it in boiling water until
just heated through. Drain immediately and
use according to
the recipe. The pasta should not be cooked
more, just heated to serving temperature.
To use in a cooked Slightly undercook the pasta.
dish
Cooking Chart for Various Pasta Shapes

Cooking Time Cooking Time
Pasta Name Pasta Name
for al dente for al dente
Lasagna 15 minutes Ziti 10 minutes
Bow Ties 11 minutes Fettuccine 8 minutes
Wagon Rotini
11 minutes 8 minutes
Wheels
Linguine Elbow
10 minutes 6 minutes
Macaroni
Rigatoni 10 minutes Noodles 6 minutes
Spaghetti 10 minutes
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Directions: Given the recipe, by pair or by group cook pasta following the
procedures. Your product and performance will be evaluated using the given
rubric.
How to Cook Pasta?
Materials needed:
• 500g pasta
• Salt
• Water
Tools/equipment needed
• Burner
• Kettle
• Ladle
• Colander
Procedure for Cooking Pasta

1. Put 4 quarter water per 500 g of pasta in a kettle. Add 1 ½ teaspoon
salt.
2. Boil the water rapidly and drop in the pasta. As it softens, stir gently to
keep it from sticking together and to the bottom. Continue to boil,
stirring a few times.
3. Drain immediately in a colander as soon as it is al dente, and rinse with
cold running water until the pasta is completely cooled. If serve
immediately, just drain well from hot water.

4 Follows correctly the procedures in preparing and cooking pasta
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and performs the skill without supervision.

and performs the skill with some assistance or supervision.
with minor errors and performs the skill with some assistance
and/or supervision.
pasta and was not able to perform the skill.
Risk in the preparation and cooking of starch and cereal dishes and other
food
• Food handlers;
• Kitchen facilities;
• Food selection and preparation; and  Safe temperatures.
Guidelines on proper and safe handling of food

1. Food handlers
• Undergo training on food safety and obtain medical certificates from the
local/provincial/city/municipal health office.
• Observe proper hand washing technique
• Wear complete cooking outfit and use disposable gloves for direct food
contact.
• Observe personal hygiene at all times.  Avoid handling food if you are sick.
2. Kitchen facilities
• Use separate equipment and utensils for handling raw foods
• Sanitize all surfaces and equipment used for food preparation
• Clean thoroughly the cutting-boards and work areas after each use
• Protect the kitchen areas and food from insects, pests and other animals
• Maintain the highest standards of sanitation in the kitchen at all times
• Repair immediately broken but still serviceable kitchen tools, utensils and
equipment to be ready for next use
• Sanitize completely all kitchen utensils especially cups, saucers, flatware after
each use
• Provide for adequate space, proper ventilation and window screens in the
area
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• Provide garbage receptacle for proper waste disposal

3. Food Preparation and Cooking
• Check expiry dates of food commodities bought and those in stock  Use
iodized salt as a must in salt-seasoned preparations  Cover the food
properly.
• Practice segregation of materials
• Store food properly
4. Safe temperature
• Do not leave cooked food at room temperature for more than two hours
• Refrigerate promptly all cooked and perishable food preferably below 50C
within four hours
• Do not store food too long even in the refrigerator.
• Thaw food inside the refrigerator, not at room temperature.
• Check internal temperature during cooking to assure proper end-point time
and temperature has been met to at least 700C/1650F
• Reheat cooked food thoroughly to 700C/1650F within two hours
B. Directions: Collect at least 20 different recipes of starch and cereal dishes

and compile it using any kind of paper, any decorating materials, glue, and
coloring materials.
SCORE CRITERIA
5 Compiled properly (20) recipes of starch and cereal dishes in a very
attractive manner
4 Compiled properly (16-19) recipes of starch and cereal dishes in an
attractive manner
3 Compiled properly (10-15) recipes of starch and cereal dishes in simple
manner
manner
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1 Compiled less than 6 recipes of starch and cereal dishes in disorganized

manner
C. Directions: Given the recipe, prepare and present Fettuccine Alfredo

following the procedures.
Ingredients:
1 cup heavy cream
2 tbsp butter
1½ lb. fresh fettuccine
1 cup heavy cream
6 tbsp. freshly grated parmesan cheese
salt to taste
pepper to taste
Procedure:
1. Combine the cream and butter in a sauté pan. Bring to simmer, reduce by
¼ and remove from heat.
2. Drop the noodles into boiling salted water, return to a full boil and drain.
Undercook slightly the noodles because they will cook further in the
cream.
3. Put the noodles in the pan with hot cream and butter. Toss the noodles
with two forks until they are well coated with the cream, over low heat.
4. Add the remainder of the cream and cheese and toss to mix well.
5. Add salt and pepper to taste.
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6. Plate and serve immediately.

4 Follows correctly the procedures in preparing and cooking starch
dish and performs the skill without supervision and with initiative
and adaptability to problem situations.
dish and performs the skill satisfactorily without assistance or
supervision.
dish with minor errors and performs the skill satisfactorily with
starch dish and performs the skill unsatisfactorily.
Learning Outcome 3 Present Starch and Cereal Dishes
Techniques in Preparing Pasta before Plating

1. Pasta is best if cooked and served immediately. Try to cook pasta
upon order.
2. If pasta is to be served immediately, just drain and do not rinse in cold
water.
3. If pasta is to be used cold in salad, it is ready to be incorporated in the
recipe as soon as it has cooled.
4. If pasta is to be held, toss gently with a small amount of oil to keep it
from sticking.
5. Measure portions into mounds on trays. Cover with plastic film and
refrigerate until service time.
6. To serve, place the desired number of portions in a china cap and
immerse in simmering water to reheat. Drain, plate, and add sauce.
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PLATING AND PRESENTING PASTA DISHES
D. Make an album of twenty different kinds of starch and cereal dish

presentations with recipes.
Your output will be rated using the rubric below:
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SCORE CRITERIA
5 Compiled properly (20) recipes of starch and cereal dishes in a very
attractive manner
4 Compiled properly (16-19) recipes of starch and cereal dishes in an
attractive manner
manner
manner
1 Compiled less than 6 recipes of starch and cereal dishes in disorganized
manner
B. Directions: Given the needed tools and equipment, prepare and present
Baked Lasagna following the recipe below:
Baked Lasagna
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Ingredients:
¾ lb. ricotta cheese
2 tbsp. parmesan cheese, grated
1 pc egg
salt to taste
pepper to taste 1
lb. lasagna
6 cups meat sauce
¾ lb. mozzarella cheese, shredded
4 tbsp. parmesan cheese, grated
Procedure:
1. Mix together the ricotta, parmesan and eggs then season to taste with salt
and pepper.
2. Cook lasagna noodles. Lay them out in a single layer on oiled sheet
pans.
3. Ladle a little meat sauce into the pan. Spread it across the bottom.
4. Arrange a layer of noodles in the pan. Add a layer of ricotta mixture, a
layer of noodles, a layer of sauce and a layer mozzarella.
5. Continue making layers of noodles, ricotta, sauce and mozzarella until all
ingredients are used. Top with parmesan cheese.
6. Bake at 375°F (190°C. for about 30-45 minutes. Cover lightly with foil,
then remove after 15 minutes of baking time.
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Very
Good Fair Poor
I. Products: Good
(3) (2) (1)
(4)
1. General Appearance
a. attractive and appealing to appetite
b. pleasing and good color combination
c. ingredients cooked just right
2. Palatability
a. delicious
b. taste just right
3. Nutritive value
a. highly nutritious
II. Procedures:
1. Use of Resources:
a. keep working table orderly while preparing the
ingredients
b. use only the proper and needed utensils and
dishes
c. use time-saving techniques and devices
2. Cleanliness and sanitation
a. is well- groomed and properly dressed for
cooking, use clean apron, hair nets, hand towel
and pot holder
b. observe sanitary handling of food
3. Conservation of nutrients
a. follow proper preparation and cooking
procedures
A. Directions: Watch a video in the YouTube showing how to make a

homemade pasta. Note down the procedures in your notebook and make a
narrative observation on a short bond paper for submission next meeting.
Review procedures and prepare for actual preparation.
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B. Directions: Make your homemade pasta using your bare hands. You
may include other ingredients. Your products, performance and presentation
will be rated using the given rubric.
How to Make Homemade Pasta by Hand

Tools & Utensils:
Rolling pin
Mixing bowl
Measuring cup/spoon
Sharp cutter/knife Ingredients:
2 cups all-purpose flour
¼ tsp salt
3 pcs egg
1tbsp milk
1tsp olive oil
Procedure:
1. Combine 2 cups all-purpose flour and 1/4 teaspoon salt on pastry board, culling
board, or countertop; make well in center. Whisk 3 eggs, 1 tablespoon milk, and 1
teaspoon olive oil in small bowl until well blended; gradually pour into the flour
mixture while mixing with fork or fingertips to form ball of dough.
2. Gradually add the mixture to the flour to make a ball of dough.
3. Place dough on lightly floured surface; flatten slightly. To knead dough, fold dough
in half toward you and press dough away from you with heels of hands. Give
dough a quarter turn and continue folding, pushing, and turning. Continue
kneading for 5 minutes until smooth and elastic, adding more flour to prevent
sticking if necessary. Wrap dough in plastic and let it stand for 15 minutes.
4. Knead the dough until it becomes smooth and elastic.
5. Unwrap dough and knead briefly (as described in step 2) on lightly floured
surface. Using lightly floured rolling pin, roll out dough to 1/8-inch-thick circle on
lightly floured surface. Gently pick up dough circle with both
hands. Hold it up to the light to check for places where dough is too thick.
Return to board. Let rest until dough is slightly dry but can be handled
without breaking.
6. Lightly flour dough circle; roll loosely on rolling pin.
7. Loosely roll the dough on a rolling pin.
8. Slide rolling pin out; press dough roll gently with hand and cut into strips of
desired width with sharp knife. Carefully unfold strips.
9. Cut the dough into strips of desired width.
10 Pasta can be dried and stored at this point. Hang strips over pasta rack or
clean broom handle covered with plastic wrap and propped between two
chairs. Dry for at least 3 hours; store in airtight container at room
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temperature for 4 days. To serve, cook pasta in large pot of boiling salted
water 3 to 4 minutes just until al dente. Drain well.
11. Dry the pasta using a drying rack.
Your performance will be rated using the rubric below.
4 Follows correctly the procedures in preparing and cooking

homemade pasta and performs the skill without supervision.
homemade pasta and performs the skill without some assistance
or supervision.
homemade pasta with minor errors and performs the skill with
homemade pasta and performs the skill unsatisfactorily.
Learning Outcome 4 Store Starch and Cereal Dishes
Introduction
Proper storage of food is very crucial in keeping food safe because the
manner and temperature of storage will affect the food‘s susceptibility to
bacterial growth, other contaminants, and infestation. Storing food will not
improve its quality, it will only delay the rate of deterioration, and thus, the proper
period of storage should also be observed.
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FIFO (First In, First Out) in storing food is very important. Though it is a
long-time method in store-keeping where the first food stored should be the first
food to be out from the storage it is high time to make it a habit or put into
practice. Write the expiry date, date received and date of storage to the food
package and regularly check the expiration date.
How to Store Pasta Noodles

Pasta is stored in airtight containers.
Pasta noodles are usually sold dry at the grocery store, allowing you to
store them with other staples in your pantry. Dry noodles have a long storage
life when properly packaged. Improper storage causes the pasta to become
moist, which leads to mildew. Even without moisture, pasta can become stale
if it's not stored correctly. Proper storage ensures your pasta to always taste its
best.
1. Dry Pasta
• Remove the pasta from the store packaging if the noodles come in a box
or other non-airtight container.
• Place the noodles in a sealable plastic bag or other container that closes
tightly. For long noodles, such as spaghetti, use a tall plastic storage
container.
• Seal the bag or screw the lid on tightly. Store the pasta in a cool, dry
place. Dry pasta stores indefinitely, but should be used within two years to
prevent loss of flavor. Store dried egg noodles for up to six months.
Dried pasta need not to be refrigerated. It can be stored on the shelf in
an airtight container in a dry area that is not exposed to extreme
temperature. Dried pasta can be stored indefinitely and still be safe to eat
but the USDA recommends storing dried pasta for no more than two years
to obtain the best quality. Some manufacturers will stamp their packages
with a "best if used by" date, which indicates that the flavor, color and
nutritional value may be affected if used beyond that date.
2. Cooked Pasta
• Pour the noodles into a colander. Allow as much moisture as possible to
drain. Noodles left in standing water become overly soft and mushy.
• Sprinkle 1 tsp. salad oil over the noodles. Toss the pasta so the noodles
are evenly coated in the oil. Salad oil prevents the pasta from sticking
together.
• Place the pasta in a tight-sealed container. Store in the refrigerator for
three to five days.
• Cooked pasta can be stored unsauced in an airtight container and
refrigerated for 4 or 5 days. The sauce should be refrigerated separate
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from the pasta and can be stored for 6 or 7 days. This prevents the pasta
from soaking up too much flavor and oil from the sauce, which causes the
taste of the pasta to be drowned out. If the pasta is stored together with
the sauce, it should be eaten within 1 or 2 days to limit the amount of
sauce that is absorbed. If cooked pasta is not going to be used within the
suggested time period, it should be frozen and then it can be stored for
approximately 3 months. Frozen cooked pasta should be thawed in the
refrigerator and not on the kitchen counter.
To store, cook the pasta as you normally would and then rinse with cold water
and allow it to drain well.
Add a small amount of olive oil
or butter to help prevent the
pasta from clumping together
while it is stored. Use only
enough oil or butter to lightly
coat the pasta.
To refrigerate, place the pasta

in an airtight plastic bag or an
airtight container and place in
the refrigerator. To freeze,
place in an airtight plastic
freezer bag and press out as
much excess air as possible
and place in the freezer.
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If storing sauced pasta, eat

within 1 to 2 days to prevent it
from absorbing too much
sauce.
• When refrigerating or freezing cooked pasta, be sure it is stored in a well-

sealed container so that it does not absorb any odor.
Cooked lasagna and baked pasta dishes can be refrigerated or frozen
in the same manner as plain cooked pasta. The lasagna and
casseroles should be first cut into individual servings before placing
them in a sealed bag or container. This will make it easier when
reheating.
If you have an entire

lasagna or pasta dish to
refrigerate or freeze, it
can
be left in the baking dish

and tightly covered before
storing.
The lasagna and baked pasta dishes can be refrigerated for 3 or 4
days or they can be placed in a freezer and kept for approximately 3 months.
If frozen, the pasta dish should be thawed in the refrigerator and not on the
kitchen counter.
3. Fresh Pasta.
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• Fresh pasta should ideally be used on the same day as manufactured.

This is not always possible, but if it is used within the next two days it will
give adequate results. After this it tends to crack through excess drying. It
must be stored, keep it well-covered in the fridge, to minimize the risk of
this happening. Frozen filled pastas will keep for up to three months if held
at -18oC or lower.
• Fresh pasta can be stored in the refrigerator for 2 or 3 days. If the pasta
will not be used within that time, it can be frozen and stored in the freezer
for 2 to 3 months. Homemade pasta can be stored in the refrigerator for 1
or 2 days or frozen for 2 to 3 months. Homemade pasta can also be
allowed to dry thoroughly and then placed in a plastic bag or airtight
container. The length of time it will take to dry will vary depending on the
type of pasta and its size, shape and thickness. If dried completely, the
pasta can then be stored in a cool dry place for a couple of months. If you
are going to use the pasta on the same day as it is made, you can allow it
to dry on a clean towel for a couple of hours before you cook it unless it is
stuffed pasta. Stuffed pasta, such as ravioli, should be cooked within half
an hour, otherwise it will begin to discolor and become damp.
If it is not going to be cooked

immediately it should be placed on
a lightly floured towel that is placed
on a baking sheet, sprinkled lightly
with flour, and then placed in the
freezer. Once they are frozen they
can be stored in a freezer proof bag
or wrap and then place it in the
freezer for 8 or 9 months.
4. Frozen pasta does not have to be thawed before it is cooked. Just place
the frozen pasta into boiling water and reheat it. It will need to cook a little
longer than unfrozen pasta.
Tips & Warnings
• Store pasta sauce separate from the noodles, otherwise the noodles will
become mushy.
• You can freeze cooked pasta but it may be too soft once thawed. Use frozen
pasta in baked dishes so the softer texture is not noticeable.
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A. Explain the principle behind FIFO.

B. Make a slogan showing the importance of proper storing of food.

SCORE CRITERIA
5 Done creatively and neatly showing much relevance to the given topic
4 Done creatively and neat enough with relevance to the given topic
3 Done creatively and neat enough but no relevance to the given topic
2 Done simply and neat enough but not so relevant to the given topic
1 Done poorly with erasures and irrelevant to the given topic
Prepare and cook any cereal dish from among those recipes which you
have compiled in the previous activity.
P E R F O R M A N C E L E V E L
Dimension
Excellent (4 Very Satisfactory Needs Improvement No

pts.) Satisfactory (2 pts.) (1 pt.) Attempt Points
(3 pts.) (0 pt.) Earned
1. Use of tools Uses tools and Uses tools Uses tools and Uses tools and No
and equipment equipment correctly and and equipment correctly equipment incorrectly attempt
confidently at all equipment but less confidently and less confidently
times correctly and sometimes most of the time
confidently
most of the
times
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2. Application Manifests very clear Manifests Manifests Manifests less No
of procedures understanding of the clear understanding of the understanding of the attempt
step- by-step understandin step-by-step step- by-step
procedure g of the step- procedure procedure seeking
by-step but sometimes seeks clarification most of
procedure clarification the time
Works independently Works Works independently Works independently No

with ease and independentl with ease and but with assistance attempt
confidence at all times y with ease confidence from others most of
and sometimes the time
confidence
most of the
time
3. Safety work Observes safety Observes Observes safety Not observing safety No
habits precautions at all times safety precautions precautions most of attempt
precautions sometimes the time
most of the
time
4. Final Output Output is very Output is Output is presentable Output is not so No
presentable and taste very and taste is within presentable and taste attempt
exceeds the standard. presentable the standard. is within the
and taste standard.
meets the
standard.
5. Time Work completed ahead Work Work completed Work completed No
management of time completed ___(mins./hours/day ___(mins./hours/day attempt
within allotted s) beyond s) beyond
time
TOTAL POINTS
Let’sSee How Much You Learned
Post Test
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. Knife is chef‘s best buddy. It is the busiest tool being used by people assigned
inside the kitchen. Which of the following knives is used for decorative works
such as garnishes?
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A. Bread knife C. Channel knife

B. Butcher knife D. Paring knife
2. It is a perforated bowl of varying sizes made of stainless steel, aluminum or
plastic used to drain washed or cooked ingredients from liquid.
A. Canister C. Mixing bowl
B. Colander D. Soup bowl
3. It is used for turning and lifting eggs, pan cakes and meats on griddles, grills,
sheet pans, and the likes and also used to scrape and clean griddles.
A. Measuring spoon C. Rubber scraper
B. Offset spatula D. Wooden spoon
4. It is used to scrape off all the contents of bowls and pans from the sides and fold
in beaten eggs in batter or whipped cream.
A. Paring knife C. Wire whisk
B. Rubber spatula D. Wooden spoon
5. It is a screen – type mesh supported by a round metal frame used for sifting dry
ingredients like starch and flour.
A. Colander C. Sieve
B. Funnel D. Skimmer
6. It is a device with loops of stainless steel wire fastened to a handle. It is used for
blending, mixing, whipping eggs or batter, and for blending gravies, sauces, and
soups.
A. Fork C. Spoon
B. Knife D. Whisk
7. It is a miniature Bain Marie with an upper dish containing indentations each sized
to hold an egg or contains separate device for poaching.
A. Egg Poacher C. Frying pan
B. Double boiler D. Omelet pan
8. It is a chamber or compartment used for cooking, baking, heating, or drying.
A. Blender C. Mixer
B. Burner D. Oven
9. It is the process of washing and sanitizing dishes, glassware, flatware, pots, and
pans either manually or mechanically.
A. Bleaching C. Ware washing
B. Hand washing D. Washing machine
10. A dishwashing machine capable of washing, rinsing, and drying dishes, flatware,
and glassware.
A. Hand washing C. Mechanical ware washing
B. Manual ware washing D. Washing machine
11. It is the egg‘s outer covering which accounts for about 9 to 12 % of its total
weight depending on egg size.
A. Chalaza C. Shell
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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
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
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 microorganism.
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 of cooked and cooled starch mixtures.
A. Amylopectin C. Dextrin
B. Amylose D. mucin
20. This problem is usually encountered when using acid or acid ingredients such as
lemon or vinegar.
21. This results when there is too much liquid in relation to the starch.
B. Skin formation D.Weak gelling
22. This problem can be reduced by covering the container of the starch gel with a
waterproof cover.
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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. Food stuff has a required shelf life and storing requirement. Which of the
following food item 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. (26-30)
Your answer will be rated using the scoring rubric below:
SCORE CRITERIA
4 Explains very clearly the complete guidelines to consider pertaining to food
3 Explains clearly the complete guidelines to consider pertaining to food
2 Explains partially the guidelines to consider pertaining to food safety
1 Was not able to explain any guidelines to consider pertaining to food
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QUARTER II
PREPARE VEGETABLE AND SEAFOOD DISHES
Overview
This quarter will guide you, learners to acquire the essential knowledge
and competencies and develop your skills with understanding in the
preparation, cooking, presentation, and storing vegetables and seafood
dishes. Products/performances required in every activity will help you to
practice gained understanding.
Objectives
1. perform Mise‘en place;
2. prepare and cook vegetable and seafood dishes; 3. present
vegetable and seafood dishes; and
4. store vegetable and seafood dishes.
Let’s See What You Know
Pretest 2
Multiple Choice.
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letter that best describes the statement. Write your answer in your
test notebook.
1. Which of the following vegetables is rich in carbohydrates?
A. legumes, peas, and beans C. Mushroom, tomatoes, and radish
B. Nuts, olives, and avocado D. Seeds, roots, and tubers
2. What is the flavor component of vegetables which gives strong flavor and odor to
some vegetables like onions, leeks, garlic, chives, cabbage, and broccoli?
3. Which tool is used to drain excess water after washing vegetables?
A. Bowls C. Steamer
B. Colander D. Utility tray
4. Which of the following is cooking by placing blanched or raw vegetables in the
pan, adding liquid (stock, water, wine) then covering and cooking it slowly?
5. Which fat soluble compound is responsible for the green coloring of plants?
A. Anthocyanins C. Chlorophyll
B. Carotenoids D. Lycopene
6. Mrs. Cabrillas needs more supply of Vitamin A. which of the following will she eat
to give her the nutrient she needs?
A. Alugbati C. Lettuce
B. Potatoes D. Saluyot
A. The starch or vegetable item is heaped in the center while the main item
is sliced and leaned up against it.
B. The main item in the center, with vegetable distributed around it.
C. The vegetable item in front and main item, starch item and garnish at the
rear.
arranged around.
8. Chef Shaneshan will cook chopsuey. She is about to remove the hard core of a
cabbage. Which of the following knife will she use?
A. Butcher knife C. Cutting knife
B. Channel knife D. Paring knife
9. What kind of knife is used in removing the hard core of a cabbage?
10. At what temperature in a dry, dark place should potatoes and onions be stored?
A. 50 – 650F C. 60 – 850F
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B. 40 – 450F D. 70 – 950F
A. Fruit vegetables C. Roots and tubers
B. Green vegetables D. Yellow vegetables
12. Which kind of fish has no internal bone structure?
A. Fin fish C. Round fish
B. Freshwater fish D. Shell fish
13. Which of the following fish is high in fat?

A. Bass C. Mackerel
B. Cod D. Red Snapper
14. Which of the following fish is low in fat?
A. Cod C. Trout
B. Salmon D. Tuna
15. Which market form of fish is viscera, head, tail and fins are removed?
B. Dressed D. Sticks
B. Cat fish D. Sole
17. Which market form of fish are both sides of a fish still joined but bones are
removed?
B. Drawn D. Steak
18. Which of the following is the second step in scaling whole fish? A. Begin
to rake the scales from the tail towards the head.
B. Remove the scales on both sides of the fish.
C. Hold the fish down firmly with your hand near its head.
D. Lay your fish flat on the board.
19. Which of the following is the third step in opening an oyster? A. Cut muscle
from bottom cup.
B. Insert oyster knife at hinge slowly but firmly C.
Push knife into oyster and slice muscle from top shell
D. Twist knife handle to open the oyster.
C. Gills are pink or red
21. How many colors is suggested on a plate to make it balance?
A. Four to five C. Three to four
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B. One to two D. Two to three

22. Which of the following seafood is cooked just enough to heat to keep it juicy and
plump?
B. Lean fish D. Shellfish
23. Which of the following enhances baked fish when served?
A. Butter C. Lemon
B. Cream D. Sauce
24. What cooking method is suited to fat fish.

A. Baking C. Deep -frying B. Boiling D.
Sautéing
25. Which is basted to baked lean fish to help prevent it from drying up.
B. Give five characteristics of a fresh fish.

26. ____________________________________________________
27. ____________________________________________________
28. ____________________________________________________
29. ____________________________________________________
30. ____________________________________________________
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LESSON 1 PREPARE VEGETABLE DISHES
Overview
Vegetables are plants or parts of plants like leaves, fruits, tubers, roots,
bulbs, stems, shoots, and flower used in a dish either raw or cooked.
Vegetables give color, texture and flavor to our meals. They also give
vitamins and minerals.
Vegetables provide nutrients vital for health and maintenance of your
body. Eating vegetables provides health benefits to people like reduced risk of
some chronic diseases including heart attack and stroke, protect them against
certain types of cancers, reduce obesity and type two diabetes, lower blood
pressures, reduce the risk of developing kidney stones and help decrease
bone loss.
Vegetables are important sources of many nutrients, including potassium,
dietary fiber, folate (folic acid), vitamin A, and vitamin C.
• Diets rich in potassium may help maintain normal blood pressure.
Vegetable sources of potassium include sweet potatoes, white
potatoes, white beans, tomato products (paste, sauce, and juice), beet
greens, soybeans, lima beans, spinach, lentils, and kidney beans.
• Dietary fiber from vegetables, as part of an overall healthy diet, helps
reduce blood cholesterol levels and may lower risk of heart disease.
Fiber is important for proper bowel function. It helps reduce constipation
and diverticulosis. Fiber-containing foods such as vegetables help
provide a feeling of fullness with fewer calories.
• Folate (folic acid) helps the body form red blood cells. Women of
childbearing age who may become pregnant should consume adequate
folate from foods, and in addition, 400 mcg of synthetic folic acid from
fortified foods or supplements. This reduces the risk of neural tube
defects, spinal bifida, and anencephaly during fetal development.
• Vitamin A keeps eyes and skin healthy and helps to protect against
infections.
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• Vitamin C helps heal cuts and wounds, and keeps teeth and gums
healthy. Vitamin C aids in iron absorption.
Learning Outcome 1 Perform Mise’ En Place
Vegetables need to be prepared before they are ready to serve or used

as an ingredient in a cooked dish. Prior to preparation you need to identify the
various kinds of vegetables and different tools and equipment needed in the
preparation of vegetables. It is an important factor to consider in the
preparation of vegetables.
Classifications of Vegetables
a. According to parts of plants
 Gourd family
- cucumber, pumpkin, chayote




 Seeds and pods

- beans, peas, corn, okra
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1. Fruit Vegetables
- avocado, eggplant, sweet pepper, tomato
• Roots and tubers

- beet, carrot, radish, turnip, artichoke, potato, sweet
potato
• Cabbage family
- cabbage, broccoli, cauliflower, Brussels sprouts, bokchoy
• Onion family
- onion, scallion, leek, garlic, shallot
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• Leafy greens
- spinach, lettuce
• Stalks, stems, and shoots

- artichoke, asparagus, celery, fennel, bamboo, shoots
 Mushrooms
2. According to Chemical Composition

• Carbohydrates-rich vegetables – seeds, roots, tubers
• Protein-rich vegetables –legumes, peas, beans
• Fat-rich vegetables – nuts, olives, avocado
• High moisture content – mushroom, tomatoes, radish, green
leafy vegetables
3. According to Nutritive Value

The following is based on their nutrient content since fruits and
vegetables are good sources of vitamins and minerals.
• Vitamin A-rich vegetables – green leafy and yellow fruits and
vegetables
• Vitamin C-rich vegetables – yellow vegetables
• Vitamin B (complex) – legumes, peas, beans
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Tools and Equipment Needed in Preparing Vegetables
paring knife - used in paring
chef knife - used in cutting
chopping board -- used to hold item while chopping
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colander - used to drain excess water after

washing
bowls
- used to hold vegetables
utility tray
- used to hold ingredients
sauté pan - for sautéing or stir frying

vegetables
steamer
- for steaming vegetables
oven - for cooking vegetables oven-

steam or bake
Flavor Components of Vegetables
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1. Sugar –
Fructose – the natural sugar that provides the sweetness in
vegetables.
2. Glutamic Acid –
This forms a product called monosodium glutamate when
combined with salt. It is found in large amount from young and
fresh vegetables.
3. Sulfur compounds –
Give the characteristic strong flavor and odor of some
vegetables like onions, leeks, garlic, chives, cabbage and
broccoli.
Color Components
1. Chlorophyll – a fat soluble compound responsible for the green color of
plants. When combined with acid, it forms pheophytin which produces an
olive green color.
When combine with alkali, it forms chlorophyllins which produces
a more intense green color. The addition of baking soda when
cooking that results to brighter green color, is an example.
2. Carotenoids – the yellow, orange to red soluble pigments found in plants.

