LM Caregiving G10

TABLE OF CONTENTS
Page
Cover Page
Table Contents
Introduction ......................................................... 3
Content Standard and Performance Standard
Objectives
Program Requirements
Learning Episodes
How to Use this Learner‘s Material
Diagnostic Assessment ......................................................... 6
Personal Entrepreneurial Competencies (PECs) ……………. 12
Environment and Market (EM) …………………………..………… 24
Quarter I Food Components Preparation Of Cold Meals

Overview
Objectives
Pre-Test 1
Lesson 1 Basic Food Components ............................... 46
LO 1 Introduce Basic Nutrition………........................... 47
LO 2 Apply Basic Therapeutic Diet…........................... 110
Lesson 2 Prepare Cold Meals - Appetizers, Sandwiches, Desserts

LO 1 Prepare a Range of Appetizers.......................... 119
LO 2 Prepare Sandwiches........................................... 131
LO 3 Prepare Salads and Desserts............................. 139
Enhancement Activity
Post Test 1
Quarter II Preparation Of Hot Meals

Overview
Objectives
Pre-Test 2
Lesson: Preparation Of Hot Meals - Egg Dishes, Pasta Grain, And
Farinaceous Dishes
LO 1 Prepare Egg Dishes................................................ 153
LO 2 Prepare Pasta, Grain, and Farinaceous/Cereal
Dishes ......................................................... 160
Post Test 2
LM-Caregiving Grade 10
Quarter III Preparation Of Hot Meals

Overview
Objectives
Pre-Test 3
Lesson 1 Preparation Of Hot Meals - Seafood Dishes, Soup,
Garnishes, Poultry Dishes
LO 1 Prepare Seafood Dishes.................................................... 174
LO 2 Prepare Soup, Sauces, and Garnishes.............................. 185
LO 3 Prepare Poultry Dishes...................................................... 203
Post Test 3
Quarter IV .... PREPARATION OF HOT MEALS

Vegetable Dishes and Meat Dishes
Overview
Objectives
Pre-Test 4
Lesson: PREPARATION OF HOT MEALS - VEGETABLE DISHES
AND MEAT DISHES
Learning Outcome 1 Prepare Vegetable Dishes........................ 213
Learning Outcome 2 Prepare Meat Dishes................................ 220
Activity: SKILL DEMONSTRATION ....................................... 231

Learning Outcome 1 Activity Sheet 1
Meal Planning (Hot and Cold)
Learning Outcome 2 Activity Sheet 2
Skill Demonstration
Post Test 4
Summative Test ..................................................................... 234
Synthesis ..................................................................... 239
Glossary ..................................................................... 240
Bibliography ..................................................................... 247
2
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
module, the focus is on a course in Home Economics – Caregiving.
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 Caregiving.
Thus, it aims to provide quality care to target clients along side of assessing
yourself as to the aspects of business that you may consider to strengthen
and safeguard before you become a part of the health care 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 Caregiver or to any related jobs. 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, attitude, 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 Certificate of Competency and/or National Certification. This
learner‘s material will surely make you a certified health care provider.
***
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Content Standard
The learner demonstrates understanding of key concepts and principles in

Caregiving.
Performance Standard
The learner independently performs the core competencies in Caregiving

as prescribed in the TESDA Training Regulation.
Program Requirements
Grade 10 – Caregiving should have successfully completed the Grade 7/8

and Grade 9 Caregiving courses, respectively. You should have acquired
basic competencies that cover the use of tools, equipment and paraphernalia,
perform mensuration and calculation, practice Occupational Health and
Safety (OHS) procedures and maintain tools, equipment and paraphernalia;
and common competencies that focus on the implementation and monitoring
of infection control policies, the application of basic first aid and on high
standard of patient services that include basic care and support to infants,
toddlers, and children to foster their social, intellectual, creative and physical
development.
The learners of this course must possess the characteristics of a person

who are incline in Caregiving and other health care-related activities, can
communicate both in oral and written; physically and mentally fit; with good
moral character; and can perform basic mathematical computation.
As you finish this course, you are expected to have undergone 40 hours
of enriching your knowledge and harnessing your skills toward efficiently and
effectively providing health care for your family and soon for your community
or for anyone in need of your help.
A two-phase on-the-job (OJT) training is included in this course as

ultimate test of your skills. This activity will be your gateway to receive
Certificate of Completion (COC) as a requirement if you wish to further your
studies in Grades 11 and 12 Caregiving.
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Learning Episodes
The following are short descriptions of each quarter. It is provided for you
to have a quick preview of what to focus on as you go along with the
discussions and as you do the suggested activity/activities.
Quarter I provides lessons on the application of principles in the

preparation of cold meals like appetizers, sandwiches, salad, and desserts. It
focuses on the procedures, selection of ingredients, serving, presentation,
computation of selling price, and proper storage.
Quarter II deals with the application of principles in preparing hot meals

like egg dishes, pasta grain, and farinaceous dishes.
Quarter III and IV are the continuation of the lessons in preparing hot
meals specifically sea foods dishes, soup, sauces, garnishes, poultry dishes,
vegetables dishes, and meat dishes. Before the end of Quarter IV, On-the-
Job (OJT) training shall be undertaken as part of the requirements for COC.
HOW TO USE THIS LEARNING MATERIAL?
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 mark the learner‘s material in any way.
5
DIAGNOSTIC ASSESSMENT
Test I. Multiple Choice

Direction: Choose the letter that best describes the statement. Write
the answers on your quiz notebook.
1. These are the elements found in Carbohydrate.

A) calcium, hydrogen, oxygen
B) oxygen, carbon, hydrogen,
C) carbon, potassium, oxygen
D) calcium, potassium, oxygen
2. Glycogen is also known as_____________.

A) malt sugar
B) animal starch
C) high fiber
D) glycosidic bond
3. This is used as substitute to reduce the sucrose intake.

A) maltose
B) lactose
C) glycogen
D) fructose
4. Liver converts galactose into substance known as ______________.

A) maltose
B) lactose
C) sucrose
D) glucose
5. This is a substance found in the cell walls and woody fibers of all plants.
A) cellulose
B) dextrin
C) glucose
D) sucrose
6. It is a yellowish, fatlike substance produced mostly in the liver

A) HDLs
B) LDLs
C) Cholesterol
D) None of the above
6
7. The classification of polyunsaturated fats that is regarded as the most

highly-discovered.
A) Omega-3 Oil
B) Triglycerides
C) Monounsaturated Fats
D) Polyunsaturated Fats
8. The ingestion of carrots, alfalfa sprouts, and oatmeal in the body have
been found to eliminate a type of bad cholesterol
A) HDLs
B) LDLs
C) Omega-3 Oil
D) Triglycerides
9. It reduces LDLs but have no effect on HDLs.

A) Unsaturated Fats
B) Monounsaturated Fats
C) Polyunsaturated Fats
D) Omega-3 Oils
10. Fats that can be derived from safflower, corn, and sunflower oils is _____.
A) Monounsaturated
B) Unsaturated
C) Saturated
D) Polyunsaturated
11. It is an economical way to ensure adequate and balanced vitamin intake

A) take a vitamin supplement
B) eat a high protein diet
C) eat a well-balanced diet
D) eat between meal snacks
12. The effect of vitamin C deficiency is known as _________.

A) scurvy
B) pernicious anemia
C) rickets
D) beriberi
13. This is the purpose of vitamin C to the human body tissues

A) is incorporated into the cell membrane
B) creates a physical barrier
C) can recognize foreign substances
D) forms collagen to bind cells together
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14. A vitamin C deficiency is characterized by __________________.

A) easy bruising and pinpoint hemorrhages
B) cracked and bleeding lips
C) fevers and infections
D) neurological disorders
15. One of the following set of lunch is good sources of vitamin C.

A. tuna sandwich, tomato soup and strawberries
B. hamburger, fries and coke
C. hot dog, milk shake and cookies
D. roast beef, mashed potato, and tossed salad
16. This period simply defined as a child not over two years of age.
A) Infant
B) Adult
C) Teenager
D) Pregnant and Lactating Mother
17. This is a period of rapid growth, mental changes, and emotional

development.
A) Infant
B) Adult
C) Teenager
18. This period tends to be independent in terms of their food choices.

A) Infant
B) Adult
C) Teenager
19. This period needs high nutritional requirement because of the rapid build-
up of the fetus in the womb.
A) Infant
B) Adult
C) Teenager
20. The FNRI recommends that at this stage one consumes six to eight
glasses of water and other beverages, daily.
A) Infant
B) Adult
C) Teenager
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21. Mr. Lara is working more than eight hours. He arrives usually at the office
one hour before his official time to work. He goes off the office late night
finishing all the Tests assigned to him. What entrepreneurial trait is shown
by Mr. Lara?
A) Hard Working
B) Profit-oriented
C) Demonstrate Initiative
D) Risk-taker
22. In an organization, different personalities are packed. Clashing of ideals
and self-interest are very noticeable among the members. In this case,
what entrepreneurial skill is appropriate to handle this case?
A) Self-confidence
B) Committed
C) Builds on strengths
D) Risk-taker
23. Tino is working in a Caregiving Center. He completes the activities
assigned to him ahead of time. He works though his employer is not
around. What entrepreneurial trait is shown by Tino?
A) Persistent
B) Sets own standards
C) Copes with uncertainty
D) Reliability and Integrity
24. Florentino is known to have strong personality. He believes that if you
want something badly enough and are prepared to work at it, you‘ll
usually get it.‖ What entrepreneurial trait is shown by Florentino?
A) Self-confidence
B) Committed
25. All businesses have their problems and disappointments. Being persistent
in solving a problem is one of the keys to being a successful entrepreneur.
What entrepreneurial trait is described?
A) Hardworking
B) Persistent
D) Risk-taker
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Test II. IDENTIFICATION

Direction: Name the word or words that is/are best described the
statement. Use quiz notebook to accomplish the activity.
_________1. The element that is responsible to turn the turbines of
hydroelectric plants which produce electricity for light, heat, and
power for many factories and communities.
_________2. The possible reason of speeding up the clogging of arteries and
producing the damage that result to heart attacks.
_________3. The substance that is necessary for the metabolism of DNA and
RNA.
_________4. The substance that is essential for developing and maintaining
healthy bones and teeth.
_________5. Substance that is very vital in maintaining fluid balance to
human body.
_________6. A kind of diet consisting of foods that are generally soft, low
in dietary fiber, cooked rather than raw, and not spicy.
_________7. The hard outer layers of cereal grain.
_________8. A meal plan that controls the intake of certain nutrients.
_________9. The meat of young cattle (calves).
_________10. The term for the glossy appearance of meat when roasted.
Test III. MATCHING TYPE

A. Direction: Match Column A (Characteristics) to Column B (Function).
Write the letter of your answer in your quiz notebook.
COLUMN A COLUMN B
1. Without these, biological reactions would take A) Transport
place too slowly to support life. B) Motion
2. Hemoglobin is the well known example. C) Nerve impulse
3. The examples include growth hormone. transmission
4. Rhodopsin, a protein found in the rod cells of the D) Regulatory
retina, functions this way in the vision process. E) Protective
F) Catalytic
5. Actin and myosin long filament proteins which
slide along each other during muscle contraction.
B. Direction: Match Column A (Characteristics) to Column B (Example).

Write the letter of your answer in your quiz notebook.
COLUMN A COLUMN B
6. Type of meat from this herbivore animal G) Humba
7. A meat dish H) Motion
8. A vegetable dish I) Chopsuey
J) Regulatory
9. A root vegetable
K) Carrot
10. A good source of fiber.
L) Sheep
M) Wheatgerm
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Test IV. Situational Analysis

Direction: Read the following statements. Write TRUE if the statement
is correct and FALSE if it is incorrect. Use an answer sheet
to accomplish this Activity.
1. Food must be served attractively to stimulate the appetite of a sick

person.
2. You have to convince the sick person to eat on time because you
have something else to do.
3. A person in bed for twenty-four hours will require about 0.5 Calorie per
pound per hour to prevent use of body material for fuel.
4. Eggs are also of great value, not only as poached or dropped and
served on toast, but also as dainty omelets, or in beverages, as
eggnog, egg lemonade, and orangeade.
5. Fasting and taking a very little amount of food during the first two days
of illness is helpful towards recovery.
***
11
Personal Entrepreneurial Competencies (PECs)
Content Standards Performance Standards
The learner demonstrates The learner independently

understanding of one‘s PECs in creates a plan of action that
Caregiving. strengthens and or further
develops his/her PECs in
Caregiving
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 Caregiving. 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 Caregiver within your province. You will also
have some activities that will align your competencies with 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.
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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 that you
will master as you finish this module.
OBJECTIVES:
At the end of this module, you are expected to:
 identify areas for your 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 enabling knowledge and skill that
you will develop and master, take the first challenge in this module – the
pre-assessment.
***
13
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 PECs in column A with their meaning in column B.
Copy the letter of the correct answer. Use your activity
notebook to accomplish this task.
A (PECs) B (Meaning)
____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
____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: Answer the following questions. Write your responses on
your activity notebook.
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 Caregiving?
C. Given the opportunity to own a business that relates with Caregiving,
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 province whose business is
related to Caregiving. Be able to share to the class their PECs that
made them successful.
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After answering the two activities to the best of your knowledge and
skills, share those with your classmates. You too, may compare your
insights, personal knowledge of, 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.
Goals and Learning Ultimate

Targets Activities Goal
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 guide questions given in Task 3 with the help of your classmates.
15
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.
_________________________________________________________
_________________________________________________________
_________________________________________________________
3. What are the desirable personal characteristics, attributes, lifestyles,
skills and traits of a prospective entrepreneur? Why are these
important?
_________________________________________________________
_________________________________________________________
_________________________________________________________
4. Why is there 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 that you have realized?
This time you are going to study the different topics that will enrich
your knowledge of PECs. Read carefully all the important details about
the succeeding topic.
16
Know
Assessment of Personal Entrepreneurial Competencies (PECs)

and Skills vis-à-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 in order to produce good products
and/or provide good services.
 Self-confidence: Entrepreneurs have belief 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.
17
 Creative: An entrepreneur should be creative and innovative to

stay in the business and in order to have an edge over the other
competitors.
 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 the relationship with 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 directed towards the pre-determined
objectives.
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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

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

Personal Assessment in
Personal Entrepreneurial Competencies of an terms of:
Entrepreneur Development
Strengths
Areas
Hardworking - Working diligently
Self-confidence - Belief in one‘s ability
Discipline - Always stick to the plan
Committed - Solid dedication
Ability to accept changes - Adoptable to change
Creative - 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:
______________________________________________________________
______________________________________________________________
______________________________________________________________
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Reflect and Understand
How was your experience in discovering your strengths and the

areas to be developed? Did you gain valuable experience in exchanging
insights with your classmates? To learn more and deepen your
understanding of PECs, do Task 5.
Task 5: Interview
Direction: Interview entrepreneurs in your province whose type of
business is related with Caregiving. Focus your interview on
PECs and other business-related attributes that helped them
become successful. Analyze the result of the interview and
reflect on the similarities and/or dissimilarities. 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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6. What are the salient characteristics, attributes, lifestyle, skills and traits
that made you successful in your business or job?
___________________________________________________________
___________________________________________________________
NOTE: Gather the needed information from the interview to supply

answer/s to Row 1 in the table below. Then, fill out the second
row with PECs.
Personal
Entrepreneurial Characteristics Attributes Lifestyles Skills Traits
Competencies
Successful
Entrepreneur
in the province
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
Characteristics
Attributes
Lifestyles
Skills
Traits
Conclusion:
______________________________________________________________
______________________________________________________________
_____________________________________________________________
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Transfer
After performing the activities on the importance of PECs, let‘s determine

how much you have learned. Perform Task 6 to determine how well you have
understood the lesson.
Task 6: Preparation of a Plan of Action

Directions: Using the table below and the information generated from
Task 5 (Interview), prepare an action plan that indicates how
you would align your PECs to the PECs of a successful
entrepreneur in Caregiving in your province.
Objective Area Activities Strategies Time Expected

Frame Outcome
To align my Characteristics
PECs with
the PECs of
a successful
entrepreneur
in Skills
Caregiving.
Attribute
Traits
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Task 7: Essential Questions

Directions: Read and study the following questions below. You may
use a separate sheet of paper or your notebook where to
write your answers.
1. Why is there a need to compare and align one‘s PECs with the PECs
of a successful entrepreneur?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
2. How does your action plan help sustain your strong PECs and/or
address your development areas?
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
3. What plan of action would you do to address your development areas?

________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
________________________________________________________
23
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 Caregiving in one‘s potential market in Caregiving in a
province. province.
Quarter I Time Allotment: 4 hours
Module 2
Environment and Market
Introduction
People who aspire to start a business need to explore the economic,
cultural and social conditions prevailing in an area. Needs and wants of the
people in a certain area that are not met may be considered as business
opportunities. Identifying the needs of the community, its resources, available
raw materials, skills, and appropriate technology can help a new entrepreneur
in seizing a business opportunity.
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 those factors that limit the business to grow, hence
reduce 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
24
relate to resources owned by organization, 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 us 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;
 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 that you will learn, take the
first challenge in this module – the pre-assessment.
***
25
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 necessary.
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
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
26
8. A marketing practice of creating name, symbol or designs 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.
A. wants C. requirements
B. desires D. needs
Task 2: Guide Questions:

Directions: Read, study and answer 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?

________________________________________________________
________________________________________________________
3. When can one say that a certain product has a ―value‖?

________________________________________________________
________________________________________________________
4. Is innovation and creativity to your product or services important?

Why?
________________________________________________________
________________________________________________________
5. How can one effectively respond to the needs of the target customer?
________________________________________________________
________________________________________________________
27
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 of, 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.
Goals and Learning Ultimate

Targets Activities Goal
Figure 2: Strategic process to reach 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.
28
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 become 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 benefit will the customers expect from it?
3. How will the product differ from the existing brand? From its
competitor?
Likewise, needs and wants of the people within an area should also be
taken into big consideration. Everyone has his/her own needs and wants.
However, everyone has different concepts of needs and wants. Needs in
business are important things that every individual cannot live without in a
society. These include:
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
29
necessities of life. Some examples of wants or desires are: 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 shall 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.
Figure 3: Concept Development
Identify Establish Generate Select a

Refine
Customer Target Product Product
Specifications
Needs Specifications Concepts Concept
Plan
Remaining
Analyze Development
Perform
Competitive Project
Economic
Products
Analysis
Concept
Development
30
The process of product development follows the following steps:

1. 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 here are product specifications
(performance, taste, size, color, shape, life span of the product, etc.).
This stage is very important because this would determine the product
to be produced or services to be provided.
2. 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.
3. 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.
4. 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.
5. 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.
6. Refine Product Specifications: In this stage, product or services
specifications are refined on the basis of input from the foregoing
activities. Final specifications are the result of extensive study,
expected service life, projected selling price and among others are
being considered in this stage.
7. 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.
8. Plan the Remaining Development Project: In this final stage of concept
development, you may prepare a detailed development plan which
includes list of activities, the necessary resources and expenses, and
development schedule with milestones for tracking progress.
31
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 more.
There must be something that has to make you the best option for your target
customers; otherwise they will have no reason to buy what you are 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 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 and what gets people spending 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)

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 competition. 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.
32
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 on what 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 their
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.
***
33
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 to other
products.
________________________________________________________
________________________________________________________
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?
________________________________________________________
________________________________________________________
34
Reflect and Understand
Task 4: Video Viewing

Direction: 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
2. Prepare a short narrative report about the aforementioned topics. You
may highlight the ―aspect‖ that intensifies your knowledge of product
development.
Transfer
Task 5: Product Conceptualization

Direction: Using the spaces and figures, develop your own concept for your
product or service. Utilize bullets in every stage of product
conceptualization in listing important key ideas.
__________________________________________________________
__________________________________________________________
1. Identify Customer 2. Establish Target 3. Analyze Competitive

Needs Specifications Products
__________________ __________________ __________________
8. Plan Remaining 4. Generate Product

Development Project Concepts
__________________ __________________
7. Perform Economic 6. Refine Specifications 5. Select a Product

Analysis Concept
__________________ __________________ __________________
35
Know
Generating Ideas for Business
The process of developing and generating business idea is not a

simple process. Some people just come up 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 dreaming stage and
the second is when they do not have ideas and don‘t want to become
entrepreneurs.
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 by 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, a province 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.
36
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.
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.
5. 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 earn you extra
income, and 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.
6. 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
37
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.
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.
38
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:

.
 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.
39
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 areas.
 Always apply SWOT Analysis in relation to your competition i.e. better
than or worse than your competition.
 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)
- -
- -
40
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:
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.
41
Transfer
Task 8: Making My Own Logo
Direction: Generate a clear and appealing product brand with a logo and a
tagline.
Tag Line
Logo
________________________
Task 9: Making My Own Vicinity Map

Directions: In a separate sheet of paper or in your notebook draw a
vicinity map reflective of potential market in Caregiving in
your province. Provide a simple statement to describe your
map.
Vicinity Map
42
QUARTER I
Overview
Eating properly is important to all people. Good nutrition is especially
important for a person whose body is in a weakened condition. Food gives us
energy to carry out the day‘s activities and is necessary to rebuild body
tissue. Eating is also a social activity. In some homes, it is the only time when
all family members come together. Many family and personal preferences and
practices are associated with food. Do not assume that each family is the
same.
Home Management and Basic Technology IV, 3rd Ed.
Objectives:
At the end of the lesson, the students are expected to:
 Introduce basic nutrition;
 Apply basic therapeutic diet;
 Define and classify carbohydrates;
 Name the sources of carbohydrates;
 State the function of carbohydrates;
 Describe the effects in the body when carbohydrates is
inadequately/excessively taken;
 Recommend daily allowance for carbohydrates.
 Apply Therapeutic Diet;
 Discuss principles, procedures , and ingredients in preparing
cold meals;
 Prepare and present a range of cold meals; and,
 Store appetizers hygienically.
Let’s See What You Know
Pretest
Test I: TRUE OR FALSE
Direction: Read the statements below. Write TRUE if the statement is
correct and FALSE if it is incorrect. Use your answer sheet
to accomplish this activity.
_____1. When you prepare for the sick person‘s diet always bear in mind that
he needs a simple, easily digestible food.
_____2. A sick person has a good taste on food to be served.
_____3. Dietary requirements differ at different stages of life.
_____4. Fruits and juices will help a lot in regaining the lost appetite of the
sick ones.
_____5. Time is a very important factor in feeding the sick.
43
Test II: MULTIPLE-CHOICE

Direction: Choose the letter of the word that is best described in the
statement. Write the answers on your quiz notebook.
1. It is the period when a child is not over two years of age.
A) Infant
B) Adult
C) Teenager
2. This is the period when a rapid growth, mental changes, and emotional
development happen.
A) Infant
B) Adult
C) Teenager
3. This is the period that an individual tends to be independent in terms of
their food choices.
A) Infant
B) Adult
C) Teenager
4. It is the period that needs high nutritional requirement because of the
rapid build-up of the fetus in the womb.
A) Infant
B) Adult
C) Teenager
5. The FNRI recommends that at this stage one has to eat four and a half
to six servings of rice, rice products, corn, bread or noodles
A) Infant
B) Adult
C) Teenager
6. It is a statement that can best describe vitamins
A) It cannot be synthesized by the body
B) It is a macronutrient
C) It supplies energy to the body
D) It requires energy to be formed
7. This food is a rich source of vitamin A.
A) liver
B) bread
C) broccoli
D) apricot
44
8. It is an important function of vitamin A in the human body.

A) help with blood clotting
B) act as an anticoagulant
C) helps maintain eyesight
D) prevent osteoporosis
9. This illness is caused by the deficiency of vitamin A in the body.
A) bile obstruction
B) rapid breakdown of cell membranes
C) color blindness
D) night blindness
10. This is an excellent natural food source of vitamin D.
A) oily fish
B) wheat germ oil
C) mineral oil
D) margarine
11. These are foods that are commonly fortified with vitamin D.
A) cereals and macaroni products
B) milk and margarine
C) flour and salt
D) vegetable oil and shortenings
12. Folic acid helps human body to these illnesses.
A) birth defects of the brain
B) visual disturbances
C) disease of the four D's(Diarrhea, Dermatitis, Dementia, and Death)
D) dry, cracked lips
13. This reason makes vitamin D as the sunshine vitamin.
A) the initial stage of synthesis occurs in the skin when exposed to
sunlight
B) the sunlight stimulates synthesis of vitamin D in foods
C) the vitamin is degraded when exposed to sunlight
D) in its natural form the vitamin has a bright yellow appearance
14. A deficiency of vitamin D in growing children will lead to this kind of
malformation of skeletal tissues.
A) muscle diseases
B) bone disease
C) joint disorder
D) disease of growing bone
15. This fat-soluble vitamin is responsible for the synthesis of blood-
clotting factors by the liver.
A) A
B) D
C) E
D) K
45
LESSON 1: BASIC FOOD COMPONENTS

(PT)
Learning Outcome 1: INTRODUCE BASIC NUTRITION
Objectives:
At the end of this lesson, you are expected to:
1. name the role of carbohydrates as the principal source of body
energy;
2. enumerate the value of fats in the diet;
3. describe protein;
4. identify body‘s need for different minerals;
5. identify body‘s need for different vitamins;
6. plan and prepare foods for different group of people; and,
7. provide nutritional needs of the sick.
You have probably heard the phrase ―you are what you eat.‖ Well, it is
true - the food you eat does help determine your health, your energy level,
your feelings, and your body size. There is another, similar saying that you
may never heard. The one is, ―you eat what you are.‖ This saying is also true.
Your food choices reflect your personality, your family background, and the
world around you.
Activity 1. THE NUTRITION IN YOU

Direction: Check your prior knowledge about Nutrition. Fill in the
column of food you are familiar and then describe it by
answering the questions in the first column. Use an answer
sheet in accomplishing this activity. Be ready to present your
output in class.
Categories Food 1 _____ Food 2 _____ Food 3_____

1. What does it taste like?
2. What does it look like?
3. What are the ingredients?
4. What food group/s does it

belongs to? (Go, Glow, Grow)
5. Why is this food popular?
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Introduction: Basic Nutrition
Eating the right food is important to all of us. Having knowledge of

good nutrition helps us strengthen and condition the body. Food gives us
energy to carry out the day‘s activities and is necessary to rebuild body
tissue. Eating is also a social activity. In some homes, it is the only time when
all family members come together. Many family and personal preferences and
practices are associated with food. Do not assume that each family is the
same.
Nutrients are substances that our bodies need to repair, maintain,

and grow new cells. Each nutrient comes from many sources. It does not
matter from which sources you get the nutrient as long as you get it in
sufficient supply. A person unable to get the proper amount of a nutrient from
food takes supplements. It is
necessary for proper bodily
function that a balance be
kept among all nutrients - not
too much of one or the other.
Dietary requirements
differ at different stages of
life. Children need more
protein and calories than
older person need, but older
persons need more of other
nutrients.
All foods have been

divided into basic food
groups. The food groups are
presented in pyramid - that
indicates the recommended
daily servings of each group
(Figure I). If you eat the
correct number of serving
from each food group, you will
Google Picture
get the correct amount of
each nutrient.
Figure I - The Food Guide Pyramid
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Food Pyramid
A. Bread, Cereal, Rice, and Pasta

- These foods contribute complex carbohydrates and fiber plus
riboflavin, thiamin, niacin, iron, protein, magnesium and other nutrients.
- Serving = 1 slice bread, ½ cup cooked cereals, rice or pasta, 1 oz
ready to eat cereal, 3-4 small or 2 big crackers
B. 1) Vegetables
- These contribute fiber, vitamin A, vitamin C, folate, potassium and
magnesium 3-5 servings per day (use dark leafy vegetables,
legumes/dried beans several times a week)
- Serving = ½ cup cooked or raw vegetables, 1 cup leafy vegetables,
½ cup cooked legumes, ¾ cup vegetable juice.
2) Fruits
- These foods contribute fiber, vitamin A, vitamin C and potassium
- Serving = typical portion
C. 1) Meat, Poultry, Fish, Dry Beans, Eggs, and Nuts

- Foods contribute protein, phosphorous, vitamin B6, B12, Zinc,
magnesium, iron, niacin and thiamin
- Serving = 2 to 3 oz lean, cooked meat, poultry, fish (total 5-7 oz/day)
1 egg, ½ cup cooked legumes, 2 tbsp. peanut butter
2) Milk, Yogurt, and Cheese

- Foods contribute calcium, riboflavin, protein, vitamin B12, vitamin D
and vitamin A
- 3 servings/day for teenagers, young adult, pregnant/lactating
women and women past menopause
- 4 servings/day for pregnant/lactating teenagers
Servings: 1 c milk/yogurt, 2 oz process cheese food and 1 ½ oz
cheese
D. Fats, Oils, and Sweets

- Foods contribute sugar, fat, alcohol, vitamin E and food energy
(calories)
- Consumption should be limited
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Physical Activity That Promotes Health
The Dietary Guidelines suggest balancing calories intake and output to

achieve a healthy, trim body weight. A 1996 Surgeon General‘s report
observes that 30-minutes of cumulative physical activity each day brings
benefits and that the activity need not involve sports.
Figure 2: Physical Activity Pyramid

Set limits on these:
-TV - Videos - Lying down
-Movies - Computer Activities - Sitting still
3 - 4 times / week:
A) Leisure activities (sports, dancing, biking, etc.)
B) Work out activities (flexibility, endurance, etc.)
Each day:
A) Vigorous chores (scrub floors, walk to shops, etc.)
B) Ways to be active (use stairs, take fitness class)
Nutrition and Exercise

Person‘s daily food choices can powerfully influence long term health, but
in truth, the combination of nutrition & physical activity is more powerful. Only
one third of the population manages to get enough physical activity each
week to support health. The rest of us are missing one of the most powerful
modulators of known health problems. Benefits of physical activity are as
follows:
 Reduced risk of cardiovascular disease
 Reduced risk of some types of cancer
 Improved mental outlook and lessened likelihood depression
 Improved mental functioning
 Feeling of vigor
 Feeling of belonging – the fun and companionship of sports
 Strong self image and self confidence
 Reduced body fatness and increased lean tissues
 Greater bone density thus lessened risk or reduced severity of bone
disease later in life.
 Sound, beneficial sleep
 Youthful appearance, healthy skin and improved muscle tone
 Faster wound healing
 Improved elimination of menstrual cramping
 Improved resistance to colds and infections
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Nutrition Measures to Prevent Diseases
1. Adequate intake of essential nutrients, especially protein and energy

from food helps prevent:
a. Pregnancy
- low birth weight
- poor resistance to disease
- some forms of birth defects
- some forms of mental/physical retardation
b. Infancy and Childhood

- growth deficits
- poor resistance to disease
c. In Adulthood and Old Age

- poor resistance to infectious diseases
- susceptibility to some forms of cancer
2. Moderate in intake of energy from food helps prevent:

- obesity and related diseases such as diabetes and hypertension
3. Moderate fat intake prevents:

- Susceptibility to obesity, some cancers and atherosclerosis
4. Adequate fiber intake prevents:

- digestive malfunctions such as constipation and diverticulitis
and possibly some cancer
- susceptibility to heart disease
5. Moderation in sugar intake prevents:

- dental carries
6. Moderation in alcohol intake prevents:

- liver disease
- malnutrition
- sudden death from heart failure
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The Nutrients in Food
Elements in the Six Classes of Nutrients
CARBON OXYGEN HYDROGEN NITROGEN MINERALS

WATER  
CARBOHYDRATES   
FATS   
PROTEIN    
VITAMINS    
MINERALS 
The nutrients that contain carbon are organic.
Among the six classes of nutrients in foods is water, which is constantly

lost from the body and must constantly be replaced. Among the four organic
nutrients, there are energy-yielding nutrients, meaning that the body can use
the energy they contain.
Carbohydrates and fats are especially important energy-yielding nutrients.

As for proteins, it does double duty, it can yield energy but it also provides
materials that form structures and working parts of body tissues.
The fifth and sixth classes of nutrients are the vitamins and minerals.
Minerals serve as part of body structures (calcium and phosphorous, for
example are major constituents of bone) but all vitamins and minerals acts as
regulators.
As regulators, vitamins and minerals assist in all body processes,

digesting food, moving muscles, disposing of wastes, growing new tissues,
healing wounds, obtaining energy from carbohydrates, fats and proteins and
participating in every other process necessary to maintain life.
Calorie Value of Energy Nutrients

Carbohydrates 4 cal/g
Protein 4 cal/g
Fat 9 cal/g
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NUTRITION TOOLS – Standards and Guidelines
Nutrition experts use nutritional tools to make nutrient recommendations,

to assess nutrient intakes and to perform other nutrient-related tasks. For 50
years, the RDA (Recommended Dietary Allowances) use for nutrients intake
standards but these standards are being replaced by DRI (Dietary Reference
Intakes).
DRI represents a whole new way of thinking about new nutrient values. For
example, for each nutrient, the DRI established two or three values where
they used to be only one. The DRI are designed for health maintenance and
disease prevention in healthy people, not for the restoration of health. Under
the stress of serious illness or malnutrition, a person may require a much
higher intake of certain nutrients or may not able to handle even the DRI
amount.
Role of Carbohydrates as the Principal Source of Body Energy
Activity 2. BUILD THAT CONCEPT

Direction: Choose the words inside the box (related to Carbohydrates)
and form a concept. Write your answer in the answer sheet
and discuss the topic in class.
http://motherchildnutrition.org/malnutrition/index.html
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Carbohydrates
The Food and Nutrition Research Institute (FNRI), the principal research
arm of the government in food and nutrition, is one of the research and
development institutes of the Department of Science and Technology
(DOST). It was created under Executive Order No. 128 signed on January 30,
1987. As such, the Institute is committed to pursue the goals and objectives
of the National Science and Technology Plan (NSTP) and the Philippine Plan
of Action for Nutrition (PPAN).
For sixty-one years, the Institute continues to provide relevant
technologies and scientific information on food and nutrition. Some of its
major accomplishments include the development and commercialization of
nutritional food products; conduct of periodic nationwide nutrition surveys;
development of analytical food quality and safety assurance system;
strategies and programs to address the malnutrition problem and tools,
guidelines and standards to serve the needs of nutrition and nutrition-related
workers. All these technologies are transferred to health and nutrition
program implementers as well as the households and communities with the
end in view of improving the quality of life of Filipinos.
What is Carbohydrates?
Carbohydrate is a well known fact that no single food provides all the
needed nutrients of the body. It is one of the important nutrients basically
needed by our body. That is why our body must be supplied with different
nutrients to keep it functioning normally.
Have you ever wondered what carbohydrate is?
Carbohydrate (C6H12O6) is a substance composed of carbon, hydrogen

and oxygen. It supplies the body with the energy it needs to function. In fact
the central nervous system, including the brain and nerve cells, relies
exclusively on glucose and other simple carbohydrates for energy. Protein
and fat can be burned for energy by other cells, but the body uses
carbohydrate first in part, because it is the most efficient energy source. If
there is not enough carbohydrate for energy, the body can burn either fat or
protein, but this is not desirable. When fat is burned for energy without any
carbohydrate present the process is incomplete and results in the production
of Ketone bodies, which start to accumulate in the blood. An excessive level
of Ketone bodies can cause the blood to become too acidic (called ketosis).
Ketosis can cause dehydration and eventually leads to a fatal coma. About
100 grams of carbohydrates is needed daily to spare protein from being
burned for fuel to prevent Ketosis, and to provide glucose to the central
nervous system. This amount represents what you minimally need, not what
is desirable.
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Carbohydrate is found almost exclusively in plant foods, such as fruits,

vegetables, peas and beans. Milk and milk products are the only food derived
from animals that contain significant amount of carbohydrates.
Carbohydrate also forms the structural component of cell walls of plants
and tissues and organs of animals.
The Three Classifications of Carbohydrate

a) monosaccharides (simple sugar)
b) disaccharides (compound sugar)
c) polysaccharides (e.g. complex sugar)
MONOSACCHARIDES
Monosaccharides are the building blocks of the carbohydrate and the
simplest form of sugar.
Most Important Monosaccharides:

A. Glucose
 Glucose is also known as blood sugar/dextrose.
 Glucose requires no digestion; it can be injected directly to the body.
 It is the most widely distributed sugar found mostly in the plants and in
the blood of animals. Normally human blood contains about 100 mg of
glucose per 100 ml.
 It is white crystalline solid and is soluble in water.
 It is used as a primary source of energy by cells.
 Diseases, hormone imbalances, diet, physical activities and other
factors change the glucose concentration in the blood.
 If a person has high concentration of blood glucose, the person is
hyperglycemic. Diabetes is one of the most frequent causes of
hyperglycemia. Diabetes is an incurable condition in which the body is
unable to properly regulate the blood glucose concentration because of
an inability to produce the hormone insulin. Hypoglycemia is exactly
the opposite of hyperglycemia. Blood glucose concentrations and are
usually less than 50 mg / 100 ml. Symptoms of hypoglycemia includes
sweating, nausea, and dizziness. Hypoglycemia is treated by
regulating the dietary intake of carbohydrates.
B. Fructose
 Fructose is the sweetest of all sugars.
 Fructose is known as fruit sugar because the sweetness of many fruits
is due to its presence.
 The liver can convert fructose to glucose.
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 Fructose is sometimes used as a source substitute to diabetics or

other people who want to reduce their sucrose intake. Since fructose is
sweeter than sucrose, less fructose is needed to sweeten food, which
results in decreased calorie and sugar intake.
 It has same food value as glucose. The liver converts fructose to
glucose.
C. Galactose
 Galactose is found as constituent of lactose, the sugar in milk.
 Galactose is not normally found in nature in large quantities and it is
less sweet than glucose. It occurs as a part of complex molecules in
pectin, gums, mucilage, and agar-agar.
 In the animal body, galactose is found in the brain and nervous tissue
in the form of glycolipids but they are not found in the general
circulation of the blood.
 Liver converts galactose to glucose.
 Galactosemia is a genetic disease in which one of the required
enzymes to convert to glucose is absent. If not treated, infants who
suffer from galactosemia become mentally retarded.
DISACCHARIDES
Disaccharides are a group of compound sugars composed of two
monosaccharides linked together through a glycosidic bond with the loss
of water.
Most important disaccharides:

A. Maltose
 Maltose is known as malt sugar because of its use in alcohol
production. Through the process called fermentation; this sugar is
converted to ethanol by yeast cells in the absence of oxygen.
 In nature, it is found as a constituent of starch and glycogen.
 Maltose is hydrolyzed into two molecules by the enzyme maltase,
which is found in the intestinal juice.
 Glucose + Glucose = Maltose
B. Lactose
 Lactose is sometimes referred to as milk sugar.
 Glucose + Galactose = Lactose
 It is the least soluble and the least sweet of the sugars.
 Lactose is found in cow‘s milk which is about 4%. In the animal body,
lactose is synthesized in the mammary gland. It composes about 7% to
8% in human milk.
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 With a few minor exceptions, lactose is the only sugar in the milk and
does not occur elsewhere.
 Lactose is an essential food in the diet of an infant to furnish galactose
needed for the formation of galactolipids or cerebrosides present in the
brain and nerve tissues. Lactose digests more slowly than sucrose and
maltose. It is the least fermentable of the sugar and for that reason is
an ideal component of milk.
 Lactose solution is not fermented by ordinary yeast. However, the
lactose in milk undergoes lactic acid fermentation when milk sours or
when treated with certain wild yeast cultures like in the making of
yogurt. If milk contains glucose in place of lactose it will not keep so
well and will ferment rapidly in the stomach, causing digestive
disturbance in infants.
 Lactose intolerance is a condition where a person has the inability to
digest right amount of lactose in the body.
 Lactase is an enzyme that hydrolyzes lactose.
C. Sucrose
 Sucrose is commonly called sugarcane or table sugar.
 Glucose + Fructose = Sucrose
 Sucrose can be found in sugarcanes, sugar beets, and maple sugar.
 Sucrose is widely distributed in nature and is universally used, highly
soluble in water over a wide temperature range and excellent
preservative. It is used in sweetening food, in making candies, cakes,
and other types of sweet.
POLYSACCHARIDES
Polysaccharides are sugar complex carbohydrates with high molecular
weight, composed of many monosaccharide units combined through the loss
of molecule of water.
Most important polysaccharides:

A. Starch
 Starch is sometimes called amylum the most important form of
carbohydrates in the diet. It is a major form of food storage in plants.
 Sources of starch are cereals, grains, beans, peas, and tubers such as
potatoes. Green fruits such as apples and bananas contain much just
like starch, wheat, bread, and pasta.
 Starch occurs in plants in the form of granule.
B. Dextrin
 The dextrin is a group of glucose polysaccharides which are
intermediate products in the hydrolysis of starch to maltose.
 It is soluble in water.
 Dextrin is also added to give smoothness to the product.
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C. Glycogen
 Glycogen is also known as animal starch.
 It is a glucose polysaccharide found in animal tissue and it is the
storage of polysaccharide of animals.
 The liver and muscles are the major depots of glycogen. The
sweetness of liver is because of glycogen. There is some evidence
that extensive exercise and high carbohydrate diet can increase the
reserves of glycogen in the muscles and thus may help marathoners
work their muscles somewhat longer and harder than others. But for
most of us carbohydrate leads to increase deposits of fats.
 Glycogen can also be found in oyster and scallops. Because of high
content of glycogen in the liver and oysters, they are usually restricted
in the diets of diabetics. The glycogen in the liver is used up rapidly in
emotional reactions like fear and anger and in excessive exercise.
D. Cellulose / Dietary Fiber

 Cellulose / Dietary fiber is found in the cell walls and woody fibers of all
plants, where it forms the skeletal structure.
 Cellulose is composed of glucose; it has no value as a food for man,
because humans do not have the enzyme to digest cellulose. Unlike
herbivorous animals, like horses, carabaos, cow, and sheep have
fermenters in their intestines which are capable of hydrolyzing
cellulose into monosaccharide. Hence, herbivorous animals are able to
obtain caloric food value from cellulose.
 They are important carbohydrates for several reasons; soluble dietary
fibers like pectin gum and mucilage pass undigested foods through the
small intestine and are degraded into fatty acids and gases by large
intestine. The fatty acids produced in this way can either be used as a
fuel for the large intestine or be absorbed into the blood stream.
Therefore, dietary fiber is essential for proper intestinal health.
 In general, the consumption of soluble and insoluble fiber makes the
elimination of waste much easier. Since dietary fiber is both
indigestible and an attractant of water, stools become large and soft as
a result, feces can be expelled with less pressure. Beside the
prevention of intestinal disease, diets high in fiber have other benefits.
High fiber intake reduces the risks of developing obesity by increasing
the bulk of meal without yielding much energy. An expanded stomach
leads to satisfaction despite the fact that the calorie intake has
decreased.
 Diabetics can also benefit from consuming a regular amount of dietary
fiber. Once in the intestine, it slows the absorption of glucose to
prevent a sudden increase in blood glucose levels.
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 A relatively high intake of fiber will also decrease the absorption of

cholesterol, a compound that is thought to contribute to atherosclerosis
or scarring the arteries.
 Furthermore, dietary fiber intake help prevent colon cancer by diluting
potential carcinogens through increased water retention, binding
carcinogens to the fiber itself and speed-up the passage of food
through the intestinal tract so the cancer-causing agents have less
time to act.
 High fiber (high cellulose) vegetable food are the healthiest choices for
human nutrition and intake of these food is associated with lowered
incidences of hypertension, cancer, arthritis, diabetes, etc.
 Sources include lettuce, broccoli, banana, squash, cereals, grains,
tomatoes, potatoes, rice, citrus, fruits, vegetables, and many others.
Food Sources of Carbohydrates
Most commonly, carbohydrates are supplied by sugars, cereals, grains,

starchy vegetables, and dried legumes. Fruit lovers and milk drinkers will be
glad to know that they get some good amounts of carbohydrates from their
favorite fruits and milk. If one desires an additional supply of carbohydrates,
he will not find difficulty looking for other sources; they are available in rice,
biscuits, crackers, and fruit juices.
Functions of Carbohydrates
Can you live on a diet without carbohydrate foods like rice and other
cereals, breads, noodles, etc.? Other nutrients like protein and fats will not
suffice to give variety, satisfaction, and palatability to our diet. Therefore,
carbohydrates are indispensable nutrients in our diet, since along with other
nutrients, they keep us healthy and strong.
To convince you on how important carbohydrates are in our diet, let us

take up the following functions of carbohydrates.
1. Chief Source of Energy

Although there are other nutrients which supply the body with
energy like protein and fats, carbohydrates are considered as the main
source of energy. A gram of carbohydrates yields four calories.
Of the energy foods, carbohydrates are the cheapest and most
widely distributed sources of energy. You will not find any difficulty getting
your energy foods even if you rely on carbohydrates alone because they
are always available in the market. In fact, you can even raise camote,
ube, gabi, bananas, etc. in your very own backyard. Money-wise, it is
even cheaper than fats and protein.
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2. Protein-sparer
You have known that protein supplies us with energy aside from
building and repairing body tissues. Thus, it must be saved or spared by
adequately supplying carbohydrates in your body. If carbohydrates and
fats are inadequately supplied, protein cannot perform its main function
properly, as it will be metabolized to provide heat and energy.
3. Regulator of Fat Metabolism
Carbohydrate is not only a protein-sparer, but a fat-sparer, too. If
carbohydrate is not adequately supplied, the metabolism of fat is so fast
that the body cannot tolerate it, such that ketone bodies are formed and
acidosis occurs.
4. Storage Form of Energy as Glycogen
Have you experienced being hungry for a day or two and still
manage to survive? The remaining energy that your body is holding on
can be attributed to your carbohydrates ―reserve,‖ which is stored in the
liver and muscle tissues in the form of glycogen. This animal starch is
about 1/3 of a kilogram (355 gm) which provides an immediate source of
energy.
5. Regulator of Intestinal Peristalsis and Excretion
The indigestible carbohydrates, cellulose, and hemicelluloses provide
bulk in the intestinal tract. The daily inclusion of such carbohydrates which
are called fiber or roughage will help ease regular bowel movement since
they act as broom in the stomach, hence resulting in a healthy digestive
system.
Effects of Oversupply and Undersupply of Carbohydrates
What happens when one overindulges in eating carbohydrates foods?
This is the common question asked by those who are conscious of their
health and figure. Health experts advise people against excessive intake of
carbohydrates. There is a tendency to limit the consumption of other foods
rich in protein, minerals, and vitamins if too much carbohydrate foods are
taken; this is considered unwise and impractical. There seems to be a
magnetic attraction to starches, sweets, etc. which later becomes an
obsession. Too much of it will cause body disorders like obesity and
adiposity.
However, inadequate/deficient carbohydrates intake also produces
undesirable effects like loss of appetite and lack of energy for performing
one‘s activities. In severe cases where famine and prolonged starvation have
occurred protein energy malnutrition (PEM) is a serious manifestation of
multiple nutrient deficiencies, one of which is carbohydrates deficiency. Some
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alarming signs of such malnutrition are decreased blood sugar level, loss of
weight and retarded growth of infants and children.
Diabetes and Hypoglycemia
Some people have physical conditions that render their bodies unable to
handle carbohydrates normally. One of these is diabetes or an elevated blood
sugar. Another is hypoglycemia where blood glucose is below normal level.
o DIABETES
This is a chronic disease characterized by elevated blood glucose
concentration. Complications are common such as blindness,
amputation, heart and kidney disease and worst death.
A. Type I: Diabetes or Insulin Dependent Diabetes Mellitus

 Less common disease but it is the leading chronic disease among
children and young adults.
 Person‘s own immune system attacks the cells of pancreas thus
preventing insulin production.
 Insulin is hormone produced by pancreas that acts as vehicle of
sugar to enter cells and produce energy.
 Lack of insulin makes sugar stay in blood thus increasing level of
blood sugar.
 People with type 1 diabetes are receiving insulin externally and
they are dependent on it.
B. Type 2: Diabetes or Non-Insulin Diabetes Mellitus

 Acquired type of diabetes that usually occurs late in life, in some
instances, this is also hereditary.
 People with type 2 diabetes produces normal level of insulin, but
their body are resistant to insulin thus sugar are not converted to
energy and stays only in blood.
 People with this disease are advised to modify diet and have
physical activities.
 Exercise requires more sugar to burn to produce energy thus
body become sensitive to insulin.
 Some people, especially elder people with diabetes, because of
age, their pancreas decreased its function and requires external
insulin.
o HYPOGLYCEMIA
 This refers to a symptom, low blood glucose and to a variety of
conditions, including disease.
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 Symptoms are fatigue, weakness, confusion, dizziness,

irritability, rapid heartbeat, anxiety, sweating, trembling, hunger
and headache.
 People should eat meal regularly timed, balanced meals to hold
blood sugar steady.
Recommended Dietary Allowance of Carbohydrates
How do we know that we are eating enough carbohydrates? Although

there is no RDA (Recommended Dietary Allowance) for carbohydrates, one
should supply his body with this nutrient because of the total calorie
requirements our body needs, a level of 50% to 60% should come from
carbohydrate. Furthermore, by following the guide (Your Guide to Good
Nutrition), one will be assured of adequate carbohydrate needs. To use this
GUIDE, check against the food listed on the succeeding pages the foods you
serve each day. Be sure to include the suggested amount of carbohydrates
every day.
RICE AND OTHER STARCH FOODS
Average Daily Requirements for a Normal Adult

Rice .............................................................. 4 ½ - 7 cups, cooked
or corn................................................ 5 1/3 - 8 3/4 cups; cooked
or Rootcrops....................................... 1 small
or Rice-Corn Mix................................. 4 1/3 - 7 cups, cooked
and sugar............................................ 5 - 9 teaspoons
- rice
- ube
- corn
- gabi
- bread
- pinipig
- bihon and other
- panutsa
noodles
- candied fruit
- suman, palitaw, etc.
One cup of cooked rice - 4 slices American bread ordinary size
(160 gm) about 17 grams each
 5 pcs. pan de sal small size about 15 grams each
 1 cup, cooked camote 160 grams
These are your main sources of energy for body activities and body heat.
Working adults engaged in heavy manual labor such as farming, carpentry,
etc. should have additional servings. Adolescents also need more servings of
these foods to keep up with their daily activities. Since the elderly are not
physically active as younger adults, they should cut down intake of rice and
energy foods.
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Fats
Fats are the body‘s chief storage form for the energy from food eaten in
excess of need. The storage of fat is a valuable survival mechanism for
people who must live a feast-or-famine existence; stored during times of
plenty, fats enables them to remain alive during times of famine. Fats provide
most of the energy needed to perform much of the body‘s work, especially
muscular work.
Fats serve many other purposes in the body, too. Pad of fats surrounding
the vital organs serve as shock absorbers. The fat blanket under the skin also
insulates the body from extremes of temperature thus assisting with internal
climate control.
Some essential nutrients are soluble in fat and therefore are found mainly
in foods that contain fat and are absorbed most efficiently from them. These
nutrients are the fat-soluble vitamins: A, D, E, and K. Other essential
nutrients, such as essential fatty acids, constitute parts of the fats themselves.
Effects of Fats on People‘s Health

High dietary fat intakes are associated with serious disease. Obesity
carries serious risks to health and fats energy density makes it likely that
people who eat high-fat diets will exceed their energy needs and so gain
weight.
A person who chooses a diet too high in certain fats may be inviting the
risk of heart and artery disease. The person who eats a high-fat diet also
incurs a greater-than-average risk of developing some forms of cancer. Of
great importance in regard to fat and disease is a medical test. The blood lipid
profile reveals the amounts of various lipids, especially triglycerides and
cholesterol, in the blood. It also identifies the protein carriers with which these
lipids are travelling. The results of this tell much about a person‘s risk of
cardiovascular disease.
Most important in regard to CVD is blood cholesterol. A person‘s blood

cholesterol concentration is considered to be a predictor of that person‘s
likelihood of suffering a fatal heart attack or stroke and the higher the
cholesterol the earlier the episode is expected to occur. Blood cholesterol is
one of the three major risk factors of CVD.
HERE‘S A TRICK: Desirable Blood Lipid Value (mg/dL)

Remember! Total cholesterol - < 200
HDL is Healthy LDL - < 130
LDL is Less Healthy HDL - > 35
Triglycerides - < 200
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Activity 3. SELF-CHECK
Direction: Choose the letter that is best described in the following
statements. Write the answer in the answer sheet.
1. Carbohydrate is composed of different substances.
2. Glycogen is also known with this term.

A) malt sugar
B) animal starch
C) high fiber
D) glycosidic bond
3. Fructose is the sweetest among all its forms

A) sugars
B) milk
C) enzymes
D) molecules
4. Liver converts galactose to another substance.

A) maltose
B) lactose
C) sucrose
D) glucose
5. Cellulose is composed of this substance.

A) glycogen
B) dextrin
C) glucose
D) sucrose
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Activity 4. CARBOHYDRATES IN THE BODY

Direction: Below are five balloons. Fill each balloon with deficiency
symptoms due to lack of carbohydrates in the body. Use
answer sheet in accomplishing this activity. Present your
answer in class.
Symptoms
Symptoms
Symptoms
Symptoms
Symptoms
Carbohydrate
Deficiency
Activity 5. AN INTERVIEW
Direction: Interview at least five older members in your family or
around the neighborhood regarding their carbohydrate
intake. Use the matrix below as your guide. Use answer
sheet to accomplish this activity.
Amount of Remarks
Source of (Inadequate,
Name Intake Recommendation
Carbohydrate Adequate,
(per gram) Excessive)
64
Activity 6. YOU ARE WHAT YOU EAT

Direction: Make a list of your food intake for two days (one weekday
and one weekend). Analyze the list using the Daily
Nutritional Guide Pyramid. Then, answer the following
questions.
Suggested Reference
(http://www.cnpp.usda.gov/publications/mypyramid/originalfoodguidepyramids/
fgp/fgppamphlet.pdf)
(http://www.fremont.k12.ca.us/cms/lib04/CA01000848/Centricity/Domain/254/
Chapter_1_Food_Guide_Pyramid.pdf)
(https://student.societyforscience.org/article/question-sheet-building-food-
pyramid)
1. Do you think that you eat a healthy diet? Why or why not?
2. What sorts of foods that are considered healthy do you enjoy eating?
3. Why do you think there are so many overweight kids?
4. Why do you think the U.S. government provides advice on what people
should eat?
5. Why do you think there seems to be a connection between watching
TV and eating unhealthily? Based on your own observations, does this
finding make sense? Why or why not?
The Value of Fats in the Diet
Activity 1. THINK-A-LOUD
Direction: Read and reflect on the word inside the circle. Then, think of
related words as many as you can. Use answer sheet to
accomplish this activity.
FATS
65
SIGNIFICANCE OF HIGH-DENSITY LIPOPROTEINS (HDL)

AND LOW-DENSITY LIPOPROTEINS (LDL)
Cholesterol in foods contributes somewhat to cholesterol in the blood and

excesses of food cholesterol should be avoided. Dietary cholesterol is not as
influential in raising blood cholesterol. However, the body uses dietary fat,
especially saturated fat, to make cholesterol. When a person‘s high blood
cholesterol signifies a risk of heart disease, it is because the cholesterol,
which is carried in LDL, is traveling to body tissues to be deposited there. If a
person has a high blood cholesterol in HDL, that is cause for celebration, not
for concern. The vehicle matters.
Elevated LDL forecast heart and artery disease; elevated HDL signifies a
low disease risk. The rule of thumb is that a minimum of 35 mg HDL/deciliter
of blood is associated with a low risk of heart attack. An important detail about
LDL concerns its susceptibility to damage by oxidation. Oxidation of the lipid
part of LDL is thought to play a role in injury of the arteries of heart.
Antioxidants such as vitamin C and E slow LDL oxidation.
People can take step to raise HDL levels through exercise, a key weapon
with wide sweeping results in the fight against heart disease.
Major Roles of Biological Lipids

1. They serve as structural components of biological membranes.
2. They provide energy reserve, predominantly in the form of
triacylglycerols.
3. Both lipid derivatives serve as vitamins and hormones.
4. Lipophilic bile acids aid in lipid solubility.
Some Examples of Fatty Acids
No. of IUPAC Name Common
Common (International Union
Carbon Chemical Formula Location or
Name of Pure and Applied
Atom Chemistry) Use
1 Formic acid Methanoic acid HCOOH Insect sting
3 Propionic acid Propanoic acid CH3CH2COOH
4 Butyric acid Butanoic acid CH3(CH2)2COOH Butter
5 Valeric acid Pentanoic acid CH3(CH2)3COOH
6 Caproic acid Hexanoic acid CH3(CH2)4COOH
7 Enanthic acid Heptanoic acid CH3(CH2)5COOH
8 Caprylic acid Octanoic acid CH3(CH2)6COOH
9 Pelargonic acid Nonanoic acid CH3(CH2)7COOH
10 Capric acid Decanoic acid CH3(CH2)8COOH
12 Lauric acid Dodecanoic acid CH3(CH2)10COOH Coconut Oil
16 Palmitic acid Hexadecanoic acid CH3(CH2)14COOH Palm Oil
18 Stearic acid Octadenoic acid CH3(CH2)16COOH Animal Fat
(Source - Alvarez and Cabuhal: Food, Safety, Sanitation, and Hygiene)
66
Classification of Fats
1. Cholesterol: A yellowish, fatlike substance produced mostly in the liver
and in lesser amounts in the intestines and specialized cells throughout
the body. Cholesterol is necessary for the production of sex hormones,
synthesis of vitamin D, and is a vital part of the production of cell
membranes and nerve coatings. The body actually produces enough
cholesterol on its own, without additional food intake, so cholesterol-free
diet is not hazardous to your health. Excesses of cholesterol cause the
formation of plaque which attaches itself to arterial pathways and causes
clogs in the blood flow leading to heart attacks and other heart-related
diseases.
2. LDLs: The acronym represents low-density lipoprotein. The liver breaks
down fats into ―bad‖ LDLs and its ―good,‖ HDLs. It carries cholesterol to
cell membranes for production and repair, and also to the production
center for sex hormones. But, it is also the target enemy as bad
cholesterol, which clogs arteries and causes heart attacks due to poor
blood flow. When the body has enough cholesterol for its need, it refuses
to accept any more, and lets it ride in the bloodstream. It eventually
attaches itself to the wall of blood vessels, causing plaque deposits.
Carrots, alfalfa sprouts, and oatmeal have been shown to be good
eliminators of those nasty LDLs.
3. HDLs: An acronym for high-density lipoproteins - these are good
cholesterol which carries away LDLs through the blood to be eliminated
via the liver. HDLs can be increased by diet, weight control, exercise, and
not smoking.
4. Triglycerides: These fats are measurable in the bloodstream by special
tests which help physicians judge your fat consumption. Levels in excess of
190 milligrams for women and 400 milligrams for men indicate a need for
intervention to avoid heart disease.
5. Saturated Fats: Intake of saturated fats should be strictly limited, as these
are most associated with the increase of cholesterol levels and the cause
of some forms of cancer. They raise triglycerides, and particularly, LDLs.
This type of fat comes from animal sources and is in a solid state when at
room temperature; with the exception of tropical oils such as coconut oil
and palm oil, which come from plants and are semisolid at room
temperature. Cut consumption to fewer than ten percent of your total
calories, choosing lean meats and skinless white meat of poultry. Portion
size should be roughly the size of a deck of cards. Sources of saturated
fats are butter, lard, some margarine, and vegetable shortening.
6. Unsaturated Fats: This category is further broken down into
monounsaturated and polyunsaturated fats, which come primarily from
67
plants. The oils are liquid at room temperature and contain varying
percentages of both subtypes.
7. Polyunsaturated Fats: Although considered relatively healthy, some
studies have shown that diets high in polyunsaturated fats can cause
some forms of cancer and gallstones. Yet it is the body‘s primary source
of linoleic acid, and is needed by the body for the formation of cells and
normal functioning of the nervous system. Products high in
polyunsaturated fats have actually been shown to reduce blood
cholesterol levels. However, it is important to avoid those which have
been hydrogenated. Polyunsaturated fats are derived from plants.
Sources are safflower, corn, and sunflower oils; nuts and seeds.
8. Monounsaturated Fats: These fats have been shown to reduce LDL‘s
but have relatively no effect on HDLs; except for olive oils which can
increase the beneficial HDLs. Although olive oil is an excellent substitute
for saturated fats, it is still high in calories. Sources are olive oil, canola oil,
peanut oil, almonds, cashews, and peanuts.
9. Omega-3 Oils: This classification of polyunsaturated fats is the most
highly-discovered health find in recent years. It is found in some land
plants and in marine plant life called phytoplankton. Sea life feeds on the
plankton, causing the Omega-3 to reside in the tissues of all sea creatures
in varying levels. Recent studies have shown Omega-3 to be especially
beneficial in lowering the ―bad cholesterol‘ (LDL) and triglyceride levels in
coronary artery of the diseased patients. They also inhibit production of
plaque deposits in arteries; limit fibrinogen which reduces clotting, and
prevent strokes and high blood pressure; contain anti inflammatory
properties helpful in the treatment of arthritis and related diseases; and
inhibit the growth of tumors. Omega-3 diets have been prescribed for
women during high risk pregnancies, since it reduces not only blood
pressure, but also inhibits the formation of blood clots in the placenta
which could lead to miscarriage. If you increase intake of Omega-3 fatty
acids and do not reduce saturated fat intake, cholesterol levels will slightly
increase. Sources are sardines, herring, mackerel, bluefish, tuna, salmon,
and gem fish. It is also found in lean meat, plant foods such as cereal
grains, seeds, nuts, legumes, dark green leafy vegetables, figs, and
peanut oils including soybean, canola, linseeds, and walnut.
68
Activity 2. MULTIPLE-CHOICE
Direction: Choose the letter that is best described in the statement.
Write the answers on your quiz notebook.
1. A yellowish, fatlike substance produced mostly in the liver and in lesser
amounts in the intestines and specialized cells throughout the body.
A) HDLs
B) LDLs
C) Cholesterol
2. Classification of polyunsaturated fats is the most highly-discovered health

find in recent years.
A) Omega-3 Oil
B) Triglycerides
3. Carrots, alfalfa sprouts, and oatmeal have been shown to be good

eliminators of bad substance.
A) HDLs
B) LDLs
C) Omega-3 Oil
D) Triglycerides
4. Fats that have been shown to reduce LDL‘s but have relatively no effect
on HDLs; except for olive oils which can increase the beneficial HDLs.
A) Unsaturated Fats
D) Omega-3 Oils
5. Derived from plants. Sources are safflower, corn, and sunflower oils; nuts
and seeds.
A) Monounsaturated Fats
B) Unsaturated Fats
C) Saturated Fats
69
Activity 3. SELF INVENTORY

Direction: Observe your daily food intake. Follow the succeeding
format in accomplishing this activity. Leