GRADE 1 to 12 School Grade Level Grade 10

DAILY LESSON LOG Teacher Learning Area TVE FOOD PROCESSING NC II

Teaching Dates and Time Monday to Friday 2:40pm-4:20pm Quarter Third

WEEK 4 DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I.OBJECTIVES
A. Content Standard The learner demonstrates understanding of cleaning and sanitizing the equipment and work areas which include the food processing and packaging
areas
B. Performance Standard The learner independently demonstrates the given procedures in cleaning and sanitizing the food processing equipment and packaging areas.
C. Learning At the end of the session, At the end of the session, At the end of the session, At the end of the session,
Competency/Objectives learners are expected to: learners are expected to: learners are expected to: learners are expected to:
Write the LC code for each. LO 1. Prepare for LO 1. Prepare for LO 2. Clean and sanitize LO 2. Clean and sanitize
cleaning cleaning equipment and processing equipment and
1.5. Render safe to clean 1.5. Render safe to clean /packaging area to meet processing /packaging area
the the workplace requirements. to meet
processing/packaging processing/packaging area 2.1. Clean and sanitize workplace requirements
area according to according to equipment and 2.2. Inspect equipment and
workplace procedures workplace procedures and processing/packaging area processing/packaging area
and manufacturer’s according to workplace according to required
manufacturer’s specifications procedures, OHS operating conditions and
specifications (TLE_AFFP9-12CS-IIIa-e- requirements, and cleanliness
(TLE_AFFP9-12CS-IIIa- 1) manufacturer’s specifications (TLE_AFFP9- 12CS-IIIf-j-2)
e-1) (TLE_AFFP9- 12CS-IIIf-j-2)
II. CONTENT REGULATORY/ USING PPE CLEANING AND SANITIZING INSPECTING EQUIPMENT
LEGISLATIVE EQUIPMENT AND AND
REQUIREMENTS PROCESSING/PACKAGING PROCESSING/PACKAGING
AREA AREA
III. LEARNING RESOURSES
A. References
1. Teacher’s Guide pages CBLM Year 3, Food CBLM Year 3, Food CBLM Year 3, Food Processing CBLM Year 3, Food
Processing NC II pp. Processing NC II pp. 121- NC II pp. 134-172 Processing NC II pp. 134-172
121-133 133
2. Learner’s Materials pages CBLM Year 3, Food CBLM Year 3, Food CBLM Year 3, Food Processing CBLM Year 3, Food
Processing NC II pp. Processing NC II pp. 121- NC II pp. 134-172 Processing NC II pp. 134-172
121-133 133
3. Textbook pages CBLM Year 3, Food CBLM Year 3, Food CBLM Year 3, Food Processing CBLM Year 3, Food
Processing NC II pp. Processing NC II pp. 121- NC II pp. 134-172 Processing NC II pp. 134-172
121-133 133
4. Additional Materials from
 Learning Resource (LR)portal
B. Other Learning Resource Youtube and Google Youtube and Google Youtube and Google Youtube and Google
IV. PROCEDURES
A. Reviewing previous lesson Prayer Prayer Prayer Prayer
or presenting the new Checking of attendance Checking of attendance Checking of attendance Checking of attendance
lesson House Rules House Rules House Rules House Rules