2.1 - beta carotene from carrots and squash
2.2 - lycopene, from tomatoes
3. Flavonoids
3.1 - Anthoxanthin – responsible for the yellow pigments
3.2 - Anthocyanins – responsible for red and blue to violet pigments
(beets) Tube, eggplants
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Factors to consider in choosing good quality vegetables
1. Freshness
Fresh vegetables should be crisp and bright in colors.
2. Absence of decay or insect infestation
3. No mechanical damage or injury.
4. Rightdegree of maturity
5. Variety
Different varieties differ in color,
shape, texture and sometimes flavor.
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Vegetables are good sources of food nutrients that are very important in everyday
meals.
Nutritional Value of Vegetables
1. Vitamin A
- Green leafy
vegetables are
sources of vitamin
A. Example:
alugbati ampalaya
leaves kalabasa
leaves
malunggay
petchay
sili leaves
2. Vitamin C
Example:
cabbage – type
vegetables bell
peppers lettuce
potatoes
dark green and yellow
vegetables
3. Vitamin B – complex
Beans and leafy greens are rich sources of vitamin B – complex
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Example:
ampalaya tops
kulitis
pepper
leaves
saluyot
dried beans
4. Complex carbohydrates
Complex carbohydrates are carbohydrate molecules with more
than 20 – sugar residue. They are called as polysaccharide.
Functions of Carbohydrate:
1. Source of energy ( protein sparing and prevents ketosis)
2. Source of B-vitamins for CHO metabolism 3. Type of
carbohydrate chosen determines:
• Fiber content
• Glycemic load of diet
• Nutrient density and phytochemical content
Example:
wheat bran
whole grain breads and cereals
cabbage carrots
Brussels sprouts
Preparing Fresh Vegetables 1.

Washing
 Wash all vegetables thoroughly
 Scrub well unpeeled vegetables, like potatoes for baking
 Wash green leafy vegetables in several changes of cold water
 After washing, drain well and refrigerate lightly covered to prevent
drying.
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2. Soaking
 Do not soak vegetables for long periods to prevent flavor and nutrient loss.
 Cabbage, broccoli, cauliflower may be soaked for 30 minutes in cold salted
water to eliminate insects.
 Limp vegetables can be soaked briefly in cold water to restore crispness.
3. Peeling and Cutting

 Peel vegetables as thinly as possible.
 Cut vegetables into uniform pieces for even cooking
 Treat vegetables that brown easily with acid (potatoes, eggplants, sweet
potato) or hold under water until ready to use.
 Save edible trim for soups, stocks and purees.
Basic Knife Cuts

1. Chopping – done with a straight, downward cutting motion.
2. Chiffonade (shredding) – making very fine parallel cuts.
3. Dicing – producing cube shapes
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Diamond (lozenge) – thinly slicing and cutting into strips of appropriate width
5. Mincing – producing very fine cut usually for onions and garlic
6. Julienne and baton net – making long rectangular cut
Pays Anne (Fermi ere) – making curved or uneven cuts of the same thickness
8. Rondelle – making cylindrical cut
9. Bias –making diagonal cut
10. Oblique, or roll cuts – making diagonal cut by rolling the long cylindrical
vegetables
Apply safe and accurate cutting techniques in preparing vegetables according

to enterprise standards.
A. Trimming Artichoke bottom
1. Start by
filling a bowl
with cold water
and lemon into
it. (You could
also use a dash
of vinegar) this will slow the browning on the surface of the
artichoke when it is cut and exposed to air.
2. Pull out the tough outer, dark green leaves of artichoke.
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3. Continue removing leaves until you are left with light

colored, tender leaves. Rub surfaces with lemon.
4. Slice off the top one inch.
6.
5. Trim the remaining dark green surfaces at the base,

including stalk and continue to rub with lemon.
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6. Cut the artichoke

in half.
7. Use spoon to
remove hairy fibers
in the center of the
artichoke.
8. Pull out all of the tough red fibers, leaving the soft green
leaves in place.
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9. Cut the artichokes lengthwise into sizes that suit your

recipe and place it in the water bath with lemon before
cooking.
B. Trimming Asparagus
1. Hold a spear of asparagus in each hand.
2. Bend downward with each end until it

breaks into two.
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3. Repeat with the whole bunch of asparagus.

Purplish ends on the left are destined for stock, and
greenish spears to be trimmed.
4. Trim or cut them into one inch length for

cooking.
C. Preparing Avocados
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1. Grip the avocado gently on one side with one hand, cut the avocado
lengthwise around the seed.
2. Open the avocado into halves to expose the seed.
3. Scoop out the seed with the use of spoon or scooper.
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4. Gently tap the seed with a knife and twist to get the seed out and
discard.
5. Scoop out the avocado flesh with a spoon or scooper.
6. Slice avocado into segments.
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D. Cutting and Shredding Cabbage
1. Pull off any bruised or wilted outer leaves from a red or green cabbage
head.
2. Cut the cabbage into halves.
3. Cut the halves into quarters lying flat side down on the cutting board.
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4. Use a paring knife to remove the hard core.

Repeat with remaining cabbage quarters.
5. Cut into slices or shred the cabbage to your desired thickness.
E. Peeling and crushing garlic
1. To remove the paper skin of garlic, cut off the base of the clove.
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2. Place the clove on a board and gently slam it with flat side of a knife.
3. The skin will burst and can easily be removed.
4. Cut the garlic into slices as thin as possible.

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5. From garlic slices, mince it.
4. Crush the garlic as you want.
F. Cleaning leeks
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1. Cut off and discard the dark

green leaves. Trim and discard the
roots.
2. Cut the stalk into half lengthwise.
3. Slice them crosswise.
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4. Transfer them to a bowl

of cold water and swish them
around a few times.
5. With hands loosely

cupped, lift the leeks out of
the bowl and place them on a
plate or work surface (or
colander).
6. Discard the water with the remaining grit.

7. Repeat until the water is clear and ready to be cooked.
Formative Assessment
Directions: Identify and classify the given pictures. Write your answer in the
appropriate column.
Name Classification
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1.
2.
3.
4.
5.
6.
7.
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8.
9.
10.
B. Directions: Identify the different methods of preparing fresh vegetables.

Write the correct method on the space provided.
1. 2. 3.
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4. 5.
6. 7.
Learning Outcome 2 Prepare Vegetable Dishes
Effects of Cooking Vegetables

1. Changes in texture
- Fibers are either softened or toughened.
A. Cellulose and hemicellulose – heating generally softens
fibers
B. Addition of acid toughen fibers
C. Addition of alkali like baking soda soften hemicellulose
D. Addition of lime causes firmness or delay softening due to the
reaction of calcium from lime (―apog‖)
2. Water is either lost or absorbed.
A. Vegetables contain high amount of water, leafy and succulent
vegetables lose water and become limp.
B. Vegetables with significant amount of starch (dried beans, root
crops, tubers) absorb water because of the hygroscopic property of
starch.
3. Changes in color
Cooking for a short time, helps maintain color. The effect of heat,
acid, alkali, and metal on the pigment are summarized below:
Table 1. Effect of Acid, Alkali, and Prolonged Cooking

Effect of
Solubility in
Pigment Effect of acid Effect of alkali prolonged
water
cooking
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Intensifies Slightly
Chlorophyll Olive green Olive green
green color Soluble
Little effect
unless Slightly
Carotene Little effect Little effect
excessive Soluble
way darkens
Deeper red
purple or blue Very
Anthocyanin Color is stable Little effect
depending on soluble
alkalinity
Darken if
excessive in Very
Anthoxanthins No effect Yellow
the presence soluble
of iron
4. Changes in nutrients
A. Carbohydrate
- moist heat cooking – gelatinization of starch
- dry heat cooking – dextrinization of starch
- carmelization of sugar
B. Protein become more soluble and digestible
C. Vitamin may be destroyed in heat like vitamin C
D. Minerals are washed into the cooking liquid or oxidized
General Rules of Vegetable Cookery

• Don‘t overcook.
• Prepare vegetable as close to service time as possible and in
small quantities.
• If the vegetable must be cooked ahead, undercook slightly and
chill rapidly. Reheat at service time.
• Never use baking soda with green vegetables.
• Cut vegetables uniformly for even cooking.
• Cook green vegetables and strong – flavored vegetables
uncovered.
Standard Quality of Cooked Vegetables
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1. Color
Bright, natural color
2. Appearance on plate Cut neatly and uniformly

Attractively arranged with appropriate combinations and garnishes
3. Texture
Cooked to the right degree of doneness
Crisp – tender, not overcooked and mushy
Potatoes, squash, sweet potatoes, tomatoes should be cooked
through with smooth texture
4. Flavor
Natural flavor and sweetness
Strong – flavored vegetables should be pleasantly mild, with no off
flavors or bitterness
5. Seasonings
Seasonings should not mask the natural flavors
6. Sauces
Do not use heavily. Vegetable should not be greasy
7. Vegetable combinations
Vegetables should be cooked separately for different cooking
times, and then combined
Combine acid vegetables like tomatoes, to green vegetables just
before service to prevent discoloration of greens.
Cooking Frozen and Canned Vegetables
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A.) Frozen Vegetables

• Examine all frozen products when received to check quality.
• Frozen vegetable requires shorter time in cooking because they have
been partially cooked.
• Cook from the frozen state. Can cook directly into steamer or boiling
salted water.
• Corn on the cob and vegetables that freeze in solid block like squash,
should be thawed for even cooking.
• Add less salt. Most frozen vegetables are slightly salted during
processing.
B.) Canned Vegetables
• Drain vegetables and place half the liquid in a cooking pot, and
bring to boil.
• Add vegetables and heat to serving time. Do not boil for a long
time.
• Season liquid before adding vegetables to blend flavors of herbs
and spices.
• Use butter to enhance the flavor of most vegetables.
Frozen vegetables Canned vegetables

1. Examine all frozen products 1. Drain vegetables and place
when received to check quality half the liquid in a cooking pot,
and bring to boil.
2. Frozen vegetable requires 2. Add vegetables and heat to
shorter time in cooking because serving time. Do not boil for a
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they have been partially cooked long time

3. Cook from the frozen state. 3. Season liquid before adding
Can be cooked directly into vegetables to blend flavors of
steamer or boiling salted water. herbs and spices.
4. Corn on the cob and 4. Use butter to enhance the
vegetables frozen in solid block flavor of most vegetables
like squash, should be thawed
for even cooking
5. Add less salt. Most frozen
vegetables are slightly salted
during processing
Culinary Terms of Vegetables

Assortments of fresh vegetables like carrots, turnips, peas, pearl onions, green
beans, cauliflower, asparagus and artichokes.
Bouquet ere – bouquet of vegetables
Printaniere – spring vegetables
Jardinière – garden vegetables
Primeurs – first spring vegetables
Clamart – peas
Ceecy – carrots
Doria – cucumbers cooked in butter
Dubarry – cauliflower
Fermiere – carrots, turnips, onions, celery cut into
uniform slices
Florentine – spinach
Forestiere – mushrooms
Judic – braised lettuce
Lyonnaise – onions
Nicoise – tomatoes concasse cooked with garlic
Parmientier – potatoes
Princesse – asparagus
Provençale – tomatoes with garlic, parsley and sometimes
mushrooms or olives
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Directions: Make a compilation of technical words commonly used in the

world of culinary for vegetable cookery. Follow concrete instructions below:
 Make a personalized and improvised dictionary (half folded bond paper).
 Include local and foreign terminologies which are used in
vegetable cookery.
 Limit your dictionary to a minimum of 10 pages and a maximum of
20 pages.
 Bind and cover it.
 You can work in collaboration with others and submit after 1 week.
Your output will be rated using the scoring rubric below.

SCORE CRITERIA
5 Done creatively and neatly with more than twenty pages
4 Done creatively and neat enough with 15 to 20 pages
3 Done creatively and neat enough but with10 to 14 pages
2 Done simply and neat enough but with 10 to 14 pages
1 Done poorly with less than 10 pages
Ways of Cooking Vegetables
1. Boiling and steaming –

Vegetables are drained as soon as they are cooked and then cool quickly
under cold water to prevent overcooking from the residual heat. They are
reheated quickly by sautéing in butter or other fat. Seasonings and sauces
are added at this stage.
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2. Sautéing and Pan –

Frying
Both methods may be used to complete
cooking or precooked or blanched
vegetables. Also used for complete cooking
of raw vegetables.
3. Braising
The blanched or raw vegetable, is placed in the pan then liquid is added
(stock, water, wine) to cover vegetables, then cooked slowly.
4. Baking
Cooking starchy vegetables using heat of the
oven, rather than range top. Starchy vegetables are
baked because the dry heat produces a desirable
texture.
5. Deep – frying
Vegetables large enough to coat with breading or
batter may be fried. Quick – cooking vegetables
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can be fried raw. Some, may be precooked by simmering or steaming briefly

to reduce the cooking time in frying.
Directions: Find a partner and perform the different ways of cooking vegetables.
Choose at least 2 from the given recipes.
Boiling Vegetables
Stove
Pots and pan
Chopping board
Knife
Strainer
Ladle
Ingredients:
Vegetables (any kind)
Water
Procedure:
Boiling Vegetables
1. Trim, peel and cut vegetables as required.
2. Add required amount of water to the pot.
3. Add salt and bring to boil.
4. Place vegetables in the pot and return the water to a boil.
5. Reduce heat to a simmer and cook vegetable, to required
doneness.
 Green vegetables and strong flavored vegetables are
cooked uncovered.
6. Drain vegetables quickly to avoid overcooking.
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Steaming Vegetables 1.
Trim and cut vegetables as required.
2. Pre-heat the steamer.
3. Arrange vegetables in pan or baskets for cooking. Make a shallow,
even layers for uniform cooking.
4. Steam for required time.
5. Remove vegetables from steamer.
6. Finish vegetables according to recipe and serve at once, or cool
quickly.

4 Follows correctly the procedures in boiling/steaming vegetables and
performs the skill very satisfactorily without supervision and with initiative
3 Follows correctly the procedures in boiling/steaming vegetables and

performs the skill satisfactorily without assistance or supervision.
2 Follows correctly the procedures in boiling/steaming vegetables with minor

errors and performs the skill satisfactorily with some assistance and/or
supervision.
1 Was not able to follow the procedures in boiling/steaming vegetables and
performs the skill unsatisfactorily.
Sautéing Vegetables
Stove
Pots and pan
Ladle
Strainer
Spatula
Ingredients:
Vegetables (any kind)
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Procedure:
Sautéing Vegetables
1. Prepare vegetables as required.
2. Place sauté pan on high heat.
3. When pot is hot, add small amount of clarified butter, oil or other fat enough to
coat the bottom of the pan.
4. Add vegetables. Do not overload the pan, or the temperature will be lowered
too much and the vegetables will simmer instead of sauté.
5. After the heat has recovered, flip the pan to toss vegetables.
6. Continue to flip as necessary.
7. As soon as vegetables are cooked, remove from pan and serve.
Frying Vegetables
1. Prepare mise-en place. Use a griddle if only a small amount of fat is required.
2. Heat the pan and add fat, and let it heat.
3. Place prepared vegetables in the pan. Cook to desired degree of browning.
4. Turn vegetables with a spatula and continue to cook until done.
5. Remove from pan, and drain on absorbent paper to eliminate excess fat.

4 Follows correctly the procedures in sautéing/frying vegetables and
3 Follows correctly the procedures in sautéing/frying vegetables and

2 Follows correctly the procedures in sautéing/frying vegetables with minor

errors and performs the skill satisfactorily with some assistance and/or
supervision.
1 Was not able to follow the procedures in sautéing/frying vegetables and
performs the skill unsatisfactorily.
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Braising Vegetables
Stove
Pots and pan
Strainer
Ladle
Ingredients:
Vegetables
Water or wine
Procedure:
1. Heat pan, add fat.
2. Place vegetables in a pan.
(Vegetables may or may not be cooked in fat before adding liquid)
3. Add liquid, stock, water or wine or combination of liquids.
4. Cover the pan and cook vegetables.
5. Remove from heat, and serve vegetables with the cooking liquid, or
drained off the liquid and reduced over high heat before serving to
concentrate flavor.

4 Follows correctly the procedures in braising vegetables and performs the
skill very satisfactorily without supervision and with initiative and
adaptability to problem situations.
3 Follows correctly the procedures in braising vegetables and performs the

skill satisfactorily without assistance or supervision.
2 Follows correctly the procedures in braising vegetables with minor errors

and performs the skill satisfactorily with some assistance and/or
supervision.
1 Was not able to follow the procedures in braising vegetables and performs
the skill unsatisfactorily.
Cooking Vegetables by Baking and Deep Frying
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Oven, Stove
Fryer
Pots and pan
Baking pan
Ingredients:
Vegetables
Breading
Oil
Procedure:
Baking Vegetables
1. Collect all equipment and food products.
2. Prepare vegetables as required.
3. Place in appropriate pan and set in pre-heated oven.
4. Bake to desired doneness.
Deep-Frying Vegetables
1. Collect all equipment and food products.
2. Pre-heat fryer to proper temperature (325°F - 350°F).
3. Prepare food items as required. Apply breading or batter if necessary.
4. Place proper amount of food in fryer. Do not overload.
5. Fry to desired doneness.
6. Remove from pan. Drain to remove excess fat.
7. Serve at once or if necessary, hold uncovered in a warm place for the
shortest possible time.

4 Follows correctly the procedures in baking/deep-frying vegetables and
3 Follows correctly the procedures in baking/deep-frying vegetables and

2 Follows correctly the procedures in baking/deep-frying vegetables with

minor errors and performs the skill satisfactorily with some assistance
and/or supervision.
1 Was not able to follow the procedures in baking/deep-frying vegetables
and performs the skill unsatisfactorily.
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Performance Activity 2
Directions: Given the different recipes, follow the procedures by pair or by
group.
Vegetable Tagliatelle
Chopping board
Knife
Pots and pan
Coriander
Ladle
Ingredients:
450 grams zucchini, trimmed
450 grams. carrots, peeled and trimmed
450 grams. celery root, peeled
4tbsp. butter
Procedure:
1. Cut vegetables lengthwise into thin slices. About 1/8 inches thick, cut
into long thin strips to resemble flat noodles.
2. Blanch each vegetable separately into boiling salted water. Refresh
under cold water and drain.
3. Just before serving, heat butter in saucepan over moderate heat. Add
vegetables and toss in butter until hot.
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4 Follows correctly the procedures in preparing and cooking vegetable

tagliatelle and performs the skill very satisfactorily without supervision and
with initiative and adaptability to problem situations.

tagliatelle and performs the skill satisfactorily without assistance or
supervision.
tagliatelle with minor errors and performs the skill satisfactorily with some
assistance and/or supervision.
1 Was not able to follow the procedures in preparing and cooking vegetable
tagliatelle and performs the skill unsatisfactorily.
Sautéed Mushroom
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Pan
Ladle
Plate
Ingredients:
1 1/2kg mushrooms, fresh
10 tbsp. clarified butter or
salt to taste
pepper to taste
Procedure:
1. Rinse the mushrooms quickly and dry them with towels. Trim off
the bottom of the stems and slice the mushrooms.
2. Heat sauté pans over high heat. Add fat to the pan.
3. Place mushrooms in the pan. Do not overload. Sauté over high
heat until browned. Do not overcook.
4. Season with salt and pepper.

4 Follows correctly the procedures in preparing and cooking sautéed
mushroom and performs the skill very satisfactorily without supervision
and with initiative and adaptability to problem situations.

mushroom and performs the skill satisfactorily without assistance or
supervision.
mushroom with minor errors and performs the skill satisfactorily with some
1 Was not able to follow the procedures in preparing and cooking sautéed
mushroom and performs the skill unsatisfactorily.
Braised Celery
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Tool/Equipment Needed:
Chopping board
Knife
Pan
Ladle
Ingredients:
1 kg celery
4 tbsp butter
1 ½ pt. brown stock or chicken stock
salt to taste
pepper to taste
Procedure:
1. Trim and wash celery. Peel the outside part and use the tender
inner stems. Cut into 1 ½ inches lengths.
2. Heat the butter in a braising pot and add the celery. Cook over
moderate heat until the celery is just beginning to soften.
3. Add enough stock to cover the celery. Season with salt and pepper
to taste. Cover and cook slowly in an oven or range top until
tender.
4. Drain the celery and keep it warm. Reduce the stock over high
heat. Adjust the seasonings and pour the sauce over the celery.

4 Follows correctly the procedures in preparing and cooking braised celery
and performs the skill very satisfactorily without supervision and with
initiative and adaptability to problem situations.
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and performs the skill satisfactorily without assistance or supervision.

with minor errors and performs the skill satisfactorily with some assistance
and/or supervision.
1 Was not able to follow the procedures in preparing and cooking braised
celery and performs the skill unsatisfactorily.
Glazed Sweet Potatoes
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Pan
Ladle
Knife
Chopping board
Baking pan
Ingredients:
1.8 kg sweet potatoes
6 tbsp. water
¾c light corn syrup or maple syrup
6 tbsp. brown sugar
8 tbsp. orange juice
2 tbsp. lemon juice
2 tbsp. butter
½ tsp cinnamon
1/8 t ground cloves
¼t salt
Procedure:
1. Scrub sweet potatoes. Boil or steam until tender. Do not overcook.
2. Spread the potatoes on a sheet pan to cool.
3. Peel the potatoes when they are cool enough to handle. Cut into
uniform pieces. Arrange in a buttered baking pan.
4. Place water, syrup and sugar in a saucepan. Stir over heat until
sugar is dissolved. Add remaining ingredients and boil mixture to
form heavy syrup.
5. Pour syrup over potatoes.
6. Bake at 350°F until potatoes are thoroughly cooked and glazed,
about 45 – 60 minutes.
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4 Follows correctly the procedures in preparing and cooking glazed sweet

potatoes and performs the skill very satisfactorily without supervision and
with initiative and adaptability to problem situations.

potatoes and performs the skill satisfactorily without assistance or
supervision.
potatoes with minor errors and performs the skill satisfactorily with some
1 Was not able to follow the procedures in preparing and cooking glazed
sweet potatoes and performs the skill unsatisfactorily.
LumpiangUbod with Egg Wrapper Materials

Needed:
Wok colander
Turner measuring spoon
Knife measuring cups
Chopping board casserole
Ingredients:
½ kl stripped ubod
1 kl stripped sweet potato
½ kl carrot
½ kl cabbage
2 stalk celery
2 cups ground peanut
1 head garlic
2pcs onion
½ kl ground pork
1/4kl shrimps
2T fish sauce
1pc pork bouillon
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Procedure:
1. Blanch the ubod first
2. Sauté the garlic and onion, put the ground pork and 2T fish sauce
3. Put sweet potato until tender
4. Put the ubod, carrots, cabbage and celery
5. Put the ground peanut
6. Season to taste
Sauce:
Ingredients:
½ kl sugar
1/4T fish sauce
½ cup ground peanut
¼ cup minced garlic
1 stalk chopped celery
¼ cup cornstarch mixed with ¼ cup water
1.5L water
Procedure:
1. Caramelized sugar, put 1.5 liter of water and let it boil
2. Put the minced garlic, celery and peanut
3. Let it boil
4. Thickened with cornstarch dispensed in water
A. Directions: Make a research on various recipes of the following vegetables:

a. MalunggayLeaves
b. Bell Pepper
c. Sayote
E. Directions: Make a research on the different ways of cooking vegetables in
the Philippines and other countries. Follow the instructions below:  Group
yourselves into 5 groups  Assign a leader.
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• Leaders will assign task to each member.

• Work on your research following the assigned country
a. Group I - Asian Countries
b. Group II - European Countries
c. Group III - American Countries
d. Group IV - African Countries
e. Group V - Ethnic ways of cooking in the Philippines.
Learning Outcome 3 Present Vegetable Dishes
• Presentation of prepared vegetable dishes

• Factors to consider in plating vegetable dishes
Essential Factors of Food Presentation
1. Good preparation and cooking techniques – Proper cutting and

cooking of vegetables
2. Professional Skills
Ability to perform according to required standards
3. Visual Sense
Effective food presentation depends on the understanding of
techniques involving balance, arrangement, and garniture.
• Balance
Select foods and garnishes that offer variety and
contrast. This should be applied to colors, shapes,
textures and flavors.
• Portion size
 Match portion sizes and plates
 Balance the portion sizes of the items on the plate
• Arrangement on the plate
Many chefs display their creativity in plating
presentations. One important thing is, to keep in mind
the convenience and comfort of the diner when plating.
Plating Styles with Vegetable Dishes
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Classic arrangement:
1. Main item in front, vegetables, starch items and garnish at the
rear.
2. Main item in the center, with vegetable

distributed around it.
3. Main item in the center with neat piles of

vegetables carefully arranged around.
4. A starch or vegetable item heaped in the center, the main item sliced
and leaning up against it.
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Guidelines in Plating
1. Keep food off the rim of the plate.

Select a plate large enough to hold food without hanging off the
edge.
2. Arrange the items for the convenience of the customer.

Always arrange the best side of food on plate to avoid letting the
diner rearrange them before eating.
3. Keep space between items, unless, they are stacked on one another.
Arrange vegetable on plate, that every item should be identifiable.
4. Maintain unity.
Create a center of attention and relate everything to it.
5. Make every component count.

Garnishes are not added just for color, but sometimes they are
needed to balance a plate by providing an additional element.
6. Add sauce or gravy attractively on plate.

Pour sauce around or under the dish or covering only a part of
the dish. Always think of the sauce as part of the overall design
of the plate.
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7. Keep it simple.
Avoid making food too elaborate.
Creative Presentation Techniques
• Vegetable Purees
1. Cook vegetable until soft, then drain
well.
2. In food processor, process vegetable to
smooth puree.
3. Add melted butter or margarine.
4. Season with salt and pepper and
process again.
5. Add whipping cream.
6.Using ice-cream scoop or spoon, shape puree
on heatproof plate and place in oven or
microwave until hot.
• Ribbon Vegetables
1. With vegetable peeler, shred carrot, corvette and radish into

long ribbons, about 2.5 cm. wide, pressing lightly with peeler so
ribbons will be very thin.
2.Toss vegetables with melted butter or margarine.
3. Cook until tender – crisp.
• Vegetable Rings
1. With sharp knife, cut 3 peppers, (green, yellow, red) and onion into rings.
2. Remove core, seeds and membranes from peppers.
3. Toss vegetables with melted butter or margarine.
4. Cook until tender – crisp.
5. Serve hot or refrigerate to serve chilled.
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Photo Collection
Directions: Follow instructions below:
1. Make a photo album on the creative presentation techniques
for vegetable cookery.
2. It should contain a minimum of 10 pages and a maximum of
15 pages.
3. Label each creative presentation.
4. Your output will be rated using the scoring rubric below:
SCORE CRITERIA
5 Done creatively and neatly showing much relevance to the given
task
4 Done creatively and neat enough with relevance to the given task
3 Done creatively and neat enough but no relevance to the given
task
2 Done simply and neat enough but not so relevant to the given
task
1 Done poorly with erasures and irrelevant to the given task
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Directions: Prepare and present creatively a Stir Fried Mixed Vegetables

applying your own presentation design. Follow the procedures and ingredients
given.
Stir Fried Mixed Vegetables
Pan
Mixing Bowl
Ladle
Chopping Board
Knife
Plate for serving
Ingredients:
350 g Chinese cabbage, cut into chunks
8 dried black mushrooms, cut julienne
4tbsp. carrots, cut julienne
4tbsp baby corn, drained
4 scallions, cut into shreds
4tbsp oil
1 garlic cloves, crushed
2 slices ginger root
½t salt
12tbsp water or chicken stock
1/8 c cornstarch
12tbsp water, cold
½t sesame oil
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Procedure:
1. Heat oil in a wok.
2. Add garlic.
3. Add ginger and salt.
4. Add cabbage and stir fry.
5. Add the remaining vegetables except shredded cabbage. Continue
to stir fry for 1 -2 minutes, then add shredded cabbage.
6. Add the stock, soy sauce, and cook until vegetables are crispy.
7. Mix cornstarch with cold water, then stir into vegetables to thicken
the sauce.
8. Stir the sesame oil and serve at once.

4 Follows correctly the procedures in preparing, cooking and presenting stir
fried vegetables and performs the skill very satisfactorily without
supervision and with initiative and adaptability to problem situations.

fried vegetables and performs the skill satisfactorily without assistance or
supervision.
fried vegetables with minor errors and performs the skill satisfactorily with
1 Was not able to follow the procedures in preparing, cooking and
presenting stir fried vegetables and performs the skill unsatisfactorily.
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Learning Outcome 4 Store Vegetable Dishes
Fresh Vegetables
1. Potatoes and onions are stored at cool temperature. (50 -65°F) in a dry,
dark place.
2. Other vegetables must be refrigerated. To prevent drying they should be
kept covered or wrapped.
3. Peeled and cut vegetables should be covered or wrapped, and use quickly
to prevent spoilage.
4. Potatoes, eggplants and other vegetables that brown when cut should be
treated with an acid or blanched them to inactivate the enzyme that cause
browning. Raw, cut potatoes are held in cold water for a short time.
5. Store all fresh vegetables for a short time.
Frozen Vegetables
1. Store at 0°F (-18°C). or colder in original container until ready for use.
2. Do not refreeze thawed vegetables.
Dried Vegetables
1. Store in a cool (less than 75°F) dry, well ventilated place.
2. Keep well sealed and off the floor.
Canned Vegetables
1. Keep in a cool dry place, away from sunlight and off the floor.
2. Discard cans that show signs of damage (swollen, badly dented rusted cans).
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Leftovers
1. Don‘t mix batches.
2. Store leftover creamed vegetables for one day only. Before storing,
cool rapidly by placing the container on ice.
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LESSON 2 PREPARE AND COOK SEAFOOD DISHES
Overview
Seafood is any form of sea life regarded as food by humans. Seafood
includes fish and shellfish. Shellfish include various species of mollusks,
crustaceans, and echinoderms. A wide variety of fish and seafood are
available in the market from many different sources. There are so many
methods for cooking seafood, most of them are fast and easy, making them
the perfect choice for a quick and healthy meal. This lesson provides
information about fish and shellfish, ways on preparing and cooking fish,
along with some of the most popular seafood recipes, and presenting and
storing seafood.
Learning Outcome 1 Perform Mise’ En Place

You are about to learn the following from this lesson:
• Tools and equipment needed
• Types of seafood-shellfish, fin fish, others
• Variety of fish-structure, body shape, market forms, fat contents, water
source, processed fish, others
• Market forms of fish and fish products
• Fish cuts
• Composition and nutritive value of fish (scaling, cutting of tails and fins,
Eviscerating, cleansing, canning)
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Classifications of Seafood
Fish products are divided into two categories

1. Fin fish – fish with fins and internal skeletons
A. Saltwater fish –
• Flatfish
 Flounder
 Sole
• Round fish
 Black sea bars
 Bluefish
 Cod
 Grouper
B. Freshwater fish
• Cat fish
• Eel
• Tilapia
2. Shell fish – fish with external shells but no internal bone structure.
They have hard outer shells.
Two classifications of Shellfish
A. Mollusks – are soft sea animals

• Bivalves – they have a pair of hinged
shells (clams, oysters)
• Univalves – they have a single shell
(abalone)
• Cephalopods – (octopus, squid)
B. Crustaceans – are animals with segmented shells and

jointed legs (shrimps, crabs)
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Parts of a Fish
Composition and Structure:

Fish consists of water, protein, fats and small amount of minerals and vitamins.
Fish has very little connective tissue. It means:
1. Fish cooks very quickly, even at low heat.

2. Fish is naturally tender. High heat will result to toughening of protein.
3. Moist-heat methods are used not to create tenderness but to preserve
moistness and provide variety.
4. Cooked fish must be handled very carefully.
1. Fat Fish -- are those that are high in fat. (salmon, tuna, trout, mackerel)
2. Lean Fish – are those that are low in fat. (sole, cod, red snapper, bass)
Market Forms
1. Whole or round – completely intact, as caught
2. Drawn – viscera removed
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3. Dressed -- viscera, scales,

head, tail and fins removed
4. Steaks – cross-section slices,

each containing a section of backbone
5. Fillets – boneless side of fish, with or without skin
6. Butterflied fillets – both sides of a fish still joined, but with bones
removed
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7. Sticks or tranches – cross-section slices of

fillets
Characteristics and Market forms of Shellfish
Shellfish
Characteristics
Mollusks
 Oysters have rough, irregular shells.
 Flesh of oyster is extremely soft and delicate and contains high
percentage of water.
 Hard-shell clams – can be eaten raw
 Soft-shell clams are called steamers. The usual way to cook is to
steam.
 The shells of mussels are not as heavy as clamshells, yellow to orange
in color and firm but tender when cooked.
 Scallops are creamy white in color and have a sweet flavor.
 Squid is somewhat chewy and are cut up or either fried quickly.
Crustaceans
 The lobster shell is dark green or bluish green but turns red when
cooked.
 Live lobster must be alive when cooked.
Market Forms
Mollusks
1. live in the shell
2. shucked – fresh or frozen
3. canned
Crustaceans
1. live
2. cooked meat, fresh or frozen
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Directions: Identify the market forms of fish. Write your answer in your test
notebook.
1. _________ 2. ____________
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3. __________ 4. ____________
5. __________ 6. ____________
7.__________
Learning Outcome 2 Handle Seafood Dishes
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Checking freshness of fish

Fin Fish
1. Fresh and mild odor
2. Eyes are clear, shiny and bulging
3. Red or pink gills
4. Texture of flesh is firm or elastic
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5. Shiny scales, and tightly cling, on skin
Shellfish
1. Oysters, clams, mussels in the shell must be alive. Tightly closed shells when
jostled.
2. Live or shucked oysters must have a very mild, sweet smell.
3. Discard any mussels that are very light in weight or seem to be hollow.
4. Strong fishy odor or a brownish color is a sign of age or spoilage.
5. Live lobster must be alive when cooked. The meat will be firm and the tail
springs back when straightened.
6. Frozen shrimp should be solidly frozen when received.
7. Glazed shrimp should be shiny with no freezer burn.
8. All shrimps should smell fresh and sweet. A strong fishy or iodine smell
indicates age or spoilage.
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9. Live crabs should be kept alive until cooked.

10. Frozen crabmeat should be treated like any other frozen fish.
Handling and Storage of Fish
Fresh Fish
1. Store on crushed ice. Use drip pans to allow for
drainage of melted ice. Change ice daily. Cover
container or store in separate box away from other
foods. Whole fish should be drawn because entrails
deteriorate rapidly.
Cut fish should be wrapped or left in original
moistureproof wrap.
2. In refrigerated box at 30° to 34°F (-1° to 1°C. 3.
Fresh fish may be stored for 1 to 2 days. If kept
longer, wrap and freeze immediately.
4. Check store fish for freshness just before using.
Frozen Fish
1. Frozen products should be frozen,
not thawed when received.
2. Items should be well wrapped, with
no freezer burn.
3. Store at 0°F (-18°C. or colder.
4. Maximum storage time
Fat fish -- 2 months
Lean fish -- 6 months
5. Rotate stock – first in, first out
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Thawing and Handling of frozen fish

1. Thaw in refrigerator,
never at room temperature. If
pressed for time, keep in
original moisture-proof wrapper
and thaw under cold running
water.
2. Small pieces like fillets
and steaks can be cooked from
frozen state to prevent
excessive drip loss. Large fish
should be thawed for even cooking.
3. Fillets that are to be breaded can be partially
thawed.
4. Handle thawed fish as fresh fish. Do not refreeze.
5. Breaded, battered and other frozen prepared fish items are mostly cooked
from frozen state.
Shellfish
1. MUSSELS
Keep refrigerated (32°F to 35°F/0° to 2°C). and protect from light.
Store in original sack and keep sack damp.
2. SCALLOPS
 Shucked scallops can be cooked
without further preparation.
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 Keep scallops covered and refrigerated (30°F to

34°F). Do not let them rest directly on ice or they will
lose flavor and become watery.
3. LOBSTERS
 Live lobsters are either live or cup up before cooking. Live lobsters are
plunged head first into boiling water, then simmered for 5 – 6 minutes. If served
hot, they are drained well and split in half, and claws are cracked.
 Live lobsters can be kept in two ways
1. packed in moist seaweed, kept in a cool place
2. in saltwater
 Cooked lobster meat must be covered and refrigerated at 30° to 34°F.
It is very perishable and should be used in 1 – 2 days.
4. SHRIMPS
• Kept frozen at 0°F (-18°C). or lower
• Thaw in refrigerator
• Peeled shrimp should be wrapped before
placing on ice
• Shrimp served hot must be peeled and
deveined before cooking
• Shrimp to be served cold, must be peeled
after
cooking to preserve flavor.
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5. CRABS
 Live crabs should be kept alive until cooked.
 Frozen crabmeat is very perishable when
thawed. It must be treated like any other frozen
fish.
Directions: Follow the instructions below:

 Visit at least 2 market/supermarkets and list down the fish/seafood that
they are selling and their characteristics.
 Identify the kind and market forms of fish and other seafood products
available in the market visited.
 Make documentation with picture of each market form. Include
description of each.
Your output will be rated using the given rubric.

SCORE CRITERIA
5 Done creatively and neatly showing much relevance to the given topic
4 Done creatively and neat enough with relevance to the given topic
3 Done creatively and neat enough but no relevance to the given topic
2 Done simply and neat enough but not so relevant to the given topic
1 Done poorly with erasures and irrelevant to the given topic
Learning Outcome 3 Cook Seafood
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Are you ready for cooking? Fasten your seatbelt and carry on.
• Principles of cooking fish and seafood dishes (dry heat and moist heat
cookery)
• Variety of shellfish and fish dishes
Cooking Techniques for Fish and Shellfish
Fish is very delicate and easily overcooked. During cooking, test for doneness
must be observed.
1. The fish just separates into flakes
2. If bone is present, the flesh separates from the bone, and the bone is no
longer pink
3. The flesh becomes opaque (usually white)
Lean fish
 Lean fish has almost no fat, so it easily becomes dry. It is best served with
sauces to enhance moistness and gives richness.
 Poaching is the moist heat method suited
 Fish should be basted with butter or oil if broiled or baked.
 Lean fish maybe fried or sautéed to gain palatability from added fat.
Fat fish
 The fat in fish, enables them to tolerate more heat without becoming dry.
 Fat fish can be cooked by poaching.
 Fat fish are well suited to broiling and baking. The dry heat methods
eliminate excessive oiliness.
 Large fat fish like salmon, and mackerel may be cooked in fat, but care should
be taken to avoid excessive greasiness.
Shellfish
 Cook oyster just enough to heat thoroughly to keep it juicy and plump.
 Clams become tough and rubbery if overcooked
 Shrimps like other shellfish, become tough and rubbery when cooked at high
temperature.
Scaling Whole Fish
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Once your work area and fish are ready, you can begin the actual scaling
process.
1. Lay your fish flat on the board or hold it steady in the water.
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2. Hold the fish down firmly with your hand near its head.
3. Begin to rake the scales from the tail towards the head. They should
start coming off in clumps.
4. Be sure to remove the scales on both sides of the fish, as well as

scales near the fins, the collar and the tail.
5. When you think you have gotten most of the scales, rinse the fish off
again with water. This will wash away any loose scales and help you to
identify any remaining scales that need to be removed.
Filleting Fish
First, cut behind the head while

angling the knife toward the
front of the fish. There is a lot
of good flesh on the top side
where the fillet extends under
the bony plate of the skull and
angling the knife will ensure
you don't waste it. Cut down to
the bone and follow the line through to just behind the fins.
Turn the fish and run the
knife just clear of the fins with
a slight downward angle.
When you feel the knife is
down to the bone reduce the
angle and follow the bone
until you come up against the
backbone.
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Peel the fillet back and run the

knife over the backbone severing
the small lateral fish bones in the
process. Stop at this point.
Turn the fish over and repeat the procedure.
Repeat the second cut near the dorsal fin with the knife angled slightly
down.
Continue this along the

length of the fish
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Reverse the direction of

the filleting knife and
follow the bones by
"feeling them" with the
fillet knife until the fish
backbone is reached
Peel the fillet back and

cut around the backbone
and through the small
lateral bones. Run the
fillet knife right through to the skin on the underside of the fish.
Cut over the belly flap

either through or over
the belly bones. It can
be easily cut through
here with the razor
sharp filleting knife.
Cut any remaining attached

sinew or skin.
Remove the first fillet.
Flip the fish back to the

original side and cut the bones
around the gut cavity
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Release the rest of the fillet

from the backbone.
Skinning Fish
When filleting or skinning fish keep the skinning knife clean and wet, this
lubricates the blade and gives a much cleaner cut, more control of the knife
and far less drag on the sides of the blade.
Stop when you have an inch or two (25 to 50mm) of fillet released.
Change your grip on the fillet to a secure

grip on the tab of fish skin you created
with the first cut
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Firmly hold the knife still and at a fixed angle.
Wriggle the skin from side to side while

pulling backwards on the tab of fish skin
Continue this motion through the fillet.

You can see that even though the skin in
the left hand is creased under the tension
it has no effect where the fillet knife is
separating the fish skin from the flesh.
The fillet and skin are parted and no

fleshes have been wasted nor have left
any skin or scales on the fillet. If you scroll
up you will note the knife has not moved
over the last four fish skinning pictures.
Deboning Fish
Gentle strokes of a knife angled

towards the gut cavity will reveal the
position and lay of the fine bones.
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Follow this line, cutting completely through, to release the top part of
the fillet.
The line of fine bones stops around

two thirds of the way down the fillet.
At this point put the knife on the
other side of the line of bones and
run the knife up the fillet until the
point is well under the bones
around the gut cavity.
Separate the two and reinsert the

knife at an angle suitable to cut the
flesh from the underside of the gut
bones
Keep the knife following close to the

fish bones to recover as much flesh
as possible
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The fillet is now deboned and the piece on the right of the picture
above is discarded or washed and put aside with the fish heads and back
bones for making fish stock
Open oysters and clams for waste minimization techniques and

environmental considerations in relation to seafood.
A. Opening Oyster
Hold oyster cup side down and hinge pointed towards you.
1. Insert oyster knife at hinge

slowly but firmly and push the knife
between the shells. Use a slight
side to side rocking movement with
your knife as you push in.
2. Work tip of knife into the oyster

(about 1/2 inch).
3. Twist knife handle to pop

oyster open.
4. Push knife into oyster and slice

muscle from top shell.
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5. Open top shell.
6. Cut muscle from bottom cup. Turn the

meat over for most professional
appearance.
B. Opening Clams
Scrub clams under cool running water

using a stiff kitchen brush.
Over a bowl, hold the clam firmly in

your hand and insert the clam knife
between the top shell and bottom shell.
A towel can be used to protect your
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hand. Work the knife around to cut through the hinge muscle. The bowl will
catch the liquor from the clam.
Open the shell. Slide the knife

between the clam and the shell.
Detach the clam.
The clam is now ready to be

cooked or eaten raw.
Cleaning a Squid
Pull off the head Remove the ink sac.
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Remove beak from tentacles

Cut Tentacles.
Pull out the tail tube and cartilage
Pull off the skin
Cut into rings
Splitting a Lobster
How to Cut Lobster in Lengthwise
1. Place the lobster on its back on a

tea towel to prevent slipping.
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2.Using a heavy sharp knife, cut right through the underside of

the
body and tail, down the center.
4. Turn the lobster around

and continue the cut
through the
center of the head. Place the
lobster on its back on a tea
towel to prevent slipping.
4. Using a heavy sharp knife, cut right through the underside of

the
body and tail, down the center.
A lobster split is not only an attractive style for presentation, but also
enables easy access to the delicious meat inside. Turn the lobster around
and continue the cut through the center of the head.
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The following will be the different activities that you need to undertake:
 By group you will do collaborative learning and study the step by step
procedures on how to perform scaling, filleting, skinning, deboning,
opening oyster, opening clams, cleaning a squid, and splitting lobster.
Be ready for a demonstration.
 You can watch a video in You Tube or visit markets to see actual
demonstration for deeper learning.
 Bring the materials needed for the purpose of demonstration of the
lesson.
 You will demonstrate the different ways of preparing fish and seafood
prior to the cooking activities.
Guidelines for Baking Fish
1. Fat fish are best for baking because they are less likely to dry out.
2. Lean fish may be baked but care should be taken not to overcook it.
Basting with butter or oil helps prevent drying.
3. Baking temperature is 350°F to 400°F.
4. Served baked fish with a sauce or seasoned butter to enhance moistness and
improve palatability.
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Guidelines for Broiling or Grilling Fish

1. Overcooking should be avoided in cooking fish.
2. Select appropriate fish for broiling or grilling.
3. Fat fish and lean fish should be coated with fat before broiling to
reduce drying.
4. Lean fish may be dredged in flour before dipping in oil or melted butter.
The flour helps form a flavorful browned crust.
5. To prevent splitting during cooking, score the skin with a sharp knife.
For small fillets, scoring may not be necessary.
6. Broil fish to order and serve immediately.
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7. Broiled fish may be garnished lightly with paprika if more color is

desired.
8. Thick cuts should be turned once during broiling in order to cook
evenly. Thin pieces may be arranged on an oiled pan and broiled on
one side only. Lobster is also broiled without turning.
Directions: Perform the given recipe. Your performance will be rated using the given
rubric below.
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Broiled Shrimp Campy
Broiler, griller
Brush
Baking Sheet
Ingredients:
680 g large shrimp, peeled and deveined, tails left on, patted dry
1 tablespoon olive oil
2 cloves garlic, minced
Coarse salt and ground pepper
2 tablespoons freshly squeezed lemon juice
2 tablespoons chopped fresh parsley
Lemon wedges, for serving
Procedure:
1. Heat broiler with rack set 4 inches from heat. Place shrimp on a large
broiler proof rimmed baking sheet.
2. Sprinkle with oil and garlic, and season generously with salt and
pepper; toss to coat. Arrange shrimp in a single layer.
3. Broil until opaque throughout, 3 to 4 minutes. Sprinkle with lemon juice

and parsley; toss to combine. Serve immediately; garnish with lemon
wedges.
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4 Can perform the skill without supervision and with initiative and
3 Can perform the skill satisfactorily without assistance or
supervision.
2 Can perform the skill satisfactorily but requires some assistance
and/or supervision.
1 Can perform parts of the skill satisfactorily, but requires
considerable assistance and/or supervision.
Guidelines for Sautéing and Pan Frying Fish and Shellfish
1. Lean fish are suited to sautéing because of the added fat.

2. Fat fish can be sautéed with care so as not to become greasy.
3. Breading the fish with flour or starchy products forms a crust that
browns attractively, enhances flavor, helps hold the fish and prevent
sticking.
4. Use fat, enough to cover the bottom of the pan.
5. Be sure the pan is hot before adding fish. Small items are sautéed
over high heat, larger items require lower heat to cook evenly.
6. Very large fish may be browned in fat, and finished in an oven,
uncovered.
7. Brown the most attractive side – the presentation side.
8. Handle fish carefully during and after cooking to avoid breaking the
fish.
9. Sauté or fry to order and serve immediately.
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Directions: Given the different recipes by group prepare and cook fish and shellfish.
Your performance will be evaluated using the given rubric.
Fillet of Sole Meniere
Mixing bowl
Ladle
Pan
Spatula
Ingredients:
Fish
Emeril's Fish Rub (or any combination of seasonings you like)
2 tbs. butter
Lemon juice
Procedure:
1. Season all the fillets by sprinkling the seasoning and pressing it into
the meat.
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2. Get a spatula to handle the fish. If you have 10-12" filets cut them in
half unless you're using a fish spatula
3. Heat the pan on medium heat and add the butter. When the butter is
melted put some fish in the pan. Leave it on one side for about three
to four minutes.
4. Move them around often to assure they're not sticking.
5. Flip one piece to check the brownness. If it's partially browned flip
them all and continue to cook until the other side is browned.
6. Add more oil as needed.
7. Once it's out of the pan put six or eight drops of lemon juice on each
piece. You may use other sauces if you want.
Note: Testing the degree of doneness is as simple as taking your

spatula and gently pushing on the thickest part of the fillet in the spinal
bone line. When done, meat separates when you gently push with
spatula.
supervision.
and/or supervision.
Guidelines in Deep-Frying
1. Lean fish, both whole or small portions, and shellfish like shrimps,
clams and oysters are best for deep-frying.
2. Fish to be fried is breaded or buttered to prevent sticking from frying

pan. The batter also provides a crisp, flavorful, and attractive coating.
3. Frozen breaded fish can be fried without thawing.
4. Fried fish is usually served with lemon or cold sauce such as tartar,
remoulade or cocktail sauce on the side.
5. The oil used should be enough to submerge the food item during
frying.
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Cooking fish or shellfish by deep frying using the standard breading

procedure.
Stove
Mixing bowls
Ladle
Refrigerator
Baking sheet
Food tong
Ingredients:
1 cup self-rising cornmeal
1/2 cup self-rising flour
3/4 tsp table salt
1/2 tsp powdered white pepper
1/3 tsp cayenne pepper (optional)
1/4 tsp garlic salt
2 tbsp. peanut oil
1 large egg
1 tsp cool tap water
Procedure:
1. Use a small bowl and prepare an egg wash by mixing 1 large egg with 1
tsp of water.
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2. In another bowl, place the cornmeal, flour, salt, pepper, cayenne pepper,
garlic salt, and blend well. This breading recipe will bread about 2 pounds
of fillets.
3. Rinse the fillets and pat dry, then place them into the refrigerator for about
30 minutes.
4. Place the fillets in the egg wash, then the Breading Mix before placing
them on the prepared cookie sheet.
5. Prepare the cookie sheet by spreading the peanut oil evenly on the sheet.
6. The oven should be pre\-heated to 375. Cook the fillets 5 minutes on each
side
supervision.
and/or supervision.
You did a great cooking. It‘s time to plate and present your dish. Go on
and enjoy learning and doing.
Learning Outcome 4 Plate/Present Seafood Dishes
Part of serving any kind of food is presentation. You don‘t have to be a

trained chef to learn the basics of plating, which is the art of presenting food
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in an attractive way. The following topics and activities will help you learn the
fundamentals of plating and perform it for better understanding.
Fundamental of Plating
1. Balance – select foods and garnishes that offer variety and contrast
 color – two or three colors on a plate

 shapes – variety of shapes
 textures – variety of textures
 flavors –
2. Portion size
• match portion sizes and plates – select plates large enough to hold all
the items without crowding
• balance the portion sizes of the items on the plate – don‘t let the main
item get lost with excessive garnish
• arrangement on the plate –
Guidelines to help plating attractive

1. Keep food off the rim of the plate.
2. Arrange the items for the convenience of the customer.
3. Keep space between items. Each item should have its own identity.
4. Maintain unity. Create a center of attention and relate everything to
it
5. Make every component count.
6. Add gravy or sauce attractively.
7. Keep it simple.
3. Serve hot foods hot, on hot plates

Serve cold foods cold, on cold plates
Examples of Garnishes or Accompaniment for Plating

 Bouqetiere - bouquet of
vegetables
 Jardinière - garden
vegetables
 Clamart - peas
 Crecy - carrots
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 Doria - cucumbers (cooked in

butter)
 - cauliflower
Dubarr
y
 Fermiere - carrots, turnips, onions and
celery cut into uniformslices
 Forestiere - mushrooms
 Lyonnaise - onions
 Nicoise - tomatoes concasse cooked
with garlic
Serving Baked Fish
• Serve baked fish with a sauce or seasoned butter to enhance moistness

and improves palatability. Serving with lemon also enhances the fish.
• For service, the fish is removed from the dish, the liquid is strained,
degreased, reduced and finished by adding butter, cream or veloute
sauce.
Serving Broiled Lobster

Serve immediately with melted butter or
appropriate sauce and garnish.
Serving Sautéed and Pan Fried

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• Remove the fish with spatula and

place on serving plate with
presentation side up.
• Sprinkle fish with lemon juice and
chopped parsley.
• Heat raw butter in the sauté pan until
it turns light brown. Pour over fish
immediately and serve at once.
Serving Poached or Simmered Fish in
Court bouillon
Served poached fish with appropriate
sauce, such as hollandaise for hot fish and
a mayonnaise – based sauce for cold fish.
Mild vinaigrette go well with both hot and
cold poached fish.
Serving Poached Fish in Fumet and

Wine
• Reduce the cuision over high heat to
about ¼ of its volume.
• Add fish veloute and heavy cream
and bring to boil.
• Adjust seasoning with salt, white
pepper and lemon juice.
• Strain the sauce.
• Arrange the fish on plates for
service, coat with sauce and serve immediately.
Glazing
Poached fish is sometimes glazed before serving
1. Combine the finished sauce with eggyolk,
hollandaise sauce or lightly whipped cream.
2. Coat the fish with the sauce and run the
plate under a broiler until the sauce is
golden brown.
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A. Directions: Briefly explain the relationships of the following in food

preparation. Write your answers in your test notebook.
1. Balance
2. Portion size
3. Serving hot food on hot plates
4. Serving cold foods on cold plates
5. Garnishes
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Directions: Given the recipe, perform the following by group:

Broiled Fish Steaks
Oven
Baking sheet
Brush
Fork
Plate
Ingredients:
3 fish steaks, 1‖ thick
½ tsp. salt
Dash of pepper
2 tsp. lemon juice
2 tbsp. butter, melted
Procedure:
1. Sprinkle both sides of fish with salt, pepper and lemon juice.
2. Brush with half of the butter.
3. Put fish in broiler pan in 550 degree oven, don‘t cover.
4. Broil with tops about 4 inches from heat until light brown.
5. Brush fish with butter turn very carefully.
6. Brush with rest of the butter.
7. Broil until fish flakes easily with fork, 4 – 6 more minutes.
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Poached Fillet of Sole in White Wine Sauce
Pan
Baking dish
Food tong
Spoon
Broiler/oven
Ingredients:
2 lbs. sole fillets
2 lbs. spinach, cooked and drained
½ C. dry white wine
1 C. fish stock
3 tbsp. butter
4 tbsp. flour
1 C. grated cheese
Salt and pepper
Procedure:
1. Roll and secure each fillet with toothpicks
2. Poached for 8 minutes in wine/fish stock
3. Drain and save liquid
Sauce
1. Melt butter
2. Blend in flour, salt and pepper and fish liquid
3. Assemble butter in shallow serving dish
4. Arrange spinach on bottom
5. Cover with poached fish (remove toothpicks
6. Spoon sauce over fish
7. Sprinkle with cheese
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8. Broil under hot broiler a few minutes
supervision.
and/or supervision.
Learning Outcome 5 Store Seafood
Storing of Fish and Shellfish
1. On crushed ice – use drip pans to allow for drainage of

melted ice. Change ice daily. Cover container or store
in separate box away from other foods.
a. Whole fish should be drawn (that is
Fresh Fish viscera removed) as soon as possible because the entrails
deteriorate quickly.
b. Cut fish (fillets, steaks, portions) should be
wrapped or left in
original moisture
proof wrap.
2. Refrigerate at 30° to 34°F (-
1° to 1°C...
3. Fish may be stored for 1 to 2
days. If it must be kept longer, you must wrap and
freeze it immediately.
4. Check stored fish for freshness just before you use it.
Even if it was fresh when received, it may not be fresh
after few days in storage.
Frozen Fish
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1. Store at 0°F (-18°C. or colder.

2. Keep well wrapped to prevent freezer
burn
3. Maximum storage time: Fat fish – 2
months; Lean fish – 6 months.
4. Rotate stock – first in, first out.
Shellfish
A. Oyster
1. Keep live oyster in a cold, wet place in the
Lobster and Shrimp 1. Store at 0°F (-18°C. or colder).

2. Fresh or thawed shrimp in shell are stored
on crushed ice, like whole fish.
cartons or sacks.
2. Store fresh shucked oysters in original

container in refrigerator at 30° to 34°F (-1°
to 1°C). They will keep up to 1 week.
3. Keep frozen oysters in freezer at 0°F (-
18°C. or colder, until ready for use.
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3. Peeled shrimp lose soluble nutrients and

flavor when stored unwrapped on ice. They
should be wrapped before placing on ice or
covered and simply refrigerated.
4. Packed in moist seaweed or in moist, heavy
paper, kept in a cool place.
Directions: Match Column A with Column B. Write the letter of the correct
letter of your answer in your test notebook. Items in column B may be
answered twice or more.
Column A Column B
1. Removed viscera first before storing A. fresh fish
2. Wrapped to prevent freezer burns B. frozen fish
3. Kept in cold, wet cartons C. lobster and shrimp
4. Packed in moist seaweed D. shellfish
5. First in, first out e. all of the above
6. Wrapped before freezing
7. Left in original moisture proof wrapped
8. Refrigerate at 30° to 34°F (-1° to 1°C)
9. Store at 0°F ( -18°C. or colder)
10. Stored for 1 to 2 days
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Directions: Perform experimental fish cookery. Make your own recipe and
prepare, cook and present the product. Explain how to properly store your
output. Your performance will be evaluated using the given rubric.
supervision.
and/or supervision.
Post Test 2
Multiple Choice.
letter that best describes the statement. Write your answer in your
test notebook.
1. Which of the following vegetables is rich in carbohydrates?
A. legumes, peas, and beans C. Mushroom, tomatoes, and radish
B. Nuts, olives, and avocado D. Seeds, roots, and tubers
2. What is the flavor component of vegetables which gives strong flavor and
odor to some vegetables like onions, leeks, garlic, chives, cabbage, and
broccoli?
3. Which tool is used to drain excess water after washing vegetables?
A. Bowls C. Steamer
B. Colander D. Utility tray
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4. Which of the following is cooking by placing blanched or raw vegetables

in the pan, adding liquid (stock, water, wine) then covering and cooking it
slowly?
5. Which fat soluble compound is responsible for the green coloring of
plants?
A. Anthocyanins C. Chlorophyll
B. Carotenoids D. Lycopene
6. Mrs. Cabrillas needs more supply of Vitamin A. which of the following will
she eat to give her the nutrient she needs?
A.Alugbati C. Lettuce B. Potatoes D.Saluyot
B. The main item in the center, with vegetable distributed around it.
C. The vegetable item in front and main item, starch item and garnish at the
rear.
arranged around.
8. Chef Shaneshan will cook chopsuey. She is about to remove the hard
core of a cabbage. Which of the following knife will she use?
9. What kind of knife is used in removing the hard core of a cabbage?
10. At what temperature in a dry, dark place should potatoes and onions be
stored?
A. 50 – 650F C. 60 – 850F
B. 40 – 450F D. 70 – 950F
A. Fruit vegetables C. Roots and tubers
B. Green vegetables D. Yellow vegetables
12. Which kind of fish has no internal bone structure?
A. Fin fish C. Round fish
B. Freshwater fish D. Shell fish
13. Which of the following fish is high in fat?
A. Bass C. Mackerel
B. Cod D. Red Snapper
14. Which of the following fish is low in fat?
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A. Cod C. Trout
B. Salmon D. Tuna
15. Which market form of fish is viscera, head, tail and fins are removed?
B. Dressed D. Sticks
B. Cat fish D. Sole
17. Which market form of fish are both sides of a fish still joined but bones are
removed?
B. Drawn D. Steak
18. Which of the following is the second step in scaling whole fish? A.
Begin to rake the scales from the tail towards the head.
B. Remove the scales on both sides of the fish.
C. Hold the fish down firmly with your hand near its head.
D. Lay your fish flat on the board.
19. Which of the following is the third step in opening an oyster? A. Cut
muscle from bottom cup.
B. Insert oyster knife at hinge slowly but firmly C.
Push knife into oyster and slice muscle from top shell
D. Twist knife handle to open the oyster.
C. Gills are pink or red
21. How many colors is suggested on a plate to make it balance?
A. Four to five C. Three to four
B. One to two D. Two to three
22. Which of the following seafood is cooked just enough to heat to keep it
juicy and plump?
B. Lean fish D. Shellfish
23. Which of the following enhances baked fish when served?
A. Butter C. Lemon
B. Cream D. Sauce
24. What cooking method is suited to fat fish.
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A. Baking C. Deep -frying B. Boiling D.

Sautéing
25. Which is basted to baked lean fish to help prevent it from drying up.
B. Give five characteristics of a fresh fish.

26. ____________________________________________________
27. ____________________________________________________
28. ____________________________________________________
29. ____________________________________________________
30. ____________________________________________________
QUARTER 3
PREPARE STOCKS, SAUCES AND SOUPS, AND
POULTRY AND GAME DISHES
Overview
This quarter will enable students or learners to acquire competencies in:
preparing, storing, reconstituting and evaluating stocks, sauces and soups;
cooking, plating/presenting, and storing poultry and game dishes, preparing,
cooking, plating/presenting and storing meat dishes.
Objectives:
At the end of the quarter students are expected to:
1. prepare stocks required for menu item;
2. prepare soups required for menu item;
3. prepare sauce required for menu item;
4. store and reconstitute stocks, sauces and soups;
5. perform mise‘en place;
6. cook poultry and meat dishes;
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7. plate and present poultry and meat dishes; 8. evaluate finished products; and
9. store poultry and meat.
Pre-Test
Directions: Read and understand the statements/questions below. Choose
the letter of the correct answer and write it in your test notebook.
1. As a chef of a fine dining restaurant, Genie simmers meat, fish, and

vegetables. Which of the following liquids is a by-product after the
different food stuffs have been simmered?
A. glaze C. stock
B. sauce D. water
2. Which of the following stocks uses veal bone as its main ingredient?
A. brown stock C. prawn stock
B. ham stock D. white stock
3. What kind of stock uses fish as its main ingredient?
A. brown stock C. glace viande
B. fish stock D. ham stock
4. What stock uses chicken bone as its main ingredient?
A. fish stock C. prawn stock
B. ham stock D. chicken stock
5. Among the different types of stock, which one is the easiest to
prepare?
A. brown stock C. white stock
B. fish stock D. vegetable stock
6. What stock is made by boiling prawn shell?
B. ham stock D. vegetable stock
7. As a rule, which should not be added to the stock because it causes
saltiness?
A. MSG C. spices
B. salt D. sugar
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8. Mrs. Sante will be having visitors for dinner. If she will prepare stock for
their dinner, which of the following flavoring agents will she use to
give aroma to the stock?
A. aromatic flavoring C. ginger
B. garlic D. smoke
9. What makes the stock tasty and appetizing?
A. appearance C. ingredients
B. color D. smell
10. Which of the following is a clear soup?
A. bisques C. cream
B. bouillon D. puree
11. Which of the following examples is a thick soup?
A. bisques C. consommé
B. bouillon D. fruit
12. Which of the following is not a thickening agent?
A. flour C. rice
B. grain D. salt
13. Which of the four basic sauces whose basic ingredient is milk is
thickened with flour enriched with butter?
A. Hollandaise sauce C. veloute sauce
B. savory butter D. white sauce
14. Which among the four basic sauces has a chief ingredient of chicken
broth thickened with flour and enriched with butter seasoning?
15. Which of the four basic sauces has three basic ingredients like butter,
egg yolk, and lemon juice with seasoning for accent?
A. Hollandaise sauce C. white sauce
B. savory butter D. veloute sauce
16. Which of the four basic sauces has a basic ingredient like butter that is
creamed and blended with other ingredients to give individual flavor?
A. dairy cream C. flour
B. egg D. spice
18. What do you call birds that are hunted for food?
A. game C. poultry
B. livestock D. swine
19. Which of the following poultry originated from China and is noted for its
tender and flavorful meat?
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A. chicken C. itik
B. goose D. pecking duck
20. What do you call to young immature pigeon of either sex with extra
tender meat is called___.
A. duck C. rooster
B. fryer D. squab
21. Poultry is composed of different parts. Which of the following do breast
meat belong?
A. dark meat C. variety meat B. tough meat D.
white meat
A. free from pin feathers and shows no cuts
B. has clear eye
C. heavy and the skin is watery D. well-develop thighs
23. What do you call to young chicken that is usually 9 to 12 weeks of
age?
A. fryer C. roaster B. hen D. stag
24. How many days should a whole chicken should be refrigerated?
A. entrails C. viscera
B. dark meat D. white meat
26. In cookery, we apply different cooking methods depending on the
ingredients that we have. If you will cook a matured poultry, which of
the following methods will you apply?
A. boiling C. roasting B. frying D.
stewing
A. boiling C. roasting
B. frying D. stewing
A. high temperature C. low to moderate temperature
B. low temperature D. moderate temperature
A. age C. cuts B. cookery D. sex
30. Which of the following can be done to prevent drying when reheating?
A. cook using sauces and gravy
B. overcook the poultry meat
C. remove fat before cooking
D. none of the above
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LESSON 1 PREPARE STOCKS, SAUCES AND SOUPS
Overview:
This lesson covers the skills, knowledge, and attitudes required to prepare
various stocks, sauces, and soup in a commercial kitchen or catering operation
Learning Outcomes:
At the end of this Lesson you are expected to do the following:
1. prepare stocks for required menu items;
2. prepare soups required for menu items;
3. prepare sauces required for menu items;
4. store and reconstitute stocks, sauces and soups; and
5. evaluate the finished product
Learning Outcome 1 Prepare Stocks for Required Menu Items
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Principles of Preparing Stocks
Stocks- are among the most basic preparations found in professional

kitchen. They are referred to in French as fonds de cuisine, or ―the
foundation of cooking.” It is a flavorful liquid prepared by simmering meaty
bones from meat or poultry, seafood and/or vegetables in water with
aromatics until their flavor, aroma, color and body, and nutritive value are
extracted.
- a clear, thin liquid flavored by soluble substances extracted from meat,

poultry, and fish; and their bones, and from vegetables and
seasonings.
Classification of Stocks
Chicken stock –made from the

chicken bones.
White stock – made from beef or veal

bones.
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Brown stock – made from beef or veal bones that

have been browned in an oven.
Fish stock – made from fish bones and trimmings left over after filleting
Ingredients in Preparing Stocks
1. Bones
Most of the flavor and body of
stocks are derived from the
bones of beef, veal, chicken,
fish, and pork. The kinds of
bones used determine the kind
of stock, except vegetable
stock.
2. Mirepoix
- is the French term for the combination of coarsely chopped onions,
carrots and celery used to
flavor stocks.
Basic formula for Mirepoix –

used to flavor white stocks and
soups, tomato paste or puree is
often included for brown stock,
gravy, stew or soup.
2 parts onion
1 part celery
1 part carrot
3. Acid products - Acid helps dissolve connective tissues, and extract flavor
and body from bones.
4. Scraps and left-over -Scraps may be used in stocks if they are clear,
wholesome, and appropriate to the stock being made.
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5. Seasoning and spices
6. Bouquet garni – assortment of fresh herbs and aromatic ingredients tied in

a bundle with string so it can be removed easily from the stock.
Guidelines for preparing stock

1. Follow the correct procedures for cooling and storing stock and
make sure that any stock you use is flavorful and wholesome.
2. Follow the cooking time for stock

The following are approximate cooking time for different stocks;
the time will vary according to numerous factors such as ingredients
quality, volume and cooking temperature.
White beef stock - 8 to 10 hours
White and brown Veal Game stock – 6 to 8 hours
White poultry and Game Bird Stocks – 3 to 4 hours
Fish Stock – 45 minutes to 1 hour
Vegetables Stock – 45 minutes to 1 hour, depending on the
specific ingredients and the size of vegetables cut
3. The stock ingredients are boiled starting with cold water. This
promotes the extraction of protein which may be sealed in by hot
water.
4. Stocks are simmered gently, with small bubbles at the bottom but
not breaking at the surface. If a stock is boiled, it will be cloudy.
5. Salt is not usually added to a stock, as this causes it to become too
salty, since most stocks are preserved to make soup and sauces.
6. Meat is added to the stock before the vegetables and the ―scum‖
that rises to the surface is skimmed off before further ingredients
are added
Different Kinds of Spices and Seasoning
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Activity 1. PREPARE STOCK (Group Activity)
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Directions: Choose any of the given stocks and prepare following the given
procedure. Your performance and output will be rated using the given rubric.
White stock
Basic White stock

Tools and Equipment:
• Stove
• Stock pot
• Chopping board
• Knife
• Skimmer/Strainer
• Ladle
• Container
Ingredients:
4 -5 kg bones; chicken, veal or beef
1L water, cold
Mirepoix
450 g onion, chopped
16 tbsp. carrot, chopped
16 tbsp. celery, chopped
Bouquet Garni
1 pc dried bay leaf
¼ tsp Dried thyme
¼ tsp peppercorns
6-8 stems parsley
2 whole cloves
Procedure:
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1. Cut the bones into pieces, 3 to 4 inches long for easy extraction.
2. Rinse in cold water to remove impurities that cloud the stock.
3. Place the bones in the stockpot and cover with cold water to speed
extraction.
4. Bring water to a boil and then, reduce to simmer. Skim the scum that
comes from the surface for a clear stock. Do not let the stock boil
because it makes the stock cloudy.
5. Keep the water level above the bones because bones cooked while
exposed to air will turn dark and darken the stock. Also, bones will not
release flavor into the water.
6. Add the mirepoix.
7. Simmer for recommended length of time:
8. Strain through several layers of cheesecloth.
9. Cool the stock as quickly as possible by:
 Setting the pot in a sink and allow cold water to flow under the pot
and around it.
 Stirring the pot occasionally so all the stock cools evenly.
10. When cooled, refrigerate the stock properly in covered containers for 2-3
days. If properly frozen, it will last for several months.
Directions: OVERALL EVALUATION

Level
Achieved
Ask your teacher to assess PERFORMANCE LEVELS
your performance in the
following critical task and
performance criteria below 4 - Can perform the skill very
satisfactorily without supervision and
with initiative and adaptability to
You will be rated based on the problem situations.
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evaluation on the right side. 3 - Can perform the skill satisfactorily

without assistance or supervision.
2 - Can perform the skill less

satisfactorily but requires some
1 - Can perform parts of the skill

satisfactorily, and requires
considerable assistance and/or
supervision.
Teacher will initial level achieved.
PERFORMANCE STANDARDS
For acceptable achievement, all items 1 2 3 4
should receive an answer.
1. Cut the bones into pieces, 3 to 4 inches
long.
2. Rinse in cold water to remove impurities
that cloud the stock.
3. Place the bones in the stockpot and cover
with cold water to speed extraction
4. Bring water to boil and then reduce to
simmer. Skim the scum.
5. Keep the water level above the bones
6. Add mirepoix
7 Simmer for recommended length of time
8 Strain through several layers of cheesecloth
9. Cool the stock as quickly as possible
10. When cool, refrigerate the stock properly in
covered containers to keep for 2-3 days.
Basic Brown Stock

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Tools and Equipment:

Stove
Stock pot
Chopping board
Knife
Skimmer/Strainer
Ladle
Container
Ingredients:
4 ½ kg. bones; chicken, veal or beef
10-12 qtr. water, cold
Mirepoix
450 g onion, chopped
16 tbsp. carrot, chopped
16 tbsp. celery, chopped
450 g tomato puree
Bouquet Garni
1 pc dried bay leaf
¼ tsp Dried thyme
¼ tsp peppercorns
6-8 stems parsley
2 whole cloves
Procedure:
1. Cut the bones into pieces, 3-4 inches long. Use veal or beef bones.
2. Do not wash or blanch the bones. The moisture would hinder browning.
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3. Place the bones in a roasting pan in one layer, and brown in a hot oven at 375°F
(190°C. or higher. The bones must be well browned to color the stock
sufficiently. Bones may be oiled lightly before browning.
4. When the bones are well browned, remove from pan and place in a stockpot.
Cover with cold water and bring to simmer.
5. Drain and reserve the fat from the roasting pan. Deglaze the pan by adding
water and stirring over heat until all the brown drippings are dissolved or
loosened. Add to stockpot.
6. While the stock is getting started, place the mirepoix in the roasting pan with
some of the reserved fat and brown the vegetable well in the oven.
7. When the water in the stockpot comes to a simmer, skim the scum at the
surface.
8. Add the browned vegetable and tomato puree to the stockpot.
9. Put the bouquet garni by tying it to the handle of the pot for easy removal.
10. Continue to simmer for recommended length of time, 6-8 hours.
11. Strain through several layers of cheesecloth.
12. Cool the stock and refrigerate properly in a covered container to keep for 2-3
days. If properly frozen, it will last for several months.
How Well Did You Perform?

Find out by accomplishing the Scoring Rubric honestly and sincerely.
Remember it is your learning at stake!
Directions: OVERALL EVALUATION
Level
Achieved
Ask your teacher to assess PERFORMANCE LEVELS
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your performance in the

following critical task and
4 - Can perform the skill satisfactorily
performance criteria below
without supervision and with initiative
You will be rated based on the 3 - Can perform the skill satisfactorily
evaluation on the right side. without assistance or supervision.

but requires some assistance and/or
supervision.

satisfactorily, but requires considerable
Teacher will initial level achieved.
PERFORMANCE STANDARDS
For acceptable achievement, all items 1 2 3 4
should receive an answer.
1. Cut the bones into pieces, 3 to 4 inches
long.
2. Rinse in cold water to remove impurities
that cloud the stock.
3. Place the bones in the stockpot and cover
with cold water to speed extraction
4. Bring water to boil and then reduce to
simmer. Skim the scum.
5. Keep the water level above the bones
6. Add mirepoix
7 Simmer for recommended length of time
8 Strain through several layers of cheesecloth
9. Cool the stock as quickly as possible
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10. When cool, refrigerate the stock properly in

covered containers to keep for 2-3 days.
Directions: Read the following questions carefully and choose the letter of the
correct answer. Write your answer in your test notebook.
1. What do you call the liquid in which meat, fish, and sometimes vegetables
have been cooked?
A. glaze C. stock
B. sauce D. water
A. brown stock C. glace viands
A. fish stock
B. ham stock
C. prawn stocks
D. chicken stocks
5. Which one is the easiest to prepare? A. brown stock C. white stock
Learning Outcome 2 Prepare Soups Required for Menu Item
Soups
Soups are based on stocks added with other ingredients for variety of
flavor, consistency, appearance and aroma
A well-prepared soup always makes a memorable impression.
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Soups offer a full array of flavoring ingredients and garnishing opportunities.

Soups also allow the use of trimmings and leftover creatively.
Classifications of Soups
1. Clear Soups
Clear Soups. They are soups based on a clear, unthickened broth or

stock. They may be served plain or garnished with a variety of vegetables
and meats. They are very similar to stocks, except that broths are based on
meats rather than bones so they are richer and have a more defined flavor.
Broths can be used as a liquid in preparing soups. A good quality broth
should be clear, aromatic and rich-tasting with a very evident flavor of the
major ingredient. One strong and clear broth or stock is a consommé. It is
made by combining lean chopped meat, egg whites, mirepoix, herbs and
spices and an acidic ingredient like tomatoes, wine, or lemon juice. The
combination is called ―clarification‖ since the particles that make the broth
appear cloudy are trapped as it cooks. A good quality consommé is crystal –
clear, has a good body, amber to brown in color, and completely fat-free.
• Broth and bouillon simple clear soup without solid ingredients.

Broth and bouillon are similar to stock in technique and in cooking time. The
major distinction between broth and stock is that broths can be served
as is, whereas stocks are used in production of other dishes.
• Vegetable soup – clear seasoned stock or broth with the addition

of one or more vegetable, meat, or poultry.
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• Consommé‘ – rich, flavorful stock or broth that has been clarified to

make it perfectly clear and transparent.
2. Thick Soups
Thick Soups are soups that are thickened to provide a heavier

consistency. Thick soup is a cream soup based on béchamel sauce and is
finished with a heavy cream. A béchamel sauce is milk thickened with roux.
But some thick soups are veloute sauce-based, stock thickened with roux. A
veloute sauce base is usually finished with a liaison of heavy cream egg yolk.
A thick soup should have a velvety smooth texture and the thickness of heavy
cream. It is always essential to strain out the solids and at times to puree and
put back in the soup. Cream soups may be served hot or cold.
A kind of cream soup based on crustaceans like shrimps and lobsters is
bisque. It is made by simmering a crustacean in a stock or a fish fumet.
Another thick vegetable soup is the chowder made with broth, milk or
water as base, then thickened with roux. Cold, thick soups such as
vichyssoise are simply cream soups served cold. Others like gazpacho or a
chilled cantaloupe soup are based on a puree of cooked or raw ingredients
brought to the correct consistency by adding fruits or vegetable juice as a
liquid
• Cream soups – are soups thickened with roux, beurremanie,

liaison or other thickening agents, plus milk, or cream.
• Purees – vegetable soup thickened with starch

• Bisques – are thickened soups made from shellfish.
• Chowders – are hearty soups made from fish, shellfish or

vegetables usually contain milk and potatoes.
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• Veloutes – soup thickened with egg, butter and cream.
3. Other types of soup

a. Dessert soup
A. Ginataan – a Filipino soup made from coconut milk, milk, fruit,
and tapioca pearl served hot or cold.
B. Osheriku – a Japanese asuki bean soup
C. Tonge sui – a Chinese soup
b. Fruit Soup can be served hot or cold depending on the recipe

where dried fruits are used like raisins and prunes. Fruit soup may
include milk, sweet or savory dumplings, spices or alcoholic
beverages like brandy and champagne.
c. Cold soup is variations on the traditional soup wherein the

temperature when served is kept at or below temperature.
d. Asian soup is a traditional soup which is typical broth, clear

soup, or starch thickened soup.
Other thickening agents for soup

1. rice
2. flour
3. grain
4. corn starch
Ingredients of soup
• Meat (chicken, beef, pork, lamb, fish)
• Salt
• Pepper
• Vegetables (carrots, string beans, turnips, tomatoes, mushrooms, celery,
leak)
• Onion
• Garlic
• Water
• Eggs
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• Cornstarch
• Seasoning (MSG, convenience products)
• Butter
• Cream
• Garnishes (slices of lemon, egg, shredded vegetables, pimiento strips)
Basic Principles of Preparing Soup
1stPrinciple. Starting with Cold Water

Why cold water? Most protein, vitamins and minerals dissolve in cold water.
Part of the flavor comes from these components. Using hot water would
lessen the flavor and nutritive content of stock
2ndPrinciple. Cutting vegetable to appropriate size for the type of stock.

The size of cut helps the maximum flavor to be extracted.
Example 1: A fish stock only simmer for a half hour (30 minutes) so the cut should
be julienne (thin strips: ¼ inch thick 2-3 inches long)
Example 2: A brown stock simmers for 4-6 hours and sometimes 24 hours, so
the cut should be 1‖ cubed so that stock will have time to extract the flavor
and will not fall apart after a long cooking.
3rd Principle. Select your protein based. Beef, Chicken, Pork and Fish
All bones are washed, roasted or blanched. Roasted for brown sauce and
blanched for white stock.
4th Principle. Simmering

Gentle extractions aid in flavor and nutrition. Boiling causes cloudiness
through agitation of the ingredients.
5th Principle. Skimming

Keep the stock clear. The scum on top of stocks contains impurities.
Cooking soups
Meats, Poultry and Fish

• Cuts of meat that are less tender should be added early in the cooking
process
• Poultry needs to be added early enough so that it cooks thoroughly
• Add fish closed to the end of the cooking process to keep it from
overcooking.
Grains and Pasta
• Allow a little more time in cooking.
Beans and Legumes
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•Soaked beans, lentils and black-eyed peas should be added with the
liquid so they will fully cook
Dense or Starchy Vegetables
• A small-diced cut of potatoes, carrots, and winter squashes will require
30–45 minutes to cook.
Green Vegetables:
• These vegetables should be added during the final 15–20 minutes of
cooking the soup
Adjusting Consistency
Thick soups may continue to thicken during cooking and may need
additional stock or water added to adjust the consistency
Degreasing
Broth-based soups maybe prepared in advance, cooled and refrigerated.
This facilitates removing of congealed fat from the surface. Skim the top
layer of fat from a hot soup with a ladle, alternately.
Perform the Suggested Soup Recipes

Directions: Find a partner and perform the given soup recipe.
CREAM OF POTATO SOUP
INGRIDIENTS
TOOLS AND EQUIPMENT
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QUANTITY DESCRIPTION
casserole gas or ½ cup chopped bacon

electric stove knife ¾ kg potatoes
chopping board 3 cups water
strainer 2 bulbs onions, chopped chicken
saucepot 1 whole bouillon cube hot
measuring cup 2 cups water
measuring ¼ cups butter
spoon wooden ¼ tsp. pepper
spoon soup ladle 2tbsp. Gold Medal all-purpose flour
½ tsp. salt
1½ c all-purpose cream
PROCEDURE:
1. Cook bacon until crispy. Cool. Set aside, peel potatoes and cut into
cubes, place in a saucepot and add water and chopped onions. Bring
to a boil and cook until potatoes are tender. Remove potatoes and
sear the broth.
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2. Add chicken bouillon cube to the reserved potato broth to make potato
chicken broth and stir until dissolved. Add the hot water. Place
cooked potatoes in blender in 2 batches, adding ¾ cup of the
potatochicken broth with each batch. Cover and blend for 1 minute or
until smooth. Set aside.
3. Melt butter in a saucepan. Add flour, salt and pepper. Add all-purpose
cream at once. Stir while cooking until slightly thickened and bubbly.
Cook for 1 minute more. Stir until heated through. If necessary, stir in
additional milk to make the desired consistency. Serve with sprinkled
bacon bits.
Find out how well you performed by accomplishing the Scoring Rubric honestly and
sincerely. Remember it is your learning at stake!
Direction: Evaluate your finished product, using the given score sheet.
Criteria for Evaluating and Presenting Soup
Good Fair Poor
I. Products:
(3) (2) (1)
d. correct consistency
2. Palatability
a. delicious
b. taste just right
3. Nutritive value
II. Procedures:
a. kept working table is kept orderly while preparing
the ingredients
b. used only the proper and needed utensils and
dishes
c. used time-saving techniques and devices
a. was well- groomed and properly dressed for
cooking, used clean apron, hair nets, hand towel
and pot holder
b. Observed sanitary handling of food
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a. followed proper preparation and cooking

procedures
b. followed the recipe correctly
Score: (maximum 42 points)
Comments:
Show that you learned something by doing this activity
CONSOMME A LA MADRILENE
TOOLS
AND
EQUIPM
ENT
casserole gas
or electric stove
knife chopping
board
measuring cup
measuring
spoon wooden
spoon soup INGRIDIENTS
ladle QUANTITY DESCRIPTION
1kg. Lean beef, cut in 3 portion
½ kg bone marrow
3 ½ liter cold water
3 large carrots, cut up
2 cloves onion, stuck with 3 cloves 2
stalks celery w/leaves.
3 leeks, sliced lengthwise and
1½ tbsp. wash salt
6 peppercorns
2 spring parsley
pinch basil
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1 clove clove garlic 3 crushed eggshells

1pc bay leaf 2 cup tomato puree
2tbsp finely chopped onions
3 large egg whites,½ tsp dried basil
beaten
PROCEDURE:
1. Combine the beef, bone and water in a stockpot and bring to a boil. Simmer
for 5 minutes and skim. Cover and simmer for 1 hour.
2. Add to the onion stock with cloves, the carrots, celery, leeks, salt
peppercorns, parsley, thyme, garlic and bay leaf. Cover and cook slowly for 4
– 5 hours.
3. Strain through a double thickness of cheesecloth and skim off fat. Use
absorbent paper towels. Remove the remaining particles and reserve the
meat for another purpose.
4. To clarify the consommé, return it to the heat and add beaten egg whites and
eggshells.
5. Bring to a rolling boil and strain once more through 3 thickness cheesecloth.
6. Pour 6 cups of consommé into a saucepan and reserve the remainder for
another use.
7. Add the tomato puree, onion, and dried basil. Simmer for 20 minutes, remove
from the heat and strain through cheesecloth.
8. Serve hot.
Find out how well you performed by accomplishing the Scoring Rubric honestly
and sincerely. Remember it is your learning at stake!
Direction: Evaluate your finished product, using the given score sheet.

Good Fair Poor
I. Products:
(3) (2) (1)
2. Palatability
a. delicious
b. taste just right
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3. Nutritive value
II. Procedures:
a. kept working table is kept orderly while
preparing the ingredients
b. used only the proper and needed utensils
and dishes
a. was well- groomed and properly dressed
for cooking, used clean apron, hair nets,
hand towel and
pot holder
procedures
Comments:
EGG DROP SOUP
TOOLS AND INGRIDIENTS

EQUIPMENT QUANTITY DESCRIPTION
casserole stockpot 6 ½ cups 2 prepared basic chicken stock
with cover gas or tbsp. light soy sauce
electric stove knife 2 tbsp. sherry
chopping board ¼ tsp. white pepper
mortar and pestle 2 large egg whites
strainer measuring 1 tbsp. salt
2 tbsp. sesame oil
cup measuring
1/8 tsp cornstarch
spoon wooden
2 large 1 eggs
spoon soup ladle
tbsp. scallions , thinly sliced
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PROCEDURE:
1. In a 2-quart soup pot, pour 6 cups of chicken broth to a simmer. Add the
soy sauce, sherry, pepper, and salt.
2. Beat the egg whites lightly. Drizzle into the chicken broth mixture
3. Mix the cornstarch with the remaining ½ cup chicken stock until lump free.
Add to the soup. Stir in the sesame oil, garnish with scallions and serve
hot.
Evaluate your finished product, using the given score sheet.

Good Fair Poor
I. Products:
(3) (2) (1)
2. Palatability
a. delicious
b. taste just right
3. Nutritive value
II. Procedures:
dishes
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cooking, used clean apron, hair nets, hand towel
and
pot holder
procedures
CREAMY CARROT SOUP
INGRIDIENTS
TOOLS AND EQUIPMENT
casserole stockpot 22 grams butter onion,
with cover gas or 1 medium chopped bacon,
electric stove knife 3 strips chopped carrots,
chopping board 600 grams cubed small
measuring cup 1 pc chicken cube
measuring spoon ½ cup cream
salt/ pepper
wooden spoon dash
soup ladle
PROCEDURE:
1. Melt butter in a large saucepan, add onion and bacon, stir constantly over
heat until onion is soft.
2. Add carrots to pan, then chicken stock and cube, bring to a boil, reduce
heat, cover, simmer for about 30 minutes or until carrots are tender.
Remove saucepan from heat.
3. Blend or process mixture in several batches until smooth.
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4. Return mixture to pan, stir in cream, reheat, and stir constantly without
boiling.
5. Season with salt and pepper. Serve hot
Directions: Evaluate your finished product, using the given score sheet.

Good Fair Poor
I. Products:
(3) (2) (1)
2. Palatability
a. delicious
b. taste just right
3. Nutritive value
II. Procedures:
dishes
cooking, used clean apron, hair nets, hand
towel and
pot holder
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procedures
Comments:
CHICKEN AND CORN CHOWDER
INGRIDIENTS
TOOLS AND EQUIPMENT
saucepan saucepot
gas or electric 200 grams butter salt
stove knife 1 tsp. carrot, strips
chopping board 1 pc onion, sliced
mortar and pestle 1 pc water
strainer measuring 6 cup bacon strips
cup measuring 6 strips chopped onion
spoon wooden ½ cup cubed celery
spoon soup ladle ½ cup cube carrot chicken stock
½ cup
7 cup
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½ cup gold medal all-purpose flour

1 can small corn kernels
PROCEDURE:
1. In a saucepan, put chicken breast, salt, carrot, onion, and water. Bring to a
boil. Cook for 20 minutes.
2. Strain out chicken stock. Set aside. Remove chicken breast. Slice meat
into cubes. Set aside.
3. In a saucepan, put bacon strips. Cook until brown. Set aside.
4. Retain about 2 tablespoons of the bacon drippings.
5. In a saucepan, using the bacon drippings, sauté onions until soft. Add
chicken meat. Mix well. Add flour. Stir well.
6. Add the chicken mixture. Let it simmer. Stir until thick.
To serve: Put soup in a bowl, top with chopped bacon. Serve while hot. It
may be served with barley-garlic, bread, and bacon at the side.
Evaluate your finished product, using the given score sheet.
Criteria for Evaluating and PresentingSoup

Good Fair Poor
I. Products:
(3) (2) (1)
2. Palatability
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a. delicious
b. taste just right
3. Nutritive value
II. Procedures:
dishes
cooking, used clean apron, hair nets, hand
towel and pot holder
procedures
Comments:
Review of Learning Outcome

2
Directions: Read the question carefully and choose the letter of the correct answer.
Write your answer in your test booklet.
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A. bisque C. cream
2. What substance is added that gives taste to the food?
A. decoration C. seasoning
B. flavoring D. thickening
3. What type of soup can be served either hot or cold?
A. ancient soup C. dessert soup
B. cold soup D. fruit soup
4. What utensil is appropriate in serving hot soup?
A. bowl C. soup bowl
B. basin D. tray
5. What makes a soup appetizing?
A. garnish C. taste
B. ingredients D. all of the above
Photo Gallery
Directions:
 Make a photo album of different soups creatively served here and abroad.
 It should contain minimum of 10 pages and maximum of 15 pages
 Label each creative presentation
Learning Outcome 3 Prepare Sauces Required for Menu Item
Sauces
One of the important components of a dish is the sauce. Sauces serve a

particular function in the composition of a dish. These enhance the taste of the
food to be served as well as add moisture or succulence to food that are cooked
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dry. Sauces also enhance the appearance of a dish by adding luster and sheen.
A sauce that includes a flavor complementary to a food brings out the flavor of
that food. It defines and enriches the overall taste and its texture. Sauce is a fluid
dressing for poultry, meat, fish, dessert and other culinary products.
Sauce is a flavorful liquid, usually thickened that is used to season, flavor
and enhance other foods. It adds:
1. Moistness 4. Appearance (color and shine)
2. Flavor 5. Appeal
3. Richness
Basic Sauces for Meat, Vegetables, and Fish
1. White sauce - Its basic ingredient is milk which is thickened with flour enriched
with butter.
2. Veloute sauce- Its chief ingredients are veal, chicken and fish broth, thickened
with blonde roux.
3. Hollandaise – It is a rich emulsified sauce made from butter, egg yolks, lemon
juice and cayenne.
Emulsion – (as fat in milk) consists of liquid dispersed with or without an
emulsifier in another liquid that usually would not mix together.
4. Brown sauce / Espagnole – It is a brown roux-based sauce made with
margarine or butter, flavor and brown stock.
5. Tomato – It is made from stock (ham/pork) and tomato products seasoned
with spices and herbs.
A. Variation of Sauces
1. Hot Sauces – made just before they are to be used.
2. Cold sauces – cooked ahead of time, then cooled, covered, and
placed in the refrigerator to chill.
B. Thickening Agents
Thickening agent – thickens sauce to the right consistency. The sauce
must be thick enough to cling lightly to the food.
Starches are the most commonly used thickeners for sauce making.
Flour is the principal starch used. Other products include cornstarch,
arrowroot, waxy maize, pre-gelatinized starch, bread crumbs, and other
vegetables and grain products like potato starch and rice flour.
Starches thicken by gelatinization, which is the process by which starch
granules absorb water and swell many times their original sizes.
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Starch granules must be separated before heating in liquid to avoid

lumping. Lumping occurs because the starch on the outside of the lump quickly
gelatinizes into a coating that prevents the liquid from reaching the starch
inside.
Starch granules are separated in two ways:

• Mixing the starch with fat. Example: roux
• Mixing the starch with a cold liquid. Example: slurry
Roux – is a cooked mixture of equal parts by weight of fat and flour. 1.

Fat
A. Clarified butter. Using clarified butter results to finest sauces

because of its flavor.
B. Margarine. Used as a substitute for butter because of its

lower cost.
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C. Animal fat. Chicken fat, beef drippings and lard.
D. Vegetable oil and shortening. Can be used for roux, but it

adds no flavor.
2. Flour
The thickening power of flour depends on
its starch content. Bread flour is commonly
used in commercial cooking. It is
sometimes browned for use in brown roux.
Heavily browned flour has only 1/3 the
thickening power of not brown flour.
A roux must be cooked so that the sauce does not have a raw,
starchy taste of flour. The kinds of roux differ on how much they are
cooked.
• White roux – cooked just enough to cook the raw taste of

flour; used for béchamel and other white sauces based on
milk.
• Blond roux – cooked little longer to a slightly darker color;

used for veloutes´.
• Brown roux – cooked to a light brown color and a nutty

aroma. Flour may be browned before adding to the fat. It
contributes flavor and color to brown sauces.
C. Common Problems in Sauce
1. Discarding 3. poor texture 5. oil streaking

2. oiling-off 4. synersis (weeping)
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METHODS OF PREPARING SAUCES
Sauces Blanches
(White Sauce)
Purpose Butter Flour Liquid: Milk or Stock or Cream
Light Sauce 1 tbsp. 1 tbsp. 1 cup
General Sauce 1½ tbsps. 1 ½ tbsp. 1 cup

Thick Sauce 5 tsps. 2 tbsps. 1 cup
Soufflé Sauce 2 tbsps. 2 tbsps. 1 cup
Hygienic Principles and Practices in Sauce Making
1. Make sure all equipment is perfectly clean.

2. Hold sauce no longer than 1 ½ hours. Make only enough to serve in this
time, and discard any that is left over.
3. Never mix an old batch of sauce with a new batch.
4. Never hold hollandaise or béarnaise or any other acid product in aluminum.
Use stainless-steel containers.
Making Roux
Procedure
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1. Melt fat.
2. Add correct amount of flour, and stir until fat and flour is
thoroughly mixed.
3. Cook to the desired degree of white, blond or brown roux.

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Basic Finishing Techniques in Sauce Making
1. Reduction
• Using reduction to concentrate basic flavors.

The water evaporates when simmered. The sauce becomes more
concentrated and more flavorful.
• Using reduction to adjust textures
The sauce may be simmered until it reaches the desired thickness.
Stock or other liquid may be added to thickened sauce to thin it out, then
simmer to reduce to the right consistency.
• Using reduction to add new flavors.
Glazes or reduced stocks are added to sauces to give flavor.
2. Straining
This is very important in order to produce a smooth, lump free sauce.
Straining through a china cap lined with several layers of cheesecloth is effective.
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3. Deglazing
To deglaze means to swirl a liquid in a
sauté pan to cooked particles of food
remaining on the bottom.
Liquid such as wine or stock is used to
deglaze then reduced by one-half or three-
fourths. This reduction, with the added flavor
of the pan drippings, is then added to the
sauce.
4. Enriching with butter and cream
• Liaison mixture of egg yolks and cream added to sauce to give extra
richness and smoothness.
• Heavy cream- added to give flavor and richness to sauce
• Butter - Add softened butter to hot sauce and swirl until it melts. Serve
immediately to prevent separation of butter.
Butter gives extra shine and smoothness to the sauce.
5. Seasoning – adds and develop flavor
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LM-Cookery Grade 10
Ex: salt
lemon juice
cayenne
white pepper
sherry and Madeira
Perform the following activity:
MAKING PAN GRAVY
Roasting pan
Saucepan
Strainer
Ladle
Procedure:
Method 1
1. Remove the roast from the roasting pan.
2. Clarify the fat.
3. Deglaze the pan.
4. Combine with stock and simmer.
5. Make a roux or a slurry of arrowroot or cornstarch and water.
6. Thicken the gravy with the roux or cornstarch slurry.
7. Strain.
8. Adjust seasoning.
Method 2
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1. Remove the roast from the roasting pan.

2. Clarify the fat.
3. Add flour to the roasting pan and make a roux.
4. Add stock. Stir until thickened and the pan is deglaze.
5. Strain. Skim excess fat.
6. Adjust consistency, if necessary, with more stock or more roux.
7. Season.
Directions: Evaluate your finished products using the score sheet.

I. Product: Good (3) Fair (2) Poor (1)
a. Color combination is attractive and ________ _______ ______
appealing
b. ingredients cooked just right _______ _______ ______
c. correct consistency not mushy/ very ________ _______ ______
thick/thin consistency
2. Palatability _______ _______ ______

a. delicious
________ _______ ______
b. tastes just right
3.Nutritive Value
a. highly nutritious ________ _______ ______
II. Procedure:
a. kept working table orderly while
preparing the ingredients ________ _______ ______
b. used only the proper and needed ________ _______ ______
utensils and dishes
c. used time-saving techniques and _______ _______ ______
devices
2. Cleanliness and Sanitation
a. observed well-groomed and
properly dressed for cooking, use
clean apron, hair nets, hand towel ________ _______ ______
and pot holders
________ _______ ______
b. observed sanitary handling of food
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3. Conservation of Nutrients ________ _______ ______

a. followed proper preparation and
cooking procedures
SCORE: (maximum of 42 pts.)
COMMENTS:
BÉCHAMEL SAUCE
Purpose: Prepare and cook béchamel sauce using ingredients and procedures
listed below:
Saucepan
Ladle
Cheesecloth
Spoon
Ingredients:
4 tbsp. clarified butter
4 tbsp. bread flour
¼ gal milk
¼ pc bay leaf
¼ pc onions
Salt to taste
Nutmeg to taste
White pepper to taste
Procedure:
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LM-Cookery Grade 10
1. Heat the butter in a heavy sauce pan in a very low heat. Add the flour and
make a white roux. Cool the roux slightly.
2. In another sauce pan, scald the milk. Gradually add it to the roux, beating
constantly.
3. Bring the sauce to a boil, stirring constantly. Reduce heat to simmer.
4. Stick the bay leaf and onions and add to the sauce. Simmer at least 15
- 30 minutes or more. Stir occasionally while cooking.
5. Adjust the consistency with more hot milk if necessary.
6. Season lightly with salt, nutmeg and white pepper. Spice flavor should not
dominate.
.
Directions: Evaluate your finished products using the score sheet.
appealing
2. Palatability _______ _______ ______

a. delicious
________ _______ ______
3.Nutritive Value
II. Procedure:
utensils and dishes
devices
a. observed well-groomed and
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LM-Cookery Grade 10
properly dressed for cooking, use

clean apron, hair nets, hand towel
and pot holders ________ _______ ______
b. observed sanitary handling of food ________ _______ ______
6. Conservation of Nutrients
a. followed proper preparation and ________ _______ ______
cooking procedures

COMMENTS:
HOLLANDAISE SAUCE
Saucepan
Beater
Ladle
Spoon
Strainer
Mixing bowl
Ingredients:
1 kg. butter
12pcs egg yolks
4 tbsp. cold water
6tbsp . lemon juice
Salt to taste
Cayenne to taste
Procedure:
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1. Clarify the butter. Keep the butter warm but not hot.
2. Place the egg yolks and cold water in a stainless steel bowl and beat well.
Beat in a few drops of lemon juice.
3. Hold the bowl over a hot water bath and continue to beat until the yolks are
thickened and creamy.
4. Remove the bowl from the heat. Using a ladle, slowly and gradually beat in
the warm butter. Add the butter drop by drop at first. If the sauce becomes
too thick to beat before all the butter is added, beat in a little of the lemon
juice.
5. When all the butter has been added, beat in lemon juice to taste and adjust
seasoning with salt and cayenne. Keep warm for service. Hold no longer
than 1 ½ hours.
Evaluate your finished products using the score sheet.

appealing
2. Palatability _______ _______ ______

a. delicious
________ _______ ______
3.Nutritive Value
II. Procedure:
utensils and dishes
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devices
a. observed well-groomed and properly
dressed for cooking, use clean apron, ________ _______ ______
hair nets, hand towel and pot holders
b. observed sanitary handling of food ________ _______ ______
a. followed proper preparation and
cooking procedures

COMMENTS:
Directions: Choose the correct answer from the given choices. Write the
letter of your answer in your test notebook.
1. A roux-based sauce made with margarine or butter, flavor, and brown stock.
A.brown sauce
B. butter sauce
C. Hollandaise sauce
D. Tomato sauce
2. Sauce made from melted butter or margarine to which seasonings are
added.
A. brown sauce
B. Butter sauce
D. Tomato sauce
3. Sauce made by forming an emulsion with fat such as margarine, butter or
salad oil and egg.
A. Brown sauced
B. Butter sauce
C. Hollandaise or a Dutch
D. Tomato sauce
4. Sauce made with tomatoes and seasoned with spices and herbs.
A. Brown sauce
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B. Butter sauce
D. Tomato sauce
5. Sauce made from a blend of salad oil, vinegar and seasoning.
A. Brown sauce
B. Butter sauce C. Tomato sauce
D..White sauce
Research Hour
Directions: Make a research on at least ten sauces and the food where it is
commonly used in the Philippines, and ten from different countries. Include pictures
and descriptions.
Learning Outcome 4 Store and Reconstitute Stocks, Sauces and Soups
Storage of Stocks/Sauces and Soups

Stock is a clear, flavored liquid that freezes well. Chilled stock can be frozen
in 1 gallon amounts to be used for sauces. However, once a stock has been used
to make a sauce, the sauce itself should not be frozen. Sauces do not freeze well
and should be made in amounts needed on the day of production.
The stock should never be put in the refrigerator while it is hot. The large
volume of hot liquid can raise the internal temperature of the refrigerator to the
point that the stock will cool sufficiently within two hours and may warm
everything else in the refrigerator. A good way to cool the stock is to place the hot
stock pot in a sink full of cold water and ice cubes until it is lukewarm but it should
not exceed one hour. After leaving it uncovered for the first half hour and stirring
occasionally to cool, it should be covered with an upside down plate to prevent
evaporation which would cause the stock to become too concentrated.
Refrigerated stock cools better in shallow pans. If covered, stock lasts up to five
days but it is best if used in two days.
Storage of Starch and Sauces
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Sauces and starches should be kept in airtight container and stored in a cool
dry place away from the moisture, oxygen, lights, and pests. Food made with
starches contains egg, milk, cream of other dairy products all of which make them
prone to bacterial contamination and to food-borne illnesses. Sauces made with
these ingredients should be kept out of the temperature danger zone. Thickened
sauce should also be prepared, served, and stored with caution. These products
should be stored in the refrigerator and never left to stay for long at room
temperature.
Storing Equipment
1. Glass/Plastic Container
2. Stock pot
3. Refrigerator
Ways to Reconstitute Stocks

1. Skim the surface and strain off the stock through a china cup lined with
several layers of cheesecloth.
2. Cool the stock as quickly as possible as follows:
 Set the pot in a sink with blocks, rack or some other object under it.
This is called venting. This allows cold water to flow under the pot or
around it.
 Run cold water into the sink, but not higher than the level of the
stock.
 Stir the pot occasionally so the stocks cool evenly
Cooling stock quickly and properly is important. Improperly
cooled stock may spoil in 6 to 8 hrs.
3. When cool, refrigerate the stock in covered containers. Stock will keep 2
to 3 days if properly refrigerated. Stock can also be frozen and will last for
several months.
Ways to Reconstitute Stocks, Sauce and Soup

1. by adding water
2. By using other liquid like evaporating milk, coconut milk, and fruit juices
Photo Grid
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Make an album (collage or scrapbook) of different stocks, sauces, and soups.

Includes description, ingredients, and procedures, storing procedures and how it
isreconstituted. Your output will be evaluated using rubrics.
Congratulations! You did a great job!

Rest and relax a while then move on to the next lesson. Good luck!
LESSON 2 PREPARE POULTRY AND GAME DISHES
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Overview
This lesson deals with the selection, preparation, cooking, presentation, and storage
of poultry and game in a commercial kitchen or catering operation.
At the end of lesson you are expected to do the following:
1. perform mise‘ en place;
2. cook poultry and game dishes;
3. plates/present and evaluate poultry and game bird dishes; and
4. store poultry and game bird
Selecting and Purchasing Poultry and Game

Poultry consumption in the Philippines has increased remarkably in the last
decade. This is evident in the popularity of chicken dishes in restaurants all over
the country.
Poultry refers to several kinds of fowl that are used as food and the term
includes chicken, turkey, duck, pigeon, and quail. These are usually domesticated
raised mainly for meat and/or eggs. Birds such as smites that are hunted for food
are games.
Classification of Poultry and Games

Bird Uses
Chicken Meat, eggs
Duck Meat, eggs feathers
Turkey Meat
Goose Meat, feather, eggs
Quail Meat, eggs
Pigeon Meat
Guinea fowl Meat
Wild duck Meat, feather
Pheasant Meat
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Chickens and other poultry may be divided into classes which are essentially
of the same physical characteristics associated with age, sex, live weight and/or
breed.
1. Broiler or Fryer. A broiler or fryer is young chicken, usually 9 to 12 weeks
of age, of either sex, is tender-meat with soft, pliable, smoothtextured skin.
2. Roaster. A roaster is usually 5 to 6 months of age.
3. Capon. A capon is a surgically desexed male chicken usually under 8
months of age.
4. Stag. A stag is a male chicken, usually under 10 months of age, with
coarse skin, with somewhat toughened and darkened flesh.
5. Hen or Stewing Chicken. It is a mature female chicken which is usually
more than 10 months of age. It can also be a culled layer.
6. Cock or Rooster. It is a mature male chicken with coarse skin, toughened
and darkened meat and hardened breastbone tip.
7. Jumbo Broiler. This is a large chicken about 4 kg. dressed weight which
are on sale especially during the Christmas holiday.
Other Poultry
1. Peking duck. This is a breed of duck that originated from China and is noted
for its tender and flavorful meat.
2. Duck or Itik is available and popular in many towns of Rizal as fried itik.
3. Squab. This is a young immature pigeon of either sex and has extra tender
meat.
Selecting Good Quality Poultry and Game

1. Live Poultry
a. It has clear eyes.
b. A young chicken has fine and soft feet. If it is old, the feet are
thick and scaly.
c. The bone at the tip of the breast is soft in younger chicken and
thick in older one.
d. Small feathers indicate that the chicken is young.
2. Whole Poultry. These are slaughtered birds that have been bled and de-
feathered.
a. Their head, feet and viscera are still intact.
b. They are clean, well fleshed.
c. They have moderate fat coverings.
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d. They are free from pin feathers and show no cuts, scars or
missing skin.
3. Dressed Poultry. These are slaughtered birds that have been bled,
defeathered, and the visceral organs are removed.
a. The skin is smooth and yellow in color
b. The breast is plump
c. The thighs are well-developed
d. It has no objectionable odor
e. It is heavy and the skin is not watery
4. Ready-to-Cook. The dressed birds may be cut up and marinated or seasoned.
5. Poultry Parts. Several pieces of a single poultry part are usually packed in one
carton, wrapped and chilled or frozen. The various poultry parts are divided
into any of the following:
a. dark meat – drumsticks, thighs, wings, neck, backs, and rib
cage
b. white meat – breasts
c. giblets – gizzard and heart
Nutritional Value/Components of Poultry and Game

Like meat, poultry contains high quality proteins. Chicken, the most
consumed among the fowls, has 22.6% protein, 76.3% water and traces of fat,
vitamins and minerals.
Poultry meat consists of dark and white muscles. Dark muscles are those
found in parts of fowl‘s body which are always used. These are the legs, thigh,
wings, neck and rib cage. These are richer in fat, have more connective tissues,
and have higher riboflavin and myoglobin content. Most people prefer the dark
meat than white meat (from the breast) because of its juiciness and flavor.
Variety meats refer to the meat of such organs as the gizzard, heart, kidneys and
liver.
Preparation of poultry for cooking

• Slaughter and bleeding
• Scaldding
• Defeathering
• Evisceration
• Deboning
Market forms of poultry
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Live poultry
Live poultry should be healthy, alert, and well-feathered. Avoid poultry
which have bruises, blisters and broken bones.
Whole poultry
Though not alive, the criteria for selecting live poultry also apply to
whole poultry.
Dressed poultry
This is the most available poultry form in the market. Dressed poultry
are actually slaughtered poultry with the head, feet, blood, feathers and
internal organs removed. Good quality dressed poultry should be free from
slime, off-odors and discoloration.
Drawn poultry
These are dressed poultry that have been chilled or frozen. They are
usually available in groceries.
Ready-to cook
These are poultry parts such as wings, breast, thighs, or drumsticks
which have been separately packed in a single container and frozen or
chilled.
Different Cuts of Poultry
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Whole Chicken
Whole Chickens are marketed either fresh or frozen.
Halves
The bird is
split from front to back through the
backbone and keel to produce 2 halves of
approximately equal weight.
Breast Quarters
Halves may be further cut into which include the
wing. A breast quarter, including portions of the back,
is all white meat.
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Split Breast
A breast quarter with the wing removed.
Split Breast without Back

A breast quarter with wing and back portion
removed.
Boneless, Skinless Breast

Split breast that has been skinned and deboned.
8-Piece Cut
The whole bird is cut into 2 breast halves with
ribs and back portion, 2 wings, 2 thighs with back
portion and 2 drumsticks. The parts may be
packaged together and labelled as whole cut-up
chicken. These are usually sold without giblets.
Whole Chicken Wing

The whole chicken wing is an all-white meat portion composed of three
sections; the drumette, midsection, and tip.
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Wing Drummettes
The first section between the shoulder and the
elbow.
Wing Mid-Section with Tip

The flat center section and the flipper (wing tip).
Wing Mid-Section
The section between the elbow and the
tip, sometimes called the wing flat or mid-
joint.
Whole Chicken Leg Whole Chicken Leg

The whole chicken leg is the drumstick-thigh
combination. The whole leg differs from the
leg quarter and does not contain a portion of
the back.
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Boneless, Skinless Leg

Whole chicken leg with skin and bone removed.
Thigh
The thigh is the portion of the leg above the knee
joint.
Boneless, Skinless Thigh

Thigh with skin and bone removed.
Drumsticks
Drumsticks include the lower portion of the leg quarter (the portion between
the knee joint and the hock).
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Giblets
Includes heart, liver, and neck.
Directions: Read each of the following questions carefully and choose the letter of
the correct answer. Write your answer in your test notebook
1. What do you call the birds that are hunted for food?
A. game C. poultry
2. What do you call a desexed male chicken usually under 8 months old?
A. broiler C. hen
B. capon D. rooster
A. chicken C. itik
4. What do you call the young immature pigeon of either sex with extra tender
meat?
A. duck C. rooster
B. fryer D. squab
5. Which of the following classes of poultry is on sale especially during the
Christmas Holiday?
A. broiler C. jumbo broiler
B. capon D. roaster
6. To what part of poultry does breast meat belong?
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A. dark meat C. variety meat

B. tough meat D. white meat
B. has clear eye
C. heavy and the skin is watery D. thighs well develop
8. What do you call a young chicken that is usually 9 to 12 weeks of age ?
A. fryer C. roaster
B. hen D. stag
10. What is a male chicken under 10 months old?
A. fryer C. rooster
B. hen D. stag
Directions: Make a research on the following:

 Market forms of poultry
 Different cuts of poultry
 Characteristics of good quality poultry
 Preparation of poultry for cooking
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Learning Outcome 2 Cook Poultry and Game Dishes

Principles of Poultry Cookery
1. The fat distribution and maturity of the fowl affect the quality of the product.
Mature birds are best cooked using moist heat. Dry heat is suitable for
young birds.
2. The best cooking temperature for poultry is at low to moderate heat. This
temperature range produces a more flavorful and tender product. This also
minimizes nutrient loss and shrinkage of meat.
3. To prevent the risk of microbial contamination, stuffing of turkey and
chickens should be done immediately before roasting. It is best not to fill
the cavity completely as this will prevent the poultry from being thoroughly
cooked.
4. Because of its susceptibility to microbial growth, cooked poultry should be
eaten immediately or refrigerated if not consumed. Leftover stuffing should
be stored separately to prevent contamination.
5. Because poultry meat is pale-colored, it is best to employ dry heat cooking
with fat for a brown color.
6. When roasting chicken, cuts should be placed with the breast-side down to
produce a juicier and tenderer product.
7. To improve the palatability of lean poultry meat, basting can be done.
Causes of Food Spoilage and Contamination
All food should be safe and free from contamination and spoilage at all
points in its journey from its source until it reaches the consumers. However, food
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contamination is a serious public health problem resulting in foodborne diseases

that affect many people every year. Hence, awareness of potential sources of
food contamination is an important component of good nutrition and good health.
Food may be contaminated by different microorganisms or by chemicals
that can cause health problems for anyone who eats it.
The common causes of food contamination and food spoilage are:
1. Failure to properly refrigerate food
2. Failure to thoroughly heat or cook food
3. Infected employees/workers because of poor personal hygiene practices
4. Foods prepared a day or more before they are served
5. Raw, contaminated ingredients incorporated into foods that receive no
further cooking
6. Cross-contamination of cooked foods through improperly cleaned
equipment
7. Failure to reheat foods to temperature that kills bacteria
8. Prolonged exposure to temperatures favorable to bacterial growth
Poultry Cookery
Poultry, like meat may be cooked by either dry or moist heat method. The choice
of method depends mainly upon the age of the bird instead of location of the part
in the carcass as in the case of meats. Fat content should also be taken into
consideration.
1. Moist Heat Method
As discussed earlier in this lesson, chicken are categorized into
classes. All classes of chicken and other poultry for that matter may be
cooked by moist-heat cookery. Common Filipino dishes are tinola,
sinampalukang manok, manok na pinaupo, and relyeno.
2. Dry Heat Method
The dry method is usually reserved for young tender poultry.
The poultry class of these chickens is specially termed ―broilers and
fryers‖ Somewhat older but still immature birds such as capons and
roasters are also suitable for roasting. They are still tender but have more
fat than the broilers or fryers.
Older birds need to be tenderized by moist cooking prior to dry heat
cooking.
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One point to remember in poultry cookery; moist heat cookery may be

applied to all classes and kinds of poultry but dry heat cookery is reserved
for tender birds.
Steps in Fabricating Chicken

1. Cut along center of breast bone
2. Here you can view the cut made
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3. Using the knife, scimitar may be preferred but a fillet knife would work
well too. Cut along one side of the breast bone to the base of the
chicken.
4. Separate skin that is attached to breast from leg quarter
5. With your thumb under the wing joint press upward and out to separate
joint
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6. With knife, cut between joint to remove and cut any skin not separated
from carcass yet.
7. Here is a picture of detached breast and wing.
8. Cut around wing joint to remove wing.
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9. A small thin piece of meat located on underside of breast that can be

removed by pulling the tenderloin, good for chicken tenders. Repeat
steps 3-9 for the other side of breast.
10. Cut around leg quarter going up high towards backbone then circling
down toward other side.
11. Halfway through you will hit the joint.
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12. Using your thumb push up and out to snap apart joint.
13. Finish cut through joint to remove leg quarter. Repeat steps 10-13 for
other leg quarter.
Deboning Chicken
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STEP 1: Place the chicken, breast

side up, on a clean cutting surface.
Stretch out each wing flat against the
board by pulling the tip. With a boning
knife, cut off the wing tip and next
joint, leaving the largest wing bone still
attached.
STEP 2: At the neck, cut out the

wishbone by pulling the skin up and
out of the way and sliding the knife
along the underside of the wishbone.
Continue cutting around and under the
wishbone until it is free and can be
pulled out with your fingers.
STEP 3: Turn the bird over, and with

breast side down, cut along the
backbone from the neck to the tail.
STEP 4: With short sharp strokes of

your knife, keeping the knife close to
the bones cut the flesh and skin,
carefully using your fingers to pull the
flesh away from the carcass.
Cut through the ball-and-socket joints

connecting the wing and thigh bones to
the carcass, so that they are
separated from the carcass but still
attached to the skin. When step is
completed on both sides, meat will be
attached only along the ridge of the
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breastbone. Gently (the skin tears easily) pull to separate the breastbone and
carcass from the flesh.
STEP 5: Cut the flesh from the curved

(saber) bone near the wing and
remove the bone.
STEP 6: The partially-boned bird with

leg and wing bones left in, is now
ready for stuffing.
STEP 7: While holding the wing bone

from inside the bird, cut through the
tendons and scrape the meat from the
bone with the knife. Pull out the bone,
using the knife to free it.
STEP 8: Cut off end of the leg bone

using a cleaver or thick-bladed cook‘s
knife. Note: The use of a cook‘s knife
for chopping through chicken bone is
acceptable for this application but not
recommended for cutting through
other bone.
STEP 9: Repeat step #7 to remove

the leg bone. Reposition wing and leg
meat so skin side is out.
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STEP 10: The whole chicken is now

completely deboned, with the skin
intact and ready to be stuffed, rolled,
and roasted.
Now, you are ready for Rellenong

Manok Recipe (Stuffed deboned
Chicken)
Activity No.2 – Market Visit

Directions: This will be a collaborative activity. Follow the instructions below:
 Find a partner
 Visit a supermarket or a wet market near you and do the following:
 List down the market forms of poultry being sold
 Take note of the appearance, color, odor and its cuts
 Make a report of your activity
 Submit your report in a short bond paper with folder
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Directions: Demonstrate the steps in fabricating and deboning chicken by following

the procedures on page 279.
Your performance will be evaluated using the rubric below:
SCORING RUBRICS
Directions:
Level
Ask the teacher to Achieved PERFORMANCE LEVELS
assess your
performance in the 10 - Can perform the skill very satisfactorily
following critical task without supervision and with initiative
and performance criteria and adaptability to problem situations.
below
You will be rated based without assistance or supervision.
on the overall evaluation 4 - Can perform the skill less satisfactorily
on the right side. but requires some assistance and/or
supervision.
satisfactorily, but requires considerable
structor will
Ininitial level achieved.
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Preparation and Cooking of Chicken

Chicken Galantina/Relleno
Direction: Find a partner and perform the given chicken recipe. Performance
activity will be evaluated based on the given rubric
INGREDIENTS
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TOOLS AND EQUIPMENT 1/2 cup grated carrot

QUANTITY
1/2 cup DESCRIPTION
chopped red bell pepper
knife chopping 1 whole
groundchicken,
black pepper
board measuring ½k deboned ground pork
cup measuring ½k ground beef ground
spoon oven 300 g 4 chicken sausage
wooden spoon pieces sweet pickle relish
raisins
pinoykitchenette.blogspot.com 3 tbsp.
1/2 cup
2 pieces hard boiled eggs
Cooking Procedure
1. Combine ground pork, ham, sausage, bell pepper, carrot, onion,
raisins, sweet pickle relish, salt, and pepper. Mix well.
2. Add the bread crumbs and then continue mixing. Set aside.
3. Combine lemon juice and soy sauce in a large container. Stir.
4. Marinate the whole chicken in the lemon and soy sauce mixture for
30 minutes.
5. Remove the chicken from the mixture and then stuff with half of the
meat and vegetable mixture.
6. Arrange the boiled eggs inside the chicken and then continue to put-
in the rest of the meat mixture.
7. Secure the chicken by wrapping it in aluminum foil
8. Meanwhile pre heat oven at 350 degree Fahrenheit.
9. Bake the Chicken Relleno for about 1 hour
10. Remove from oven. Remove aluminum foil on the surface then brush
with butter on top and on side
11. Bake again for 15-20 minutes or until golden brown.
12. Allow to cool
5 tbsp. bread crumbs
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soy sauce Juice
3/4 cup of 1 lemon salt
1 1/2 tsp.
1/2 tsp.
LM-Cookery Grade 10
13. Slice into serving pieces.

14. Serve. Share and enjoy!
Direction: Evaluate your finished products using the score sheet.

appealing
2. Palatability A. _______ _______ ______

delicious
B. tastes just right ________ _______ ______
3.Nutritive Value
A. highly nutritious ________ _______ ______
II. Procedure:
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utensils and dishes
devices
dressed for cooking, use clean apron,
hair nets, hand towel and pot holders ________ _______ ______
________ _______ ______
A. followed proper preparation and cooking ________ _______ ______
procedures

COMMENTS:
Italian Chicken Roll-Ups
TOOLS AND EQUIPMENT INGREDIENTS DESCRIPTION

QUANTITY
casserole gas or 8 boneless skinless chicken breast
electric stove knife halves (4 ounces each)
chopping board
measuring cup 8 thin slices (4 ounces) ham
measuring spoon
wooden spoon 4 slices cheese, halved
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2/3 cup seasoned bread crumbs
1/2 cup grated cheese
.1/4 cup minced fresh parsley
1/2 cup milk
Cooking spray
frying pan
Procedure
1. Preheat oven to 425°.
2. Flatten chicken to 1/4-in. thickness.
3. Place a slice of ham and half slice of provolone cheese on each piece of
chicken.
4. Roll up from a short side and tuck in ends; secure with a toothpick.
5. In a shallow bowl, combine crumbs, Romano cheese and parsley.
6. Pour milk into another bowl. Dip chicken rolls in milk, then roll in crumb
mixture.
7. Place roll-ups, seam side down, on a greased baking sheet. Spritz
chicken with cooking spray.
8. Bake, uncovered, 25 minutes or until meat is no longer pink.
9. Remove toothpicks. Yield: 8 servings.
Direction: Evaluate your finished products using the score sheet below.
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A. Color combination is attractive and appealing ________ _______ ______
B. ingredients cooked just right
_______ _______ ______
C. correct consistency not mushy/ very thick/thin
consistency ________ _______ ______
2. Palatability A. _______ _______ ______

delicious
B. tastes just right ________ _______ ______
3.Nutritive Value
A. highly nutritious ________ _______ ______
II. Procedure:
utensils and dishes
devices
dressed for cooking, use clean
apron, hair nets, hand towel and pot ________ _______ ______
holders ________ _______ ______
A. followed proper preparation and cooking
procedures
COMMENTS:
Learning Outcome 3 Plate/Present Poultry and Game Dishes
Portion Control for Cooked Poultry and Game Chicken
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• Meat shrinks about 25% when cooked. A quarter-pound hamburger

(4 oz.) will actually yield a 3 ounce portion after cooking. An 8 ounce
steak will yield about 6 ounces of cooked meat.
• A chicken breast is generally 3 - 4 ounces.
• A chicken thigh is usually 2 ounces, while a leg is 1 - 2 ounces.
• Chicken wings are high in fat. It takes 2 wings to equal a 1 ounce
choice (or exchange) with that.
How to Do Control Portion Sizes – Portion Control Secrets
It‘s not always what you eat, but how much you eat - It‘s the size of your servings
that really counts!
Most of us tend to underestimate the amount of food we eat and tend to

overestimate the recommended portion sizes for many foods. Almost everyone
underestimates the amount of calories they consume, and people who weigh
more do so, to a greater degree.
Portion: A ―portion‖ is how much food you choose to eat at one time
(breakfast, lunch, dinner, or snack), whether in a restaurant, from a package,
or in your own kitchen. Portions can be bigger or smaller than the
recommended food servings. There is no standard portion size and no single
right or wrong portion size.
Serving: A ―serving‖ size is the amount of food listed (and recommended)

on a product‘s Nutrition Facts (panel of packaged food) or the amount of food
recommended in the Food Guide Pyramid and the Dietary Guidelines* for
Americans. Sometimes, the portion size and serving size match; sometimes
they do not. A serving is a standard amount used to help give advice about
how much to eat, or to identify how many calories and nutrients are in a food.
How to Control Portion Sizes:
Eating smaller portions of food is one of the easiest ways to cut back on
calories—but it can also be one of the most challenging, with the current
trend of super-sizing. How do you know a reasonable portion of food when
you see it? Visualize the objects mentioned below when eating out, planning
a meal, or grabbing a snack.
Factors to consider in presenting/plating poultry dishes

• Types of service wares
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• Plating
• Garnishing
• Sauces
• Accompaniments
Plating/ Presenting Poultry Dishes

Creative Food Presentation Techniques
The way food is presented affects a person‘s perception of how it will taste.
People instinctively reject bruised apples and browned bananas, and recognize
well-marbled beef and perfectly ripe produce. Prepared dishes work in the same
manner. The perfect dish includes food that tastes as good as it looks.
Much of the artistry of cooking comes after the food has been cooked and it is
time to transfer it from pot to plate. Here, chefs rise above cooks as they arrange the
different components on a plate like interior designers place furniture to create
culinary masterpieces.
The home chef faces similar circumstances on a nightly basis. Whether you‘re
entertaining, preparing a special meal or jazzing up an old favorite, these food
presentation tips will set your dishes apart from the crowd.
Plating the Food
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Plating is the act of arranging the meal on the individual plate

immediately before it‘s served. Presentation should look natural. It should
feel as though everything that is on the plate is meant to be should feel as
though everything that is on the plate is meant to be exactly where it is. Try
to strike a balance between having enough food on the plate to convey
hospitality without overcrowding the plate—and potentially offending your
guest. Try to leave one-third of the plate empty, and plate your dish
immediately before you serve it. It goes without saying that hot food should
be hot and cold food should be cold; always check the temperature of your
food before you serve it to a guest. After you have put the food on the
plate, check to see that the plate is clean. Plate edges should be especially
immaculate. Clean spills or sauces away with a moistened clean sponge or
paper towel.
Decorate the Frame
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If the food is the masterpiece, then the plate is its frame. Adapt artistic framing
strategies to your cooking for a quick way to improve your food‘s presentation. Buy
beautiful bowls and plates in a variety of shapes and colors. The same bowl of
soup looks dramatically different in a small Asian ceramic cup and an oversized,
shallow white French consommé bowl.
You can also decorate the rim of a plate, just as you‘d decorate a frame. Use
culinary elements like colorful spices or confectioner‘s sugar; specialty salts like
Hawaiian alaea or Himalayan pink salt which also lend themselves wonderfully to
this purpose.
For small appetizers, part of the presentation is making the display platter
look beautiful. Make a bed of uncooked soba noodles or flat rice sticks, shafts of
wheat, or large sprigs of fresh herbs like rosemary and thyme. This is also a good
trick to use if you are preparing a hors d‘oeuvre platter.
If you‘re decorating a plate that will hold hot food, be aware that by the time
you‘re finished garnishing the plate, the food may not be hot. In some cases, you
can garnish the plate before you plate the food. If this is impossible, work quickly
and have all of your garnishes close by.
Mix Shapes, Colors and Textures
Food is naturally beautiful. Combine foods with different shapes, colors and
textures on the same plate. Grilled filet mignon becomes even more decadent
when it appears on the plate with stark white mashed potatoes and a bright green
steamed vegetable.
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In this case, these different elements combine for a dish that catches the
eye. If your plate will contain multiple elements, use an odd number of dishes
rather than an even number for further interest. Grilled filet mignon with mashed
potatoes and steamed asparagus looks great, but add a stack of sliced tomatoes
and the combination becomes regimented and less remarkable.
Try to integrate a variety of shapes in each dish. Risotto is boring when

paired with rice, as the two are nearly identical in shape, color and size. Meatballs
and Brussels sprouts are different colors but the same shape. But meatballs and
rice make an interesting combination, as do risotto and Brussels sprouts.
For a restaurant-worthy twist on traditional side-by-side plating, stack the

components of your dish vertically. Arrange asparagus into a teepee on the plate,
with a dipping sauce in the center; make salads more cylindrical than vertical. This
approach can make any plate instantly more interesting.
Keep in mind that sometimes the most aesthetically pleasing plate of food
does not include a garnish. For example, crème brulee features a delicate, crunchy
top layer. While its appearance can certainly be improved with a small garnish or
beautiful brulee dish, the texture and color of the caramelized sugar is beautiful
enough on its own.
Garnishes
Garnishes can be as simple or intricate as you like. For a twist on the

traditional parsley sprig, use a sprig or two of an herb or spice that was used in
the dish. A ham flavored with rosemary might feature a sprig of rosemary on each
plate. Spicy pad Thai can include a wedge of lemon or lime and a dash of paprika
sprinkled around the plate.
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You can also garnish with small fans of fruits and vegetables like cucumber,
pineapple, avocado, citrus, kiwi or apple. Slice the fruit or vegetable into thin
rounds, leaving ¼‖ of flesh connected on one side to hold the rounds together.
Gently spread out the slices and arrange them neatly in an arc. Several kitchen
tools are available that will help you transform nearly any fruit into an attractive
garnish for a plate.
The key to selecting a garnish is picking a garnish that will improve the dish.
Garnishes add color and continue a theme, such as a brightly colored orchid on
top of passion fruit crème brulee. They can accent a dish‘s color, like chives on
top of a baked potato, or a dish‘s flavor.
Garnishes can provide complementary flavor, like peanuts in pad Thai, or
contrasting flavor, like a lemon wedge with seafood. An entrée‘s sauce also makes
a delicious garnish. Swirl it around or atop the plate for visual and gustatory
interest.
The way food looks on the plate is the most commonly ignored facet of
cooking at home. Too often, other considerations such as time, money, and food
allergies push presentation out of mind. Since most children and their families eat
their main meals at home, attractive food presentation is just as important at home
as it is in a restaurant. A dish that looks good is more likely to be eaten. Even picky
kids will forego sugary cereal in favor of Mickey Mouse-shaped waffles or a plate
with over easy egg eyes, a bacon smile and potato cheeks. You can even trick your
own palate into liking Brussels sprouts, zucchini and other healthy produce with a
beautiful arrangement on a dish.
Direction: Choose the correct answer from the given choices. Write the letter on
your answer sheet.
1. Act of arranging the meal on the individual plate immediately before it‘s serving
A. Garnishing
B. Cooking
C. Plating
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D. Serving
2. If the food is the masterpiece, then the plate is its _______
A. Accessories
B. Base
C. body
D. Frame
3. To enhance in appearance by adding decorative touches
A. Plating
B. Presenting
C. Garnishing
D. Serving
Learning Outcome 4 Store Poultry and Game Bird
Techniques in Storing Poultry

Poultry may be frozen whole, in halves, cut into pieces, or parts after they
are dressed. Parts can be packed separately, ready to cook, or for easy meal
preparation and thawing.
Handling and Storage of Poultry
Poultry spoils very quickly unless it is properly handled and stored. After being
brought home from the market, it should be unwrapped as quickly as possible and
wiped off with a damp cloth. Then it should be lightly covered with waxed paper,
placed in shallow utensils and stored in a cold part of the refrigerator near the
freezing unit or ice. Cooked poultry should be cooled as quickly as possible,
covered to prevent drying and refrigerated. Removing the bones saves space.
Frozen poultry must be kept in the freezing unit until it is thawed for cooking.
Freezing and Thawing Poultry
To prepare poultry properly for freezing, it should be wrapped tightly in a
moisture-vapor proof film, foil or paper and then frozen at -170 oC (0oF) or lower.
Although there are no abrupt changes in quality during the first few months of
poultry storage, it has always been a good practice to use these chickens first
which have been in storage longest and those with torn wrapper.
Storage Time for Poultry and Game
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Product Refrigerator Freezer ( 0oF)

(35-40oF)
Chicken and turkey (Whole) 1 – 2 days 12 months
Chicken (pieces) 1 – 2 days 9 months
Turkey ( pieces ) 1 – 2 days 6 months
Duck and Goose ( whole ) 1 – 2 days 6 months
Giblets 1 – 2 days 3 – 4 months
Wild duck, pheasant. Goose
( whole) 1 – 2 days 6 months
Cooked poultry dishes 2 – 4 days 4 – 6 months
Canned poultry, opened 1 day NR
It is not recommended to refreeze poultry after it has been thawed. Freezing and
thawing release fluids called drip and the chances of bacterial spoilage are
increased. Water holding capacity of meat is also affected by subsequent
thawing.
When thawing, it is advisable to thaw slowly inside the refrigerator to give tissues
a better chance to rehydrate. Immediately cook the thawed meat since bacterial
growth is rapid upon thawing. Slow thawing may be effected by placing the 1 to 2
kg. chicken in the refrigerator for 12 to 24 hours or to place it under running tap
water for ½ to 1 hour, in their original wrap In both cases. However, frozen poultry
or any other market forms of poultry should not be allowed to thaw or soak in a
bowl of water because of possible bacterial build.
Safety Practices in Handling and Storing Poultry and Game Products

How to Handle Chicken Safely
Raw chicken and poultry can carry the salmonella bacteria, which is
responsible for more cases of food poisoning than any other pathogen.
Fortunately, it's easy to avoid getting sick from chicken and poultry, as long as
you follow safe food handling practices.
Safe Shopping for Chicken and Poultry
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During distribution to retail stores, fresh chicken is kept cold in order to extend
its shelf life as well as to prevent bacteria growth. Packages of chicken should feel
cold to the touch, and should be among the last items you select before checking
out.
Packages of chicken should be wrapped in plastic bags to prevent

leakage onto other items in your grocery cart.
Once you're home, you should immediately place your chicken in a

refrigerator that maintains a temperature of 40°F or colder, and use it within 2 days.
Otherwise, it should be frozen at 0°F.
Safe Handling of Chicken and Poultry

Just like meat, fish or any animal-based food product, raw or undercooked
chicken carry certain bacteria. These bacteria can cause illness in large numbers.
Therefore, to avoid illness we need to limit bacteria's ability to multiply, or kill

them altogether. Limiting their ability to multiply requires making sure that food
products are not left at room temperatures — or specifically, temperatures
between 40°F and 140°F — for more than an hour.
And remember, freezing doesn't kill bacteria, either — it just makes them
cold. The only way to kill food-borne pathogens is by thoroughly cooking the food.
Another concern with respect to working with uncooked poultry is

crosscontamination. Cross-contamination can happen when raw poultry — or even
just its juices — somehow come into contact with any other food products but
especially ones that are already cooked or ones that will be eaten raw, such as
salad vegetables or greens.
Fresh vs. Frozen Chicken and Poultry

If the label on a raw poultry product bears the term "fresh," that indicates
that it has never been colder than 26°F. Poultry that has at any time been kept at
0°F or colder must have a label indicating that it is "frozen" or "previously frozen,"
whatever the case may be.
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Interestingly, poultry that has been kept at temperatures colder than 26°F but
warmer than 0°F can be labeled neither fresh nor frozen.
Chicken and Poultry Product Dating
Federal regulations don't require poultry products to be dated. However, most

retailers will date the chicken products that they sell.
If they do opt to date the product, regulations do require that there be a

phrase signifying whether the date is a "sell by" date or a "use before" date, and
the explanation must appear right next to the date. Basics for Handling Food
Safely
• Shopping
• Storage
• Preparation
• Thawing
• Cooking
• Serving
• Leftovers
• Refreezing
Safe steps in food handling, cooking, and storage are essential to prevent
foodborne illness. You can't see, smell, or taste harmful bacteria that may cause
illness. In every step of food preparation, follow the four Fight BAC! ™ guidelines
to keep food safe:
• Clean — Wash hands and surfaces often.

• Separate — Don't cross-contaminate.
• Cook — Cook to proper temperatures.  Chill — Refrigerate
promptly.
Shopping
• Purchase refrigerated or frozen items after selecting your

nonperishables.
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• Never choose meat or poultry in packaging that is torn or leaking. 

Do not buy food without expiration dates
Storage
• Always refrigerate perishable food within 2 hours (1 hour when the

temperature is above 90 °F).
• Check the temperature of your refrigerator and freezer with an
appliance thermometer. The refrigerator should be at 40 °F or below
and the freezer at 0 °F or below.
• Cook or freeze fresh poultry, fish, ground meats, and variety meats
within 2 days; other beef, veal, lamb, or pork, within 3 to 5 days.
• Perishable food such as meat and poultry should be wrapped
securely to maintain quality and to prevent meat juices from getting
onto other food.
• To maintain quality when freezing meat and poultry in its original
package, wrap the package again with foil or plastic wrap that is
recommended for the freezer.
• In general, high-acid canned food such as tomatoes, grapefruit, and
pineapple can be stored on the shelf for 12 to 18 months. Low-acid
canned food such as meat, poultry, fish, and most vegetables will
keep 2 to 5 years — if the can remains in good condition and has
been stored in a cool, clean, and dry place. Discard cans that are
dented, leaking, bulging, or rusted.
Preparation
• Always wash hands with warm water and soap for 20 seconds before and
after handling food.
• Don't cross-contaminate. Keep raw meat, poultry, fish, and their
juices away from other food. After cutting raw meats, wash cutting
board, utensils, and countertops with hot, soapy water.
• Cutting boards, utensils, and countertops can be sanitized by using a
solution of 1 tablespoon of unscented, liquid chlorine bleach in 1
gallon of water.
• Marinate meat and poultry in a covered dish in the refrigerator.
Thawing
• Refrigerator: The refrigerator allows slow, safe thawing. Make sure

thawing meat and poultry juices do not drip onto other food.
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• Cold Water: For faster thawing, place food in a leak-proof plastic

bag. Submerge in cold tap water. Change the water every 30
minutes. Cook immediately after thawing.
• Microwave: Cook meat and poultry immediately after microwave
thawing
Cooking
Cook all raw poultry, beef, pork, lamb and veal steaks, chops, and roasts to a
minimum internal temperature of 145 °F as measured with a food thermometer
before removing meat from the heat source. For safety and quality, allow meat to
rest for at least three minutes before carving or consuming. For reasons of
personal preference, consumers may choose to cook meat to higher
temperatures.
Poultry: Cook all poultry to an internal temperature of 165 °F as measured with a

food thermometer.
Serving
• Hot food should be held at 140 °F or warmer.

• Cold food should be held at 40 °F or colder.
• When serving food at a buffet, keep food hot with chafing dishes,
slow cookers, and warming trays. Keep food cold by nesting dishes in
bowls of ice or use small serving trays and replace them often.
• Perishable food should not be left out more than 2 hours at room
temperature (1 hour when the temperature is above 90 °F).
Left overs
• Discard any food left out at room temperature for more than 2 hours
(1 hour if the temperature was above 90 °F).
• Place food into shallow containers and immediately put in the
refrigerator or freezer for rapid cooling.
• Use cooked leftovers within 4 days.  Reheat leftovers to 165 °F.
Refreezing
Meat and poultry defrosted in the refrigerator may be refrozen before or after
cooking. If thawed by other methods, cook before refreezing.
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Post-Test
Directions: Read and understand the statements/questions below. Choose the
letter of the correct answer and write it on your test notebook.
1. As a chef of a fine dining restaurant, Genie simmers meat, fish, and

vegetables. Which of the following liquids is a by-product after the different
food stuffs have been simmered?
A. glaze C. stock
B. sauce D. water
A. brown stock C. glace viande
B. ham stock D. chicken stock
5. Among the different types of stock, which one is the easiest to prepare?
A. brown stock C. white stock
6. What stock is made by boiling prawn shell?
B. ham stock D. vegetable stock
7. As a rule, which should not be added to the stock because it causes
saltiness?
A. MSG C. spices
B. salt D. sugar
8. Mrs. Sante will be having visitors for dinner. If she will prepare stock for their
dinner, which of the following flavoring agents will she use to give aroma to
the stock?
A. aromatic flavoring C. ginger
B. garlic D. smoke
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9. What makes the stock tasty and appetizing?

A. appearance C. ingredients
B. color D. smell
A. bisques C. cream
11. Which of the following examples is a thick soup?
A. bisques C. consommé
B. bouillon D. fruit
A. flour C. rice
B. grain D. salt
13. Which of the four basic sauces whose basic ingredient is milk is thickened
with flour enriched with butter?
14. Which among the four basic sauces has a chief ingredient of chicken broth
thickened with flour and enriched with butter seasoning?
15. Which of the four basic sauces has three basic ingredients like butter, egg
yolk, and lemon juice with seasoning for accent?
A. Hollandaise sauce C. white sauce
B. savory butter D. veloute sauce
16. Which of the four basic sauces has a basic ingredient like butter that is
creamed and blended with other ingredients to give individual flavor?
A. dairy cream C. flour
B. egg D. spice
18. What do you call birds that are hunted for food?
A. game C. poultry
A. chicken C. itik
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20. What do you call to young immature pigeon of either sex with extra tender
meat is called___.
A. duck C. rooster
B. fryer D. squab
21. Poultry is composed of different parts. Which of the following do breast meat
belong?
A. dark meat C. variety meat B. tough meat D. white
meat
B. has clear eye
C. heavy and the skin is watery D. well-develop thighs
23. What do you call to young chicken that is usually 9 to 12 weeks of age?
A. fryer C. roaster B. hen D. stag
24. How many days should a whole chicken should be refrigerated?
A. entrails C. viscera
B. dark meat D. white meat
26. In cookery, we apply different cooking methods depending on the
ingredients that we have. If you will cook a matured poultry, which of the
following methods will you apply?
A. boiling C. roasting B. frying D. stewing
B. frying D. stewing
A. high temperature C. low to moderate temperature
B. low temperature D. moderate temperature
A. age C. cuts B. cookery D. sex
30. Which of the following can be done to prevent drying when reheating?
A. cook using sauces and gravy
B. overcook the poultry meat
C. remove fat before cooking
D. none of the above
QUARTER 4
PREPARING AND COOKING MEAT
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Overview
This quarter will enable students or learners to acquire competencies in:
preparing and cooking meat which includes: performing mise‘ en place, cooking
and evaluating meat dishes, presenting/plating meat dishes, and storing meat.
Objectives:
At the end of the quarter students are expected to:
1. perform mise ‗en place;
2. cook meat cuts;
3. present and evaluate meat dishes; and
4. store meat.
Pre-Test
Directions: Read the following statements/questions carefully and choose the letter
with the correct answer. Write your answer in your test note book.
A. calf C. hog
B. deer D. sheep
2. Which of the following market forms of meat does not undergo
chilling?
A. cured meat C. frozen meat
B. fresh meat D. processed meat
A. bone C. flesh
B. fat D. ligament
A. Bone C. Flesh
B. Fat D. Ligament
5. Which of the following meat cuts requires long and slow cooking
temperature?
A. less tender C. tender
B. slightly tough D. tough
6. What is a long – bladed hatchet or a heavy knife used by a butcher?
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A. butchers knife C. cleaver knife

B. chopper knife D. set of slicing knife
A. baking C. roasting
B. broiling D. stewing
8. What do you call the cooking method when meat is cooked in
steaming liquid in which bubbles are breaking on the surface?
B. broiling D. stewing
9. What is an oil-acid mixture which is used to enhance the flavor of
meat?
A. brine solution C. soy sauce and vinegar
B. marinade D. salt and calamansi
A. cleaver knife C. slicer B. fork
D. razor knife
11. To which meat cut do internal organs belong? A. less tender cuts
C. tough cuts B. tender cuts D. variety
cuts
A. crisper C. dry shelf
B. cold shelf D. freezer
A. chunk C. sirloin
B. round cut D. tenderloin
14. When buying meat, what should you consider first?
A. brand C. quality
B. price D. round cut
A. expiration date C. quantity
B. fragility D. size
16. These are taken from the internal organs of animals.
A. less tender cuts C. tough cuts B. tender cuts
D. variety cuts
17. A slaughtered animal is called ______________.
A. a carabeef C. a pork
B. a carcass D. a poultry
18. The most common method of preserving meat is________________.

A. curing C. refrigerating
B. drying D. salting
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19. In this method, salt, sugar, potassium, or sodium nitrate etc. are used
in preserving meat by drying
A. curing C. freezing
B. dehydration D. salting
20. The following are the characteristics of good quality pork, except
____
A. breast is plump C. no foul odor B. flesh is pink
D. texture is fine and firm
21. A tool used for cutting through bones.
A. butcher knife C. cleaver
B. chef knife D. utility knife
22. Used for carving and slicing cooked meats.
A. butcher knife C. slicer
B. chef knife D. utility knife
23. A knife used for general purposes.
A. Butcher knife C. Cleaver B. Chef knife D. Utility knife
24. It is used in carving roasts chicken and duck.
A. Carving knife C. Slicer B. Cleaver knife
D. Utility knife
25. Used for cutting, trimming raw meats. A. butcher knife
C. cleaver B. chef knife D. utility knife
26. Meat of swine is called:
A. Beef C. Chevon
B. Carabeef D. Pork
27. Veal is the meat of:
A. Cattle over 1 year old C. Sheep
B. Goat D. Young calf
28. Deer meat is called:
A. Beef C. Chevon
B. Carabeef D. Pork
29. Meat of cattle over 1 year old
A. Beef C. Pork B. Carabeef
D. Chevon
30. Meat of sheep is called:
A. Lamb C. Pork
B. Carabeef D. Chevon
LESSON 1 PREPARE AND COOK MEAT
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Overview:
This lesson covers the skills, knowledge, and attitudes required to prepare
and cook meat.
Learning Outcomes:
At the end of the lesson you are expected to do the following:
1. perform mise‘n place;
2. cook meat cuts;
3. present and evaluate meat dishes; and
4. store meat.
Introduction of Meat
Meat is a term for the flesh of cattle (beef and veal), sheep (lamb) and pigs
(pork). Meat comprises water, protein, fat, and various amounts of minerals and
vitamins.
Beef is divided into large sections called primal cuts. These beef primal cuts
or ―primal‖ are then broken down further into individual steak and other retail
cuts. A ―side‖ of beef is literally one side of the beef carcass that is split through
the backbone. Each side is then halved between the 12th and 13th ribs into
sections called the forequarter and hindquarter.
Pork is divided into large sections called primal cuts. These primal cuts are
then broken down further into individual retail cuts.
Pork is another choice, as far as meat types are concerned. Pork is
derived from pig and is classified as red meat. However, this meat is less fatty
than beef.
Beef is very popular and is used across the globe. This meat is obtained from
cow and is one of the much sought-after types of red meat. Sheep meat is
also a staple food in some parts of the world and is consumed in many regions.
Sheep meat is otherwise known as mutton (meat of mature sheep) or lamb
(immature sheep) also classified as red meat.
Types of Knives and their Uses

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1. French knife or chef‘s knife – for

general purpose chopping, slicing,
and dicing.
2. Utility knife – used for carving roast chicken and duck.
3. Boning knife – used for boning raw meats and

poultry.
4. Slicer – used for carving

and slicing cooked meats.
5. Butcher knife – used for

cutting, sectioning, and trimming
raw meats in the butcher shop.
6. Scimitar or steak knife - used for accurate

cutting of steaks .
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7.Cleaver – used for cutting

through bones.
Composition of Meat
1. Water – 70% of muscle tissue.
Water Content of Meat and Poultry
Product Name Percentage Water
Raw Cooked
Chicken fryer, whole 66% 60%
White meat chicken, with skin 69% 61%
Dark meat chicken, with skin 66% 59%
Ground beef, 85% lean 64% 60%
Ground beef, 73% lean 56% 55%
Beef, eye of round 73% 65%
Beef, whole brisket 71% 56%
2. Protein – 20% of muscle tissue. Protein coagulates when it is heated. It

becomes firmer and loses moisture. When protein has coagulated to the desired
degree, the meat is said to be done.
3. Fat – 5% of the muscle tissue. The fat in meat contributes to:
A. Juiciness
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Marbling is fat that is deposited within the muscle tissue.

Surface fats protect the meat from drying out during cooking.
Adding surface fat is called barding.
B. Tenderness
Marbling separates muscle fibers, making meat easier to chew.
C. Flavor- Fat is the main source of flavor in meat.
4. Carbohydrates – it plays a necessary part in the complex reaction,
called the maillard reaction, which takes
place when meats are browned by
roasting, broiling or sautéing. Without
carbohydrates, desirable flavor-
appearance of browned meats would not
be achieved.
Structure of Meat
1. Muscle fibers
Lean meat is composed of long, thin muscle fibers bound together in bundles.
These determine the texture or grain of a piece of meat.
• Fine – grained meat is composed of small fibers bound in small fibers.
• Course – textured meat has large fibers.
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2. Connective tissue
These are network of proteins that bind the muscle fibers together.
Connective tissue is tough. Meats are high in connective tissue if the muscles are
more exercised like meat from legs and the meat comes from older animals.
Two Kinds of Connective Tissue

A. Collagen – white connective tissue that
dissolves or breaks down by long, slow
cooking with liquid. Moist-heat cooking
methods at low temperature are not
effective for turning a meat high in
connective tissue into a tender, juicy
finished product. Acid helps dissolve
collagen.
J. Elastin – yellow connective tissue and is not broken down

in cooking. Tenderizing can be accomplished only by removing
the elastin, by pounding and by
slicing and grinding.
Basic Preparation Methods of Meat

1. Washing
Generally, the only occasion in which you will have to wash meat is when it
comes into contact with blood during preparation. After washing, dry the food
thoroughly with absorbent kitchen paper.
2. Skinning
Most of the meat you dealt with has been already skinned by the supplier.
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3. Dicing
Meat are diced when it is cut into cubes for various types of casseroles, stems,
curries, and dishes such as steak, kidney pie and pudding.
4. Trimming
Reasons for trimming:
a. Improve the appearance of the cut or joint
b. Leave as much of the meat intact as possible.
c. Leave an even thickness of fat (where fat is to be left). How much fat
you trim off will depend on the type of meat, preference, and the
cooking process to be used.
d. Remove as much gristles and sinews as possible.
5. Slicing
It is the cutting of meat by determining the direction of the grain (the
muscle fibers), and cut across the grain. This is particularly important with
tougher cuts such as steak, in which the grain is also quite obvious.You slice
meat with―instead of against―the grain.
6. Seasoning
It is the addition of salt and white or black pepper to improve the flavor of food.
a. Use white pepper or cayenne pepper on food which you want to
keep attractive with white color.
b. Add salt to roast and grill after the meat has browned. Adding salt
before cooking will extract the juices of the meat to the surface, and
slows down the browning reactions (which need high temperature
and dry heat).
7. Coating
The two basic coatings are:
a. Flour – coat the meat before cooking, otherwise the flour becomes
sticky and unpleasant.
b. Bread crumbs – coat the meat in flour, then egg wash (egg wash is
made of lightly beaten whole egg with a little water/milk) and finally
with the bread crumbs.
Different kinds of meat and its source
1. Pork – meat from domesticated pigs, typically high in fat, commonly

slaughtered one year or less of age to ensure tender cuts
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.
.
2. Beef -meat from cattle over one year old
3. Lamb – meats of domesticated sheep. Its texture is a direct result of what it

consumes and the age at which it is slaughtered.
4. Carabeef – meat from carabao.
5. Chevon – meat from deer/goat.
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5. Veal – flesh of a young calf, 4-5 months old. Because of its age, it is
considered by some to be the finest meat.
Directions : Match Column A with Column B. Write the letter of your answer in
separate sheet. A.
Column A Column B
_____1. Used for cutting through bones. A. Butcher knife

_____2. Used for carving and slicing cooked meats
B. Chef knife
_____3. For general purposes. C. Cleaver
_____4. Carving roast chicken and duck. D. Utility knife
_____5. Used for cutting, trimming raw meats. E. Slicer
B. Column A Column B
_____1. Young calf A. beef
_____2. goat B. carabeef
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_____3. Sheep C. veal

_____4. Cattle over one year old D. lamb
_____5. Carabao E. chevon
Learning Outcome 2 Cook Meat Cuts
Meat Dishes and Entrees

In the classical menu, the term entrée refers to the courses after the
Grosse piece. Basically, entrees are divided into cold entrees and hot entrees.
Today, however, the entrees are usually served as the main dish with suitable
vegetable and salad garnishes. Both hot and cold entrees are frequently
described as simple dishes on the menu, where they appear in various
categories, such as hot snacks garnishes for main dishes and specialties of the
day. The main difference between main grosses piece is that the entries are cut
up before being cooked. They do not require the same methods of preparation as
the grosses pieces which are prepared in single large pieces. It is, therefore, not
possible to group the two types of dishes in the same category.
Four kinds of doneness in meat
1. Rare – when pressed with a finger, the meat is very soft with jelly like
texture.
2. Medium Rare – when pressed with a finger, meat feels springy and resistant
3. Medium – when pressed with a finger, meat feels firm and there is a definite
resistance.
4. Well Done – when pressed with a finger the meat feels hard and rough.
Nutrient Content of Meat
Meat consists of water protein and fat, with a few minerals and some B vitamins.
1. Protein – High-quality protein is the major constituent of meat after water,
accounting for about 20 percent of its weight. Meat contains 7 grams of
protein per ounce.
2. Fat –content can vary widely, according to the grade of meat and its cut.
3. Carbohydrates – Meat contains very little carbohydrates, glycogen, found in

liver and muscle tissue is present when the animal is alive, but the glucose
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that makes up the glycogen is broken down to lactic acid during and after
slaughter.
4. Vitamins – Meat is an excellent source of certain B vitamins – thiamin (B.,

riboflavin (B2), pyridoxine (B6), vitamin (B12) niacin and some folate. Niacin is
obtained from tryptophan, an amino acid plentiful in meats and milk.
5. Minerals – Meat is an excellent source of iron, zinc, copper, phosphorous, and

a few other trace minerals.
Safe Cooking Temperatures for Various Meat

MEAT °C °F
Beef, rare 52 125
Beef, medium 57 135
Beef, medium well 68 155
Beef, well done 71 160
Ground beef 74 165
Pork 71 160
Market forms of meat
Fresh meat – meat that is recently slaughtered, has not been preserved,
frozen
Chilled meat – meat that is placed in chiller or slightly cold
Cured meat – meat preserved by salting, smoking or aging
Processed meat –meat preserved by chemical process
Meat cuts
Primary Cuts of Meat Beef
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Veal
Lamb
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Pork
Marinades
` Good marinade will add flavor to your favorite meat and make it more tender
and juicy. Making a marinade is very simple. All you need are three basic
components. The first, is an acid, such as lemon juice, vinegar, yogurt, or wine.
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The acid is important as it breaks down the meat and tenderizes it. The second, is
oil. This protects and preserves the food while marinated and also when it‘s being
cooked. The third, is any herb and/or spice. This is what gives a marinade its
unique flavor and zest. Feel free to experiment by grouping one or more
ingredients from each component.
Here are some general guidelines for marinating:

• Meat and poultry are generally marinated for 2 hours up to 2 days.
• Seafood and fish should be marinated for no longer than one hour.  Use a
non-reactive container - steer clear of aluminum, copper, or cast iron.
• Wait for your marinade to cool down before pouring over the meat of your
choice.
• Always refrigerate your meat while it's marinating.
• Never reuse marinades!
Types of Marinades
Pineapple Marinade - http://bbq.about.com/od/marinaderecipes/tp/Top-10-
Pork-Marinade-Recipes.htm
This
sweet, fruity marinade works great on any cut of pork or chicken. What you get with
this marinade is a great Hawaiian Teriyaki flavor. Try this marinade when you are
simply placing cut strips of pork or chicken over rice. You can make extra marinade
to use as a sauce as long as you keep it separate from the meat
Pork Chop Marinade
This is a great Asian style marinade that works well on all cuts of pork, particularly
pork chops, reminiscent of a Teriyaki marinade with a hint of heat from the chili
sauce. You can, if you like, heat this up with some extra chili sauce or perhaps a
pinch of cayenne.
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Jamaican Jerk Marinade

You've heard of Jerk seasonings and Jerk rubs, well this is a jerk marinade that
gets that jerk flavor deep into the meat. You can use this marinade on all kinds of
meat and poultry.
Pork Rib Marinade
BBQ Guru posted this marinade recipe to the forum. It uses a pork rub for the
seasoning with vinegar and water to turn it into a marinade.
Teriyaki Marinade
Want to get that great Teriyaki flavor into your favorite dish? This marinade will
surely add flavor to whatever you're grilling. This marinade works particularly well
with pork and poultry.
Pork Chop and Tenderloin Marinade

Doug Freeman sent in this marinade recipe for grilled pork. You may leave out the
liquid smoke if you are so inclined.
Bourbon Marinade
This is a great, sweet bourbon marinade that works perfectly on any food. This is
a mild marinade so you will want several hours marinating time with it before you
grill.
Mustard-Vinegar Marinade
This is a simple mustard marinade that tenderizes and adds flavor. It works well on
pork or poultry.
Effects of Heat to Meat

1. It tenderizes connective tissue if moisture is present and cooking is slow.
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2. It coagulates protein. Even meats low in connective tissue can be tough and
dry if cooked at excessively high heats for too long.
3. High heat toughens and shrinks protein and results in excessive moisture lost.
4. Roasts cooked at low temperature shrink less and loss less moisture.
5 Moist heat penetrates meat quickly. To avoid over cooking, meat

should be simmered, never boiled.
Methods of cooking meat

1. Dry heat cooking, such as roasting, broiling, or sautéing.
2. Moist heat cooking, like braising, steaming, or poaching.
Choosing the Right Cooking Technique

Using the appropriate cooking method for the type of food being prepared is
a major part of the culinary arts. Tough cuts of meat like beef brisket or lamb
shank need to be cooked slowly, at low heat, for a long time, and with plenty of
moisture. Prepared properly, these cuts can be incredibly tender and delicious.
On the other hand, dry-heat methods typically involve very high temperatures and
short cooking times. A piece of brisket cooked in this way — on a grill, let's say
would be tough, chewy and largely inedible. Interestingly enough, a beef
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tenderloin steak cooked using a slow, moist-heat method such as braising would
also turn out tough, chewy and inedible
Dry heat cooking

Dry heat cooking refers to any cooking technique where the heat is
transferred to the food item without using any moisture. Dry-heat cooking
typically involves high heat, with temperatures of 300°F or hotter.
Baking or roasting in an oven is a dry heat method because it uses hot air to
conduct the heat. Pan-searing a steak is considered dry-heat cooking because
the heat transfer takes place through the hot metal of the pan.
Note: The browning of food (including the process by which meat is browned,
called the Maillard reaction) can only be achieved through dry-heat cooking.
Examples of dry-heat methods include:
Roasting & Baking
Forms of dry-heat cooking that use hot, dry air to cook food roasting
and baking. Like other dry-heat cooking methods, roasting and baking brown
the surface of the food, which in turn develops complex flavors and aromas.
Both words describe a method of cooking an item by enveloping it in
hot, dry air, generally inside an oven and at temperatures of at least 300°F and
often much hotter. A convection oven, which circulates hot air throughout the
oven, can enhance the browning reaction.
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Grilling & Broiling

http://culinaryarts.about.com/od/dryheatcooking/a/grilling.htm
Dry-heat cooking methods that rely on heat being conducted through

the air from an open flame are grilling and broiling. This type of cooking
produces browning reactions on the surface of the food, thus encouraging the
development of complex flavors and aromas. Grilling cooks hot and fast,
because air is a poor conductor of heat. Broiling and grilling require the food to
be quite close to the heat source, which in this case, is likely to be an open
flame.
Sautéing & Pan-Frying
Sautéing is a form of dry-heat cooking that uses a very hot pan and a
small amount of fat to cook the food very quickly. Like other dryheat
cooking methods, sautéing browns the food's surface as it cooks and
develops complex flavors and aromas.
Sautéing requires a very hot pan.
When sautéing, it's important to heat the pan for a minute, then add
a small amount of fat and let it gets hot as well, before adding the food to
the pan. This hot fat helps brown the surface of the food. Another key is to
avoid overloading or overcrowding the pan.
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Deep-Frying
Since deep-frying involves submerging food in hot, liquid fat, it

might take some time to get used to the idea that it's actually a form of
dry-heat cooking.
But if you've ever seen the violent reaction of hot oil to even a tiny
drop of water, you know that oil and water are a couple of opposites that
has nothing to do with each other.
Moist heat cooking

Moist heat cooking methods include any technique that involves cooking
with moisture — whether it's steam, water, stock, wine or some other liquid.
Cooking temperatures are much lower, anywhere from 140°F to a maximum of
212°F, because water doesn't get any hotter than that. Examples of moist-heat
cooking methods include:
Simmering
With simmering, the cooking liquid is a bit hotter than poaching from 180°F
to 205°F. Here we will see bubbles forming and gently rising to the surface of the
water, but the water still isn't at a full rolling boil.
Because it surrounds the food in water that maintains a more or less
constant temperature, simmering cooks food very evenly. It's an excellent choice
for culinary preparations including stocks or soups, starchy items such as potatoes
or pastas, and many others.
Boiling
The hottest of these three stages is boiling, where the water reaches its
highest possible temperature of 212°F. It's actually the least likely of the three to
be used for cooking. That's because the violent agitation caused by the rolling boil
can be too rough on food and will often damage it.
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Water at a full boil would be a bad choice for cooking an egg outside its
shell, as we do when preparing poached eggs, because the agitation would
cause the egg to fall apart. The same holds true for delicate fish as well as some
pastas.
Steaming
Steaming is a moist-heat cooking technique that employs hot steam to

conduct the heat to the food item.
Cooking With Steam
Steaming can be done on a stovetop, with a pot containing a small amount of

liquid that is brought to a simmer. The item to be cooked is then placed in a basket
suspended above the liquid and the pot covered.
Braising & Stewing
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Braising is a form of moist-heat cooking in which the item to be

cooked is partially covered with liquid and then simmered slowly at a low
temperature.
Though it can be done on the stovetop, braising is best done in the oven,
because the heat fully surrounds the pot and causes the food to cook more evenly
than if it were only heated from below.
Begin by Searing
Because moist heat does not permit the various browning reactions that
dry heat produces, giving cooked meats the brown, outer crust that also helps to
develop complex flavors and aromas, it's customary to sear meat in a pan with a
small amount of hot fat before braising it. This step helps to develop flavors as
well as making the meat more appealing visually. Read more about how to braise
meat
How Braising Works
Braising is a good choice of cooking method for cuts of meat that are
tougher or from older animals. The connective tissues that are more prevalent in
cuts like this, and which can make meats tough and chewy when improperly
cooked, are slowly dissolved through long, slow application of moist heat. So you
end up with a tender piece of meat.
Factors Affecting Choice of Cooking Methods in Meat

1. Cuts of meat
• Tender cuts like ribs and loin cuts are used for roasting, broiling and
grilling
• Less tender cuts from leg or round are used for braising
• Tougher cuts from chuck or shoulder are usually braced
• Least tender cuts from shanks, breast, brisket, and flank are cooked by
moist heat.
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• Ground meat and cubed usually made from trimmings can be cooked by
dry heat or moist heat.
2. Fat content
• Meats high in fat are cooked without added fat, such as roasting or broiling
• Meats low in fat are often cooked with added fat to prevent dryness, like sautéing,
pan frying or braising.
3. Desired quality
 Tenderness is not the only goal of cooking. To develop flavor and

appearance is also one of the objectives to get the desired quality.
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PREPARE AND COOK MEAT
This will be a group collaboration activity. Perform recipes using different

methods of cooking meat. Your outputs will be evaluated using a performance
score sheet.
Roasted Meat
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Knife
Chopping board
Roasting pan
Rack
Oven
Pan
Serving plate
Materials/ingredients needed:
Meat (any kind)
Seasoning
Brown Stock
Mirepoix
Procedure:
1. Collect all equipment and food supplies. Use roasting pans that have
low side and just large enough to hold the roast.
2. Prepare a trim meat for roasting.
3. Season meat several hours or the day before.
4. Place meat fat side up on a rack in the roasting pan.
5. Place meat in preheated oven.
6. Roast to desired doneness.
7. Remove roast from oven and let stand in a warm place for 15-30
minutes.
8. Prepare pan gravy from drippings by;
a. degrees pan used in roasting meat
b. add mirepoix and let brown
c. deglaze with brown stock
d. simmer for desired time
e. strain and skim fat
9. Slice roast meat across the grain and serve with gravy.

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a. b. Color combination is ________ ________ ________

attractive and appealing _ _
d. correct consistency not ________
mushy/ very thick/thin ________ ________
consistency _ _
________
________ ________
_
2.Palatability
a. delicious ________ ________ ________
_ _
b. tastes just right ________
________ ________
_ _
3.Nutritive Value
a. highly nutritious ________ ________ ________
_ _
II. Procedure:
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a. kept working table
orderly while
preparing the ________ ________ ________
ingredients _ _
b. used only the proper
and needed utensils
________
and dishes
c. used time-saving ________ ________
techniques and _ _
devices

________
a. was well-groomed
and properly dressed
for cooking, use of ________ ________
clean apron, hair _ _
nets, hand towel and ________
pot holders
b. used sanitary
handling of food
3. Conservation of Nutrients ________ ________
a. followed proper _ _
preparation and
cooking procedures
Braised Short Ribs

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Purpose: Prepare and cook braised short ribs
Oven
String for tying
Pan
Ladle
Strainer
Ingredients Needed:
25 kg short rib sections
250 ml oil
300 g onions
150 g celery
150 g carrots
150 g bread flour
25 l brown stock
150 ml tomato puree
2 pcs. Bay leaves
Salt to taste Pepper to
taste Procedure:
1. Tie the short ribs so the meat will stay on the bone during cooking.
2. Dry the meat so it will brown easily.
3. Heat the oil in a heavy skillet until very hot. Brown the meat on all
sides. Transfer browned meat to a browning pan.
4. Sauté onions, celery and carrot to the skillet until lightly browned.
5. Stir in the bread flour to make a roux.
6. Add the brown stock and tomato puree. Simmer until thickens.
7. Add bay leaf and season to taste with salt and pepper.
8. Pour the sauce over the steaks. Cover and braise until tender.
9. Transfer the steaks in a serving plate.
10. Strain the sauce and pour over steaks.
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a. color combination is ________ ________ ________
b. ingredients cooked just right
c. correct consistency not ________
consistency _ _
________
________ ________
_
2.Palatability
a. delicious ________ ________ ________
_ _
________ ________
_ _
3. Nutritive Value
_ _
II. Procedure:
a. kept working table orderly
while preparing the
ingredients b. used only the ________ ________ ________
proper and needed utensils _ _
and dishes
c. used time-saving techniques
________
and devices
5. Cleanliness and Sanitation ________ ________
a. was well-groomed and _ _
properly dressed for
cooking, use of clean
apron, hair nets, hand
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towel and pot holders

b. observed sanitary handling of
food
6. Conservation of Nutrients ________ ________ ________
a. followed proper preparation _ _
and cooking procedures
________
________ ________
_ _
Broiling/Grilling Meats
Purpose: To prepare and cook meat for broiling or grilling.

Broiler or Griller
Brush for meat
Fork
Knife
Tong
Ladle
Ingredients Needed:
Meat
Oil
Salt and pepper to taste
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Procedure:
1. Collect and prepare all equipment and supplies. Trim excess fat from
meats to avoid flare-ups.
2. Preheat the broiler or grill.
3. Brush the meat with oil, or dip it in oil and let excess drip off. Place the
meat on the broiler or grill. The oil helps prevent sticking and keeps the
product moist.
4. When one side is brown and the meat is cooked halfway, turn it over with
a fork (piercing only the fat, not the meat, or juices will be lost) or tongs.
5. Cook the second side until the meat is cooked to the desired doneness.
If the meat is to be brushed with a glaze or sauce, it is usually best to
wait until the product is partially cooked on each side before applying the
first coat. After the meat has been cooked on both sides ½ to ¾ done,
brush the top with a light coat of the sauce. Turnover and repeat as
necessary.
6. Remove from broiler or grill and serve immediately.

a. color combination is ________ ________ ________
b. ingredients cooked just right ________
c. correct consistency not ________ ________
________
mushy/ very thick/thin _ _
consistency ________ ________
_
2. Palatability
a. delicious ________ ________ ________
_ _
________ ________
_ _
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3. Nutritive Value
_ _
II. Procedure:
4. 5. Use of Resources:
a. kept working table
orderly while
preparing the ________ ________ ________
ingredients _ _
b. used only the proper
and needed utensils
________
and dishes
c. used time-saving ________ ________
techniques and _ _
devices

________
a. was well-groomed
and properly dressed
for cooking, use of ________ ________
clean apron, hair _ _
nets, hand towel and ________
pot holders
b. observed sanitary
handling of food
7. Conservation of Nutrients ________ ________
a. followed proper _ _
preparation and
cooking procedures
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MORCON
EQUIPMENT
Measuring spoon 1k beef, sliced 1/4 inch thick (3
Measuring cup ¼k pcs.) ground beef liver sliced
Knife 200 grams sausages or ham pork fat (cut is
Weighing scale 200 grams strips) hard boiled eggs, sliced
Pot or pressure cooker 3 pcs. cheddar cheese in strips grated
100 grams cheddar cheese onions, chopped
100 grams bay leaf (laurel)
2 ground black pepper
5 pcs. vinegar salt water thread
½ tsp or string (for tying)
½ cup
2 tsp.
2 cups
2 meters
PROCEDURE:
1. Spread and stretch the sliced beef on your working table.
2. Arrange the filling on the sliced beef: sausage strips, cheese strips,
sliced eggs, pork fat and some ground liver.
3. Roll the sliced beef with all the filling inside and secure with a thread or
string.
4. Repeat the procedure for the two remaining beef slices.
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5. On a pot, place the beef rolls and put the water, the remaining ground
liver, grated cheese, chopped onions, bay leaves, ground black pepper
and salt.
6. Cover the pot and bring to a boil. Simmer for one hour.
7. Add the vinegar and continue to simmer for another hour or until beef is
tender.
8. Slice the beef morcon, arrange on a platter, and top with the sauce/
gravy.
(Estimated cooking time: 2 to 3 hours.)\
Cooking Tips:
• A spoon or two of flour can be added to water to thicken the sauce.
• Instead of boiling in a pot, you can use a pressure cooker for faster cooking.
• Optional: Garnish with olives before serving.
Evaluate your finished products using the score sheet.

a. b. color combination is ________ ________ ________
d. correct consistency not ________
consistency _ _
________
________ ________
_ _
2.Palatability
a. delicious ________ ________ ________
_ _
________ ________
_ _
3.Nutritive Value
_ _
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II. Procedure:
1.Use of Resources:
b. kept working table
orderly while
preparing the ________ ________ ________
ingredients _ _
c. used only the proper
and needed utensils
________
and dishes
d. used time-saving ________ ________
________
techniques and _ _
devices _______
______ _______
________ ________
________
a. was well-groomed
and properly
dressed for ________ ________
cooking, use of clean
apron, hair nets, hand
towel and pot holders
b. observed sanitary
handling of food
a. followed proper
preparation and cooking
procedures
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Learning Outcome 3 Plate/Present Meat Dishes
Basic Principles of Platter Presentation

1. .Presentation must have three elements.
• Centerpiece may be an uncut portion of the main food item.
• Slices or serving portions of the main food item, arrange artistically.
• Garnish, arranged artistically in proportion to the cut slices.
2. The food should be easy to handle and serve, so one portion can be
removed without ruining the arrangement.
3. Simple arrangements are easier to serve, and more likely to be still

attractive when they are half demolished by the guests
4. Attractive platter are made of metals, mirrors, china, plastic or woods,

presentable and suitable for use with food.
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5 .It must look attractive and appropriate not only by itself, but among other
presentations on the table.
How to Present Food on a Plate

When you're plating food, the goal is to create a dining experience that
tempts all of the senses, not just the palate. When food looks appetizing the body
actually produces more fluids that aid in nutrient absorption - so you might even
say that beautiful food is more wholesome than food that doesn't look appealing.
To achieve restaurant-quality presentation, start with brightlycolored, well-cooked
food. Layer the food and play with contrasting colors and textures to increase its
visual appeal. Finally, garnish the plate with flavorful herbs or spices to take it to
the next level. See Step 1 and beyond to learn how to make the next meal you will
cook look irresistible.
Starting With Beautiful Food
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Avoid a monochromatic color scheme. A plate of food looks most

appealing when there's a high level of contrast in colors.
 When you're planning meals, think ahead about the colors you want to
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feature on the plate. You might not be able to represent all the colors of the
rainbow at every meal, but challenge yourself to have as much color as
possible.
• If you're about to serve several like-colored foods, like grilled chicken and
mashed potatoes, adding a serving or two of fruits and vegetables is a
fantastic and easy way to add pops of color. The richest greens, oranges,
reds, purples, blues, pinks and yellows on your plate probably take the form
of fruits and vegetables.
• If you're not sure how to add color, utilize garnishes. Nearly any savory dish
is well-served by a sprinkling of fresh chives, parsley, dill, or mint. Lemon and
lime wedges are welcome alongside poultry and seafood dishes.
Bring out vegetables' brightest colors. The way you cook your vegetables has a
lot of bearing on the overall visual effect of a meal
• Lightly steam instead of boiling. Steaming vegetables makes them look
appetizing and flavorful, while boiling creates the opposite effect.
• Roast or sauté them with a little oil or butter. Roasted or sautéed vegetables
look quite appetizing when they're allowed to caramelize a little in oil or
butter.
Sear your meat and let it rest. Many meat dishes look most appetizing when the
meat has been seared. The sight of a steak or piece of grilled salmon with a
brown, crispy sear will make your dinner guests' mouths start to water. In addition
to searing your meat, you should let it rest for several minutes before cutting it.
This allows the juices to absorb back into the meat, so that they don't end up
running all over the plate.
• There are exceptions to the rule of searing your meat. For example, if you're
serving braised beef, you'll have to think of creative ways to make the meat
look appetizing even though it doesn't have a crispy crust. Serving it with a
sauce is a good way to add visual interest.
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Cook fried foods carefully. Underdone or overcooked fried foods are difficult to
present in an appealing way. Fried foods can look beautiful on a plate, but
it's important to fry them well and have a plan for dealing with the oil so it
doesn't muck up the rest of the dish. Cook fried foods until they're golden
brown, then let them drain on a plate lined with paper towels to absorb the
extra oil. Otherwise, the food will leave streaks of grease on the plates.
• Fried foods often continue browning a bit after they've been removed from
the hot oil.
Take texture into account. Texture and color go hand in hand when it comes to
how appetizing food looks on the plate. If your food looks too oily, too dry,
mushy, tough, or otherwise difficult to chew and swallow, it won't matter
how perfectly colorful it looks. Take pains to cook food well so that it comes
out to the right texture.
• The way you handle the food just after it has been cooked, and before it is
plated, can really affect the texture. Pasta, for example, should be kept in
water or tossed in a bit of oil just after cooking so that it doesn't start to
clump. Fried foods should not be covered with airtight lids, because the heat
from the food will end up steaming the breading and causing the food to get
soggy.
• Once the food is on the plate, a spritz of oil or water can improve its visual
appeal if it looks too dry.
Experiment with interesting shapes.
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• Cutting vegetables in interesting shapes can make the simple become

special. You can cook and serve vegetables, desserts, pot pies and other
foods inside unique-shaped dishes to create attractive shapes.
Plating it with Care
• When in doubt, choose white plates. White plates don't compete visually
with the food you're serving. They provide contrast, making colors appear
brighter and textures more interesting. . If you have a set of special plates
with a pattern or a certain color scheme, it's fine to use them. Just make sure
they complement the food you're serving instead of vying for attention.
• Don't forget to take the rest of the table into consideration, too. Cutlery,
glasses and linens will enhance the overall appearance of the dish upon the
table.
Visualize the finished plate.

• Consider how to present the main portion in relation to the side dishes.
Consider where it will look best on the plate with the other elements of the
dish. Consider also how to get best impact––the appearance and symmetry
are all affected by whether the food is sliced thinly, thickly or left whole.
Limit portion sizes.

• Only fill about two thirds of each plate with food. The rest of the plate should
be left empty. The negative space will provide contrast with the food, making
it look more appetizing. If the plate is loaded with food, the food itself won't
look as visually pleasing. Keep standard serving sizes in mind and aim to
serve just the right amount of each part of the dish.
• As a general rule, half of the food on the plate should comprise of
vegetables, one fourth meat or another protein, and one fourth starch.
• Start plating food in the center of the dish and work outward from there, so
that the food is centered in the middle of the plate.
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Follow the rule of odds.

• Having an odd number of elements on a dish is more visually appealing than
having an even number. It creates the impression that piece of food is being
framed by the others. Keep this in mind whether you're serving different
types of food or more than one piece of the same food.
For example, if you're serving scallops, serve either 3 or 5 instead of 4.
Play with different textures

• Creating a texture contrast is a good way to draw the eye. Too many soft or
crunchy foods on a plate are unappealing, but a combination of both is
delicious. Different textures harmonize to create a pleasing dining
experience. Leaving one of the elements out would result in a less appealing
dish.
• To quickly add some crunch to a dish, try topping it with some crushed,
roasted walnuts and almonds Layer foods to add height.
• It's common to see food layering in restaurants, but home cooks don't usually
try it. Adding height to a dish can take it from ordinary to stunning. Don't be
afraid to show off your culinary skills by using stacking and layering methods
to make your presentation more professional.
• An easy way to start layering food is to serve the protein on a bed of starch.
For example, serve a kabob on a heap of rice, or serve grilled swordfish on a
pile of mashed potatoes.
• Aim to make foods look bigger, not smaller. Fluff up your salads. For
example, instead of smooching them down. Create a little crosshatched stack
of cooked asparagus instead of presenting it in one flat layer.
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Use sauce wisely
• If you're serving a curry, stew or soupy casserole, you might want to drain the
food of its sauce before serving, then pour on just the right amount when you
plate the dish. That way you can control the amount of sauce and use it to
make the dish look decorative.
Keep up with food styling trends.
• Remember that styles change even within the space of a few years or even
months, so keep up-to-date by checking out cooking magazines, cooking or
foodie websites and cooking shows for current ideas.
Adding Appetizing Touches
Use garnishes that enhance the flavor of the meal. No matter what you're
serving, make sure the garnish actually makes the dish better instead of just
cluttering up the plate.
Employ drizzles and swirls.
• Another way to finish food is with a drizzle or swirl of a concentrated sauce or
liquid. For savory dishes, this might be a small squeeze of remoulade, pesto,
or flavored oil. For sweet dishes, adding chocolate sauce, fruit jam, or crème
anglaise might be the most delicious way to add that finishing touch.
• Rather than just pouring a sauce over your food, consider putting it in a
squeeze bottle so you can create a pretty swirl or pattern. If you don't have a
squeeze bottle, put the sauce in a plastic food storage bag, cut a small piece
off one of the corners, and squeeze the sauce through the bag.
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• Don't overdo it. The key is to add a touch of color, flavor and texture without
overpowering the main part of the dish.
Make sure the plate is clean

• Examine the edges of the plate for fingerprints and smudges. A great way to
clean up the edges of a plate is to dip a paper towel in a cup of water with a
dash of white vinegar. Wipe the rim of the plate so that no food residue or
prints are visible. This gives your presentation a professional touch.
The 5 Basic Elements of Plating
1. Create a Framework
Start with drawings and sketches to visualize the plate. Find inspiration
from a picture or object. Assemble a ‗practice‘ plate to work on executing your
vision.
2. Keep It Simple
Select one ingredient to focus on and use space to simplify the
presentation. Clutter distracts from the main elements of your dish that might
confuse the diners on what to focus on.
3. Balance the Dish

Play with colors, shapes and textures to ensure diners are not
overwhelmed. The presentation should never overpower flavor and function.
4. Get the Right Portion Size
Ensure that there is the right amount of ingredients and the plate
complements the dish, not too big or too small. Strike the right proportion of
protein, carbohydrates and vegetables to create a nutritionally balanced meal.
5. Highlight the Key Ingredient
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Ensure that the main ingredient stands out and pay equal attention to the
‗support‘. This refers to the other elements on the plate such as garnishes,
sauces and even the plate itself.
Review of Learning Outcome

3
Direction: Select the best answer. Write only the letter on your answer sheet
1. In platter presentation uncut portion of the main food item is
A. garnish B. serving portions C. centerpiece
2. It is arranged artistically in proportion to the cut slices.
A. slices B. serving portions C. garnish
3. The food should be easy to handle and
A. garnish B. serve C. arrangement
4. Use attractive platter presentation made of metals, mirrors, plastic or wood,
and
A. china B. pan C. platter
5. The act of serving or arranging portions of the main food item
artistically.
A. slicing B. garnishing C. setting
Learning Outcome 4 Store meat
Methods of Preserving Meat

There are different methods of preserving meat. These include drying or
dehydration, smoking, salting, curing, refrigerating, freezing, canning and freeze
drying.
A. Drying – This is the most common method of preserving meat. Drying
involves the reduction of the original 70% of water content of the meat to
about 15%. The removal of the moisture content does three things,
namely:
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• Enzymatic changes are retarded;

• Growth of microorganisms is much hampered
• Microbes lose water and become inert.
Ways of Drying Meat
1. Natural sun drying – Natural sunlight is used to reduce the amount
of moisture content of meat. Portable solar dyers can provide
sanitary means of drying meat. Dryers with screen covers are
recommended for outdoor use and lengthens the storage life of
meat
2. Dehydration or artificial drying – Oven is used for drying the meat.
Although this is more expensive than sun drying, dehydration is a
more efficient method of removing moisture from meat. Products
dried in this way are of higher quality and can be sold at better
prices.
B. Smoking – Meat is smoked to create a distinctive color and flavor, thus
helping its preservation. The flavor, color, and attractive glaze on the
surface of the meat is desired like in ham, bacon, and tinapA. The heat
generated during smoking destroys the enzymes and dries the product
artificially, thus preventing the growth of molds and vegetative bacteria on
the surface. Cold and hot smoking are the two types of smoking. Smoked
meats include ham, bacon, and chicken.
• Cold Smoking – The temperature is held between 26 to 43ºC and

the products are smoked over a period of days or weeks. The
products thus pick up a strong smoked flavor and are dehydrated as
well.
• Hot Smoking – The temperature is higher, from 71 to 79ºC.The

high temperature speed up the drying process, giving the product a
mild smoked flavor.
2. Salting – Salt improves the keeping quality of meat. It removes the

water from the tissue of the meat and the cells of spoilage
organisms that may be present in the meat.
C. Curing – In this method, salt, sugar, potassium or sodium nitrate, and

other curing elements such as ascorbic acid, phosphate blend, and spices
are used to prolong the keeping quality of meat. Curing agents also help
improve the flavor and appearance of meat and retain its original color.
Sugar minimizes the hardness of the straight cure process. It also makes
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the product more appetizing and provides energy to the nitrate-reducing

bacteria which gives the red color. Spices give the desired flavor and
aroma.
D. Refrigerating – Meat is stored at a temperature range of 2 to 10ºC to

retard mold and bacterial growth for a limited period.
E. Freezing – Meat is preserved at a temperature of 10ºC and below.

Freezing deactivates enzymes and bacteria. Meat can be preserved for
two months to one year using this method.
F. Canning – Meat preserved by canning is packed in sealed cans or jars

which are subjected to a temperature of 100ºC and above 5-7 kilo
pressured for a specific period of time. This process destroys the
organism that causes spoilage. It maintains the high quality of meat
product and extends its life for about a year.
G. Freeze Drying – The process involves the removal of moisture from the
meat tissues by transforming the moisture content into ice and gas. The
product to be dried is first frozen and the ice is sublimed from the frozen
mass, removing 98% of the water content. The remaining moisture is
further reduced to 0.5% or lower by subjecting the product to high
temperature as possible without destroying it.
The texture, appearance, flavor, and nutritive value of freeze dried
products are comparable to frozen foods. The products have a long shelf
life and require no refrigeration. This method needs special equipment
such as modern freeze dryer.
Evaluating the Quality of Preserved Meat Products

Good quality pork has less than 1 ¼ cm of golden brown fat that covers the
surface of the meat and a thoroughly cooked interior where meat has even
pinkish color. It has also a juicy and tender texture, a pleasing aroma and a
tender seasoned and pleasing taste with a slight hint of smoky flavor.
Sausages of good quality are uniform in size and length. Each sausage in a
whole piece has no rupture of casing even when pricked. The interior has a
pinkish color when thoroughly cooked. A combination of juicy meat with spicy
seasoning marks their flavor.
Proper Storage of Preserved Meat
Many processed items prepared for future use may be stored in the freezer.
These should be wrapped in plastic or foil to prevent the occurrence of freezer
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burn and avoid having a pulpy texture that comes from loss of moisture. Each
item should be labeled with the name of the product, date of expiry, and quantity.
Processed food held in storage should be well-covered or wrapped to keep them
from absorbing odors and flavors from other foods. They should be held below
danger zone temperatures. Processed meat should be packed in desired and
easy to thaw market units. Thawing a 25kilo pack of ground meat, for example,
will be difficult. Systematic freezing of food in quantity for long-term storage
requires special freezing equipment.
Food Storage Chart
Food Suggested Recommended Maximum
Maximum Storage
Temperature
(ºC.
Canned 21 12 months
Products Frozen
Products beef -18 to -29 6–12 months, in original
poultry Fresh package
Pork -18 to 29
(not ground) 3-6 months, in original package
Sausage,
18 to 29
ground meat
3 to 4 1-3 months, in original package
Cold cuts,
3-5 days, in semi-moisture proof
Sliced
3 to 4 paper
1-4 weeks, tightly wrapped
Cured bacon
Ham (tender
cured) 3 to 4 1-6 weeks, tightly wrapped
Ham (Canned) 3 to 4 6 weeks, in original container
(unopened)
Dried Beef 3 to 4 6 weeks, tightly wrapped
Most canned foods can be stored at room temperature in a cold place and
hold their eating quality for several months. They are safe to eat as long as there
is no bulge on the can. Below 24ºC is a good temperature for storage. Canned
ham and other perishable meats should be stored in the refrigerator unless
storage recommendations on the can state otherwise. These meats should not be
frozen.
Hygiene Practices in Storing Meat products
To achieve high standards of sanitation, the following measures should be strictly
observed:
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1. See to it that physical equipment and layout are conducive to sanitary

practices.
2. Handle, store, and refrigerate food properly to prevent spoilage and
contamination.
3. Safeguard the food during distribution and service.
4. Wash and sanitize dishes, glasses, utensils, and equipment.
5. Clean floors walls, ceilings, counters, tables, and chairs regularly.
6. Eliminate vermin and rodents from food areas.
7. Maintain adequate employer supervision and a constant program of
education in sanitation for food service workers.
8. Make sure that food service employees are in good health, and are not
carriers of communicable diseases. The three principal groups of
communicable diseases that must be guarded against in public feeding
operations are respiratory, intestinal, and skin diseases. Require medical
examinations for food service employees.
9. Provide a regular employee education on food service sanitation.
Techniques in storing meat
Storage Procedures for Meat Products

Safe Storage - Meat is among the most perishable foods. This perishable ability
makes it a potentially hazardous food. At ambient temperatures, meat spoils so
fast. It is therefore necessary to keep it in chilled storage.
Storing - take time to store the food items. Store new purchases behind
old ones and always use the old stock first. It is easy to put new purchases at the
front. However, older stocks are overlooked and thus cause spoilage. These may
include cereal and cereal products, sweeteners, oils, seasonings, and unopened
cans and jars.Do not use kitchen cabinets above the refrigerator, stove, or oven
for food storage.
Never use the area under the sink for storing food because openings around
water and drain pipes are impossible to seal. Pipes may leak and damage the
food.
If you reuse glass jars, wash them thoroughly, wipe, and air-dry before using. This
helps remove any trace of odors that may remain.
1. Refrigerator storage. A refrigerator provides cold temperature for storing
perishable foods such as dairy products, meat, fish, poultry, eggs, fruits, and
vegetables.
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Protein foods should be stored in the coldest part of the refrigerator.

Fruits and vegetables can be stored in less cold sections or in a special
compartment such as the crisper.
If refrigerated foods are not properly wrapped, they will dry out and
lose nutrients and flavor. Food should be well covered with plastic, foil or
wax paper, or should be put in tightly covered containers. Garlic and
sausages are strong-flavored foods and should be wrapped tightly in
plastic or foil and stored in an air-tight container to prevent the transfer of
aromas to other foods.
2. Freezer storage. For proper freezing and storage, the temperature inside the
freezer should be 18ºC or lower.
Store frozen foods in their original packages. Foods to be frozen
should be put in moisture-vapor proof wrapping.
If plastic containers are used, allow about 2.5 cm of headspace at
the top between the food and the lid so the food can expand when if
freezes.
Thaw frozen foods in the refrigerator. Do not allow food to thaw at
room temperature. At this point, microorganisms will begin to grow.
Our sanitary laws and regulations are so designed to safeguard and
promote health.
Bacteria are all around us, but they are so small that they cannot be
seen by the naked eye. There are hundreds of different kinds of bacteria.
Some harmless bacteria are useful and necessary such as those essential
in preparing cheese. Other bacteria are essential in agriculture and
industry. However, many types of bacteria are dangerous and cause
diseases if allowed to multiply and be transmitted to humans.
Food contaminated with bacteria can make people sick. Some of
the common illnesses are salmonellosis, perfringens poisoning,
staphylococcal poisoning, and botulism.
Sanitation is the best preventive measure against food-borne
diseases. Sanitation means keeping bacteria out of food through personal
hygiene and proper handling procedures. It also means keeping the food at
proper temperatures so bacteria already present do not have much chance
to multiply.
Bacteria enter food in two ways. Some are naturally present in food
when you buy it. Others get in because of careless handling when food is
prepared and served. Bacteria cannot travel by themselves; they are
carried about by people, animals, and insects as well as objects.
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Salmonella bacteria, for instance, can be found in food such as raw meat,
poultry, eggs, and dairy products. From these foods, the bacteria
contaminate other foods in the kitchen.
Staphylococcus bacteria are found not only in raw meat but in food
handlers with poor personal hygiene. The bacteria from food handlers can
be transmitted to the food through sneezing and coughing.
Bacteria thrive on food, moisture, and the right temperature in order
to grow. With careless handling these growing conditions can occur in any
kitchen
PORK TOCINO
Standard recipe developed by Calamba Manpower

EQUIPMENT QUANTITY DESCRIPTION
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knife chopping 1k1 Pork , slice thinly

board mortar and tbsp. salt
pestle strainer ½ tsp. curing salt
measuring cup 1 tbsp. phosphate
measuring spoon ¼ cup water
wooden spoon Second mixture
mixing bowl 1 cup sugar
2 tbsp. Garlic
2 tbsp. Anisado wine or Rhum
1 tsp Meat enhancer (optional)
¼ cup Pineapple juice
2 tsp. Oyster sauce
1 tsp Worcestershire sauce
PROCEDURE:
1. In a bowl, combine all ingredients for the 1st mixture together. Set
aside.
2. On another bowl, mix all ingredients for the 2nd mixture.
3. Combine 1st and 2nd mixture
4. Pack it by 250 grams.
Posttest
Directions: Read the following statements/questions carefully and choose the letter
with the correct answer. Write your answer in your test note book.
A. calf
B. deer
C. hog
D. sheep
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chilling?
A. cured meat
B. fresh meat
C. frozen meat
D. processed meat
A. bone
B. fat
C. flesh
D. ligament
A. Bone
B. Fat
C. Flesh
D. Ligament
temperature?
A. less tender C. tender
B. slightly tough D. tough
6. What is a long – bladed hatchet or a heavy knife used by a butcher?
A. butchers knife
B. chopper knife
C. cleaver knife
D. set of slicing knife
A. baking
B. broiling
C. roasting
D. stewing
steaming liquid, and bubbles are breaking on the surface?
A. boiling
B. broiling
C. roasting
D. stewing
9. What is an oil-acid mixture which is used to enhance the flavor of
meat.
A. brine solution
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B. marinade
C. soy sauce and vinegar
D. salt and calamansi
A. cleaver knife
B. fork
C. slicer
D. razor knife
11. To which meat cut do internal organs belong?
A. less tender cuts
B. tender cuts
C. tough cuts
D. variety cuts
A. crisper
B. cold shelf
C. dry shelf
D. freezer
A. chunk
B. round cut
C. sirloin
D. tenderloin
14. When buying meat, what should you first consider?
A. brand
B. price
C. quality
D. round cut

A. expiration date
B. fragility
C. quantity
D. size
16. These are taken from the internal organs of animals.
A. less tender cuts
B. tender cuts
C. tough cuts
D. variety cuts
17. A slaughtered animal is called ______________.
A. a carabeef
B. a carcass
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C. a pork
D. a poultry
18. The most common method of preserving meat
is________________.
A. Curing
B. drying
C. refrigerating
D. salting
19. In this method, salt, sugar, potassium or sodium nitrate etc. are used
in preserving meat by drying
A. curing
B. dehydration
C. freezing
D. salting
20. The following are the characteristics of good quality pork, except
___.
A. breast is plump
B. flesh is pink
C. no foul odor
D. texture is fine and firm
21. A tool used for cutting through bones.
A. butcher knife
B. chef knife
C. cleaver
D. utility knife
22. Used for carving and slicing cooked meats.
A. butcher knife
B. chef knife
C. slicer
D. utility knife
23. A knife used for general purposes.
A. Butcher knife
B. Chef knife
C. Cleaver
D. Utility knife
24. It is used in carving roasts chicken and duck.
A. Carving knife
B. Cleaver knife
C. Slicer
D. Utility knife
25. Used for cutting, trimming raw meats.
A. butcher knife
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B. chef knife
C. cleaver
D. utility knife
26. Meat of swine is called:
A. Beef
B. Carabeef
C. Chevon
D. Pork
27. Veal is the meat of: A. Cattle over 1 year old
B. Goat
C. Sheep
D. Young calf
28. Deer meat is called:
A. Beef
B. Carabeef
C. Chevon
D. Pork
29. Meat of cattle over 1 year old
A. Beef
B. Carabeef
C. Pork
D. Chevon
30. Meat of sheep is called:
A. Lamb
B. Carabeef
C. Pork
D. Chevon
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 sources of starch is rarely used in
manufacturing food starch?
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A. Cassava C. Potato
B. Corn D. Rice
2. Which of the following starch properties/reactions is the resistance to
flow; increase in thickness or consistency.
A. Dextrinization C. Retrogadation
B. Gelatinization D. Viscosity
3. Which of the following is suggested if you will hold pasta for a short
time for later service?
A. Cook pasta ahead of time and chilled
B. Drain and add sauce
C. Drain, toss with a small amount of oil, cover and hold in warmer
D. Slightly undercook the pasta
4. Which is the process of making a new product to be sold to the
customers.
A. Product Analysis C. Product Development
B. Product Conceptualization D. Product Implementation
5. Which is a meaningful and unforgettable statement that captures the
essence of your brand.
A. Branding C. Tagline
B. Product Naming D. Unique Selling Proposition
6. What managerial tool is used to assess the environment to gather
important information used for strategic planning.
A. Environmental Scanning C.Survey Analysis
B. SWOT Analysis D.WOTS Analysis
7. Which of the following are 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
8. Which of the following parts of an egg is produced by the oviduct and
consist of four alternating layers of thick and thin consistencies.
A. Air cell C. Chalaza
B. Albumen D. Yolk
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9. Egg contains high quality protein with all the essential amino acids.
Which of the following vitamins not found in eggs?
A. B1 C. D
B. C D. K
10. The appearance of egg is important for consumer appeal. How are
egg shells evaluated?
A. cleanliness, shape, texture and soundness
B. grade, texture, cleanliness, shape
C. shape, texture, cleanliness and size
D. texture, soundness, size and cleanliness
11. Which of the following market forms of eggs is seldom used in
cooking.
A. Dried egg C. Frozen egg
B. Fresh egg D. Shelled egg
12. Which of the following raises coagulation temperature producing
softer, weaker gel when added to egg used in culinary.
A. Alkali C. Sugar
B. Salt D. Vinegar
13. What kind of egg dish is prepared by slipping shelled eggs into barely
simmering water and gently cooking until the egg holds its shape?
A. Fried egg C. Scrambled egg
B. Poached egg D. Soft-boiled egg
14. Which of the following tools is not used in cooking omelet?
A. Bowls C. Sauté pan
B. Fork D. Skimmer
15. Which of the following is true in plating egg dishes?
A. Choose serving dish small enough to let each food item stand out
B. Play with color and texture
C. Protein dish should cover half of the plate
D. Use even numbers in setting the dish.

A. Calf C. Hog
B. Deer D. Sheep
chilling?
A. Cured meat
B. Fresh meat
C. Frozen meat
D. Processed meat
A. Bone
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B. Fat
C. Flesh
D. Ligament
A. Bone
B. Fat
C. Flesh
D. Ligament
temperature?
A. Less tender C. Tender B.
Slightly tough D. Tough
21. What do you call the young immature pigeon of either sex with extra
tender meat?
A. Duck C. Rooster
B. Fryer D. Squab
22. What part of poultry does breast meat belongs?
A. Dark meat C. Variety meat
B. Tough meat D. White meat
23. Which of the following characteristics is a good quality of a live
poultry?
A. Free from pin feathers and shows no cuts
B. Eyes are clear
C. Skin is heavy and watery
D. Thighs well develop
24. What do you call young chicken that is usually 9 to 12 weeks of age?
A. Fryer C. Roaster
B. Hen D. Stag
26. How do you classify fleshy part of chicken like breast?

A. Entrails C. Viscera
B. Dark meat D. White meat
27. What cookery method is used for a matured poultry?
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A. High temperature C. Low to moderate temperature
B. Low temperature D. Moderate temperature
A. Age C. Cuts
B. Cookery D. Sex
31. What do you call a long – bladed hatchet or a heavy knife used by a
butcher?
A. Butchers knife
B. Chopper knife
C. Cleaver knife
D. Set of slicing knife
A. Baking
B. Broiling
C. Roasting
D. Stewing
steaming liquid and bubbles are breaking on the surface?
A. Boiling
B. Broiling
C. Roasting
D. Stewing
34. What is an oil-acid mixture which is use to enhance the flavor of meat.
A. Brine solution
B. Marinade
C. .Soy sauce and vinegar
D. Salt and calamansi

A. Cleaver knife
B. Fork
C. Slicer
D. Razor knife
36. To which meat cut do internal organs belong?
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A. Less tender cuts

B. Tender cuts
C. Tough cuts
D. Variety cuts
A. Crisper
B. Cold shelf
C. Dry shelf
D. Freezer
A. Chunk
B. Round cut
C. Sirloin
D. Tenderloin
39. When buying meat, what should you first consider?
A. Brand
B. Price
C. Quality
D. Round cut
A. Expiration date
B. Fragility
C. Quantity
D. Size
41. What is the flavor component of vegetables which gives strong flavor
and odor to some vegetables like onions, leeks, garlic, chives,
cabbage, and broccoli?
42. Which is a way of cooking by placing blanched or raw vegetables in
the pan, adding liquid (stock, water, wine) then covering and cooking
it slowly?

B. The main item is in the center, with vegetable distributed around it.
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C. The vegetable item is in front and main item, starch item and garnish at
the rear.
arranged around.
A. Fruit vegetables C. Roots and tubers B. Green
vegetables D. Yellow vegetables
B. Cat fish D. Sole
46. Which is the market form of fish where both sides of a fish are still
joined but bones are removed?
B. Drawn D. Steak
A. Fresh and foul odor
C. Red or pink gills
D. Flesh shrinks when pressed
48. Which of the following seafood is cooked just enough to heat to keep
juicy and plump?
B. lean fish D. Shellfish
49. What is the cooking method suited to fat fish?
A. Baking C. Deep -frying
B. Boiling D. Sautéing
50. What is used to baste lean fish to help prevent from drying up?
SYNTHESIS
Over the past years, a transition in cooking and food preparation skills has
been observed. This transition in cooking and food preparation skills involves the
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increased use of readily prepared or cooked food, which require less preparation
and time than the traditional way of cooking. But cooking is an expression of
creativity, happiness, magic, and culture. The satisfaction gained by the chef and
other persons preparing, cooking, serving and storing the food is unquestionable;
not to mention the pleasure it gives to the customer.
Different food products may come and go but the demand for food cooked in
traditional way, in restaurants, food chains, and others is indispensable. Varieties of
foods such as egg, cereal and starch, vegetables, seafood, red meat, poultry
dishes and also stocks, soups and sauces are still made available to meet the
customer‘s satisfaction.
Taste is not the only sense that can motivate customers but touch also play
with contrasts of temperatures and textures, and so with smell and sight for colors,
shapes and others, whereby the five senses become one of the main points of
reference in the creative cooking process.
Now, if you have a passion for delicious food and love for cooking gain
applicable and practical guidance that will teach you to become successful chef or
businessman in the field of cookery someday.
GLOSSARY
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LM-Cookery Grade 10
aromatic– having a smell of fragrant spicy béchamel sauce – a white

sauce made of cream, butter, flour and flavored with onion and seasoning.
Birefringence - When starch granules are viewed under the microscope

using polarized light, they exhibit a phenomenon known
as birefringence. The refraction of polarized light by the
intact crystalline regions in starch give characteristic
"Maltese cross" patterns on each granule. The
disappearance of these crosses on heating a starch
suspension can be used to determine gelatinization
temperature.
bouillon – a clear soup from beef, chicken, and other meat.
broth – a fluid food made by boiling meat and vegetable in water
butcher – a person who slaughters animals for food
chowder – a soup usually of clams or fish, stewed vegetables often in

milk.
clarification – to make or become clear

coating – to cover with flour
combine– to mix the ingredients in the bowl
consommé – a clear soup made of meat and sometimes vegetables
boiled in water.
contamination – unintended presence of harmful substances or disease

causing microorganisms in food
damp - moist slightly wet
dark meat- the dark meat parts which include the legs, drumstick, wings and
neck.
decomposition – the state of being rotten or spoiled
dressed - slaughtered birds that have been bled, defeathered

and the organs are removed
drip – to fall or let fall in drops
402
LM-Cookery Grade 10
drippings- the juice that drips from roasting or baking meat or a

sauce made from it.
entrails- the animals internal organs such as liver, heart and
gizzard
entrees – main course
foodhandling – any operation in the production, preparation,
processing, packaging, storage, transport,
distribution and sale of food
freeze– to preserve meat by refrigeration below freezing point
frozen – subject to long and serve cold, chilly or cold manner
fumet – the savory color of meat while cooking

games – birds that are hunted for food.
Haugh – unit for describing egg freshness, based on the

thickness of the albumen
Leavener - substances that are used to make bread and other

baked goods rise
marinade – an oil-acid mixture used to give flavor and to

tenderize meat.
mirepoix – a mixture of vegetable, herbs, and spices with or

without meat, used to enhance flavor of meat, fish
and shell fish.
perishable food – subject to decay or spoilage
pheasant– long tailed domesticated bird
plump – fleshy
poach – to cook food in hot liquid in such a manner

that it retains its original shape
portion- a part of whole or to divide into parts
processed food – meat processed by curing ingredients

quality – characteristics
403
LM-Cookery Grade 10
reconstitute– to add appropriate amount of water to sauce or

soup.
roux- a melted butter mixed with brown flour for
thickening soup and grains.
sanitation – keeping the food equipment, utensils, and work

area clean.
.sauce – a thickened liquid used to flavor and enhance
other food
savory – a hardy, annual aromatic culinary herb of the
mint family
scum – a firmly layer of impure matters on the surface
of a liquid
seasoning a spice for enhancing the flavor of food

–
simmer – to cook very gently in water just below the
boiling point
to remove floating water from the surface with

skim – a
ladle slaughter –
to butcher an animal for food.
spice- an aromatic, pungent vegetable substance used to

flavor food and beverages.
spoilage – to become rotten or decayed
stew – to simmer or boil in a small quantity of liquid.
Stock- a liquid in which meat fish and sometimes vegetables

have been cooked
storage– a space for storing
stripped off - to remove or to take away
suitable– appropriate
404
LM-Cookery Grade 10
tender cut– part of meat that requires less period of cooking
thaw – to change from a frozen solid to a liquid by gradual

warming.
tough cut– part of meat that requires longer period of cooking
veloutes – a rich white sauce made by thickening chicken or veal

stock with flour and water.
vermin– various small animals or insects such as rats or

cockroaches that are destructive, annoying or hazardous
to health.
wastage - loss by use
white meat- includes the white, fleshy part of the chicken such as the
breast.
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Managing A Food – Safe Kitchen

A Guide On Sanitation For Food Service Professionals
The Maya Kitchen Culinary Arts Center
Copyright Liberty Commodities Corp., 2007
Published and Exclusively Distributed by ANVIL
PUBLISHING, INC.
405
LM-Cookery Grade 10
8007-B Pioneer St., Brgy. Kapitoloyo

Pasig City 1603, Philippines
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Rory C. Subida pp. 33 – 37
Chavez, Libia L., et.al., (2006). Basic Foods for Filipinos, 4th edition. Copyright by
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Updated January 2014
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Tel. Nos. (02) 837-2934/837-3164
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Specialist
The Professional Chef 8th Edition

The Culinary Institute of America
Copyright 2006 by The Culinary Institute of America p.
290
Competency-based Learning Materials

Food Trades Level III
Fourth Year
PUBLIC TECHNICAL-VOCATIONAL HIGH SCHOOLS
Department of Education
Republic of the Philippines
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Seven Ways to Present Food Like a Chef posted in
Around the Kitchen
by Emily Chapelle
406
LM-Cookery Grade 10
https://www.incredibleegg.org/health-and-nutrition/egg-nutrients/nutrient-chart
Handbook on Food Safety in Schools, Health and Nutrition Center,

Department of Education
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Eggs 101
Filter by Category
Egg Storage, Freshness & Food Safety
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LLC
All rights reserveD. All contents Copyright © 2014
Carson, Byrta, M.S., et.al., How you Plan and Prepare Meals, Third edition
copyright 1980 by McGraw-Hill, InC. pp. 353 -363
Bennion, Marion and Scheule, Barbara, Introductory Foods, Twelfth Edition
Copyright 2004 by Pearson education, InC., Upper Saddle River, New Jersey
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Starch
Updated: Wednesday, May 23, 2012.
Johnson, J.M., E.A. Davis, and J. Gordon. 1990. Interactions of starch and sugar
water measured by electron spin resonance and differential scanning calorimetry.
Cereal Chemistry 67(3): 286-291.
Bean, M.M. and W.T. Yamazaki. 1978. Wheat starch gelatinization in sugar
soutions. I. Scurose: Microscopy and viscosity effects. Cereal Chemistry 55(6):
936-944.
Tadle, Julieta D. Technology and Home Economics, Culinary Arts Fourth
Year. Phoenix Publishing House, InC. Copyright 1995 reprinting 2002 pp. 90103
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Cereals.html#.UxVQwOPuIvg
This section is from the book "Practical Dietetics: With Reference To Diet In
Disease", by Alida Frances Pattee. Also available from Amazon: Practical Dietetics:
With Reference to Diet in Disease.
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LM-Cookery Grade 10
Tabbada, Epifania V.,et.al.,Technology and Home Economics. Reprinted 1997,

copyright 1993 by Phoenix Publishing House, InC. pp. 77 - 80
Home Technology-Food Management and Service,Meat and Storage of
Food, pp. 62-113
Chavez, Lilia C., Basic Foods for Filipinos-4th Edition, Meat Safety,2006, pp.
323-350
Chavez, Lilia L. & de Leon, Sonia; BASIC FOODS FOR FILIPINOS

4th Edition
The Major Kitchen Culinary Arts Center; MANAGING A FOOD –SAFE

KITCHEN PP. 50 – 60
Ingram, Gays G.;ESSENTIAL DICTIONARY OF CULINARY ARTS pp.

190 – 195
Sandoval, Maria Teresa G., Culinary Arts I and II, 1993, pp. 87-89
Navarro, Leticia S. et al., Homemaking for You and Me III; Food Management and
Consumerism, pp. 33-34
De Leon, Sonia Y., Ph.D et al., Basic Foods for Filipino, 1999, pp.
231-253
Lewis, Dora S. et al., FAMILY MEALS HOSPITALITY, 224-237
Navarro, Leticia S., HOMEMAKING FOR YOU AND ME III, 27-29
Gisslen, Wayne; PROFESSIONAL COOKING, COPYRIGHT 2007 pp.

154

Food, pp. 62-113
Chavez, Lilia C., Basic Foods for Filipinos-4th Edition, Meat Safety, 2006, pp.
323-350
Sonia Y. De Leon, Ph. D. et al, Basic Basic Food for Filipinos,

Copyright 1999, pp. 258 – 268
408
LM-Cookery Grade 10
Leonard M. Belmonte, Perla B. Del Mundo, Philippine Fiesta Recipe

Copyright 1993, pp. 82, 87 and 146
Maya Kitchen; Food Service and Catering Management pp. 65 - 66

Food, pp. 62-113
Chavez, Lilia C., Basic Foods for Filipinos-4th Edition, Meat Safety, 2006, pp.
323-350
The professional Chef, 8th edition
The Culinary Institute of America
Copyright 2006 by the The Culinary Institute of America
Published by John Wiley and Sons, Inc, Hoboken New Jersey Pages 343-351
Tabbada, Epifania V., et.al. Technology and Home Economics. Reprinted

1997, copyright 1993 by Phoenix Publishing House, Inc. pp. 77 – 80
Ingram, Gays G.;Essential Dictionary of Culinary Arts pp.
190 – 195
Gisslen, Wayne; Professional Cooking, Copyright 2007 pp.

154
Ingram, Gays G.;Essential Dictionary of Culinary Arts pp.

190 - 195
Gisslen, Wayne; Professional Cooking, Copyright 2007

pp. 154
Dora S. Lewis, et al, FAMILY MEALS AND HOSPITALITY Copyright 1955 240 – 253
Sonia Y. De Leon, Ph. D. et al, BASIC FOODS FOR FILIPINOS Copyright
1999 pp. 258 – 268
http://www.ifooD.tv/recipe/white-chicken-stock
http://ayeshahaq.files.wordpress.com/2009/08/chicken-stock.jpg
http://www.videojug.com/film/how-to-make-beef-stock
409
LM-Cookery Grade 10
http://howtocook.casaveneracion.com/how-to-make-fish-stock/
http://1.bp.blogspot.com/-
3lQhBUSQkFU/TnihLsD8GbI/AAAAAAAAAIU/hw26OiyEPS4/s1600/DSC_48
14.JPG
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spicegiveaway http://www.amazon.com/b?node=16310281
http://www.itslife.in/vegetarian-recipes/soups/carrot-cucumber-
clearvegetable-soup
http://cbsop.com/recipes/thick-and-creamy-potato-bacon-soup/
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e n.php
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LM-Cookery Grade 10
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411

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LM-Cookery Grade 10

Quarter I Egg, Cereal, and Starch Dishes

Lesson 1 Prepare Egg Dishes

Quarter II Vegetable and Seafood Dishes

Lesson 1 Prepare Vegetable Dishes

LO 2 Prepare Vegetable Dishes……………………………… 166

Quarter III Stocks, Sauces, Soups and Poultry Dishes

Lesson 1 Prepare Stocks, Sauces and Soups

Quarter IV Meat Dishes

Lesson 1 Prepare and Cook Meat Dishes

Post Test ……………………………………………………….. 382

Summative Test…………………………………………………….. 387

The course provides varied and relevant activities and opportunities to

This learner‘s material is specifically crafted to focus on the different

The learner demonstrates understanding of core concepts and

The learner independently demonstrates core competencies in

The student of this course must possess the following characteristic:

Learners are expected to develop their knowledge and skills in

Along the learning process, learners of this course are required to

Before exploring the core competencies of Cookery, you will be guided

HOW TO USE THIS LEARNER’S

Here are some reminders on how to use this material.

Directions: Read the following questions carefully and choose the

8. Which of the following tools is not used in cooking omelet?

D. Use even numbers in setting the dish.

B. Slightly tough D. Tough

C.Is heavy and the skin is watery

43. Which of the following plating styles is not a classic arrangement?

A. Fruit vegetables C. Roots and tubers B.

Personal Entrepreneurial Competencies (PECs)

The learner demonstrates The learner independently creates a

Quarter I Time Allotment: 4 hours

Entrepreneurship, on the other hand, is not just a simple business

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

• identify areas for improvement, development and growth;

____5. People Skill E. innovative to have edge over other

Task 2: Guide Questions

A. Explain why entrepreneurial activities are important to social

After answering all the guide questions to the best of your

LEARNING GOALS AND TARGET

Goals and Learning

Figure 1: Strategic process to achieve the objectives of this module

READING RESOURCES AND INSTRUCTIONAL ACTIVITIES

Task 3: Group Activity

Direction: Answer the following guide questions on a separate sheet of

1. Explain the importance of assessing one‘s PECs before engaging in a

3. What are the desirable personal characteristics, attributes, lifestyles,

4. Why there is a need to assess one‘s PECs in terms of characteristics,

5. What is the significance of evaluating PECs of a successful

Assessment of Personal Entrepreneurial Competencies (PECs) and Skills visà-vis

• Self-confidence: Entrepreneurs have confidence in one‘s ability

• Discipline: Successful entrepreneurs always stick on the plan and

• Committed: A good entrepreneur accepts full responsibility of

• Ability to accept change: Nothing is permanent but change.

• Creative: An entrepreneur should be creative and innovative to

• Has the Initiative: An entrepreneur takes the initiative. You must

• Profit-Oriented: An entrepreneur enters into the world of business

Listed below are the important skills of a successful entrepreneur:

• People Skills: It‘s a very important skill in order to be successful in

• Decision Making: Successful entrepreneurs have the ability to

In order to firm up what you have learned and to have a better

Task 4: PECs Checklist

Directions: Using the PECs checklist, assess yourself by indicating a check