Begin the class by Begin by discussing the Begin the lesson by reviewing
reviewing the previous importance of cleanliness the previous day's topic on the Begin the class by reviewing
lesson on general and safety in food importance of maintaining the previous lesson on the
workplace safety and processing areas. Review cleanliness and sanitation in importance of maintaining
sanitation principles. Ask the types of contaminants food processing. Ask students cleanliness and the operating
students to recall the that can be found in such to recall the different types of conditions of equipment in the
steps for maintaining a environments and the contaminants and the potential food processing industry. Ask
clean and safe work potential risks they pose. hazards they can cause if not students to recall the steps for
environment. Recap the different types properly managed. cleaning and sanitizing
of PPE and their specific equipment, as well as the
uses. reasons why this is crucial for
food safety.
B. Establishing a purpose for ENERGIZER ENERGIZER ENERGIZER ENERGIZER
the lesson
C. Presenting Show a video of a well- Show a short video clip of Show a short video clip or Show a video clip or a series
examples/Instances of the maintained a food processing plant in images of food processing of images that depict the
new lesson processing/packaging operation, highlighting the facilities that have suffered from consequences of poor
facility operating importance of a clean sanitation-related issues, and equipment maintenance and
smoothly, followed by a environment to ensure discuss the repercussions (e.g., cleanliness in food processing,
contrasting clip of a food safety. Ask students health outbreaks, business such as food contamination
facility receiving penalties to reflect on how they feel losses). This will highlight the and outbreaks. This will
due to non-compliance when they consume clean importance of today's lesson in highlight the importance of the
with safety and sanitation and safely processed food. preventing such issues. day's lesson and motivate
standards. Discuss the students to understand the
importance of following inspection process.
procedures and
specifications.
D. Discussing new concepts Activity Split the class into Workshop: PPE Relay "Sanitize the Scene" Conduct a mock inspection
and practicing new skills # small groups and assign Race workshop.
1 each a different scenario Instructions:
of a Materials Needed: Various
processing/packaging PPE items (gloves, masks,
area with specific hair nets, aprons, etc.), Divide the class into small
cleaning issues. mock processing area groups. Instructions:
Provide each group with setup.
a set of workplace Instructions: Provide each group with a
 procedures and Divide the class into small mock-up of a food
manufacturer’s groups. processing/packaging area and
specifications. Each Set up a relay course with a set of cleaning tools and Divide the class into small
group must create a step- stations for different PPE sanitizers. groups.
by-step action plan to items.
address the issues while Each group must race to Each group needs to identify
complying with the put on the correct PPE Provide each group with a
the equipment and areas that checklist that includes items to
provided documents. before proceeding to need cleaning and sanitizing.
'clean' a section of the inspect in a
Detailed Instructions: processing area. processing/packaging area,
The team that correctly Groups must then perform the such as cleanliness of
Divide students into wears all PPE and cleans cleaning and sanitizing surfaces, correct functioning of
groups of 4-5. their section according to procedures using the provided equipment, and proper storage
Hand out scenario cards guidelines wins. tools and materials, adhering to of tools.
and corresponding a checklist of OHS
procedure and requirements and Set up different stations
specification documents. manufacturer’s specifications. around the classroom that
Give students access to simulate areas of a processing
cleaning materials and After completion, each group plant (e.g., packaging station,
safety gear (either actual will explain their process and mixing area, storage area).
or replicas for role-play). why each step is important.
Allow 20 minutes for Assign each group to rotate
discussion and planning. through the stations,
Each group presents their inspecting each one and
action plan to the class. marking their checklists.

After the rotation, groups will

discuss their findings and
propose solutions to any
issues they identified.
E. Discussing new concepts
and practicing new skills #
2
F. Developing mastery Discuss the different Discuss the challenges Facilitate a discussion on the Facilitate a class discussion
(leads to Formative approaches taken by faced during the activity. different methods used by each where each group presents
Assessment 3 each group. Highlight the Ask students which PPE group. Compare and contrast their findings from the mock
importance of were most difficult to use their approaches and highlight inspection. Encourage
understanding and and why. Emphasize the the best practices that align students to analyze the
following the specific importance of each item with workplace procedures and common issues found during
guidelines for each and how they protect OHS requirements. inspections and the potential
scenario. Question how workers. risks associated with them.
these procedures can
affect the safety and
 efficiency of a workplace.
G. Finding practical Present a real-life case Real-life Scenario: Real-Life Problem: "Clean Present a case study of a real-
application of concepts and study of a local Present a scenario where Sweep Challenge" life food processing issue,
skills in daily living processing/packaging a processing area has had such as an outbreak of
facility that faced a spill of a potentially Instructions: foodborne illness traced back
challenges complying hazardous material. Ask to a specific processing plant.
with safety and students to outline the Present a scenario in which Ask students to identify what
cleanliness standards. steps they would take to students are employees in a inspection steps could have
Have students propose clean the area, including food processing plant that has been missed or neglected,
solutions based on what the selection and use of just finished a day's production. leading to the problem.
they've learned. appropriate PPE.
Their task is to create a step-
by-step plan for cleaning and
sanitizing the facility, ensuring
that all OHS requirements and
manufacturer’s specifications
are met.

Students will present their plan

and justify their choices.
H. Making generalizations Lead a discussion on the Guide a discussion on the Summarize the key points of Summarize the key points of
and abstractions about the broader concepts of reasons behind specific cleaning and sanitizing in a conducting inspections,
lesson workplace safety, workplace procedures for food processing environment, emphasizing the importance of
cleanliness, and the cleaning and the role that emphasizing the importance of regular checks and adhering to
reasons behind strict PPE plays in ensuring following specific procedures to cleanliness standards to
industry regulations. safety. Ask students to ensure safety and compliance. ensure safe food processing
Connect these concepts summarize the steps for practices.
to the students' future cleaning a processing area
career responsibilities. using PPE.
I. Evaluating learning Create a scenario-based Create a scenario-based Answer the following questions. Multiple Choice: Choose the
quiz where students must quiz where students must letter of the correct answer.
identify the correct PPE identify the correct PPE Write the correct answer.
and cleaning procedures and cleaning procedures 1. What is the purpose of
for different situations. for different situations. sanitizing a food processing 1. True or False: All equipment
Include multiple-choice, Include multiple-choice, area? should be turned off and
true/false, and short true/false, and short A: To reduce the number of unplugged before inspection.
answer questions. answer questions. microorganisms to safe levels Answer: True
and prevent contamination. 2. What is the first step in
1. What is the primary 1. What is the primary 2. Should cleaning always be inspecting a processing area?
reason for following purpose of using PPE in a performed before sanitizing?
manufacturer's food processing plant? A: Yes, because cleaning A) Checking equipment
specifications when Answer: To protect the removes physical dirt and manuals
cleaning equipment? workers from potential debris that can harbor B) Putting on safety gear
 A: To ensure the hazards and to prevent microorganisms. C) Cleaning the area
equipment is cleaned contamination of the food 3. Can the same cleaning and D) Checking for signs of pests
properly without causing products. sanitizing procedures be 3. Which of the following is
damage and to maintain 2. Name three types of applied to all types of NOT an indicator of a well-
its longevity. PPE commonly used in equipment? maintained processing area?
2. True or False: It is food processing areas. A: No, procedures can vary A) Clean and dry floors
acceptable to skip steps Answer: Gloves, hair nets, based on the type of equipment B) No sign of pest infestation
in the cleaning process if and face masks. and the manufacturer’s C) Equipment with minor rust
the equipment appears 3. True or False: PPE is specifications. spots
clean. optional if the worker feels D) Properly labeled and stored
A: False comfortable without it. 4. Why is it important to use chemicals
3. Fill in the blank: Answer: False. PPE during cleaning and 4. How often should routine
"Personal protective 4. Why is it important to sanitizing? inspections be conducted in a
equipment (PPE) must be follow manufacturer's A:To protect the individual from processing/packaging area?
worn at all times when specifications when potential hazards such as A) Daily
handling ____________." cleaning processing chemical exposure and to B) Weekly
A: "hazardous materials" equipment? prevent contamination of the C) Monthly
4. What should you do if Answer: To ensure that the food product. D) Yearly
you're unsure about the equipment is not damaged 5. What should be done if the 5. What should be done if a
cleaning procedure for a and is cleaned effectively, cleaning and sanitizing piece of equipment fails the
piece of equipment? maintaining its functionality chemicals come into contact inspection?
A: Consult the and food safety standards. with food? A) Continue using it until it
manufacturer’s 5. Fill in the blanks: Before A: The contaminated food breaks down
specifications or ask a cleaning a spill in the should be disposed of properly, B) Report and tag it for
supervisor for guidance. processing area, you must and the incident needs to be maintenance
5. Why is it important to first ________, then put on reported following workplace C) Clean it again
follow regulatory and the correct ________, and procedures. D) Ignore it if it's a minor issue
legislative requirements finally, clean the area
when cleaning a according to the
processing/packaging ________.
area? Answer: assess the
A: To ensure the safety of situation, PPE, workplace
the workers and the procedures.
quality of the products,
and to avoid legal
penalties.
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
 remediation who scored
below 80%
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did this work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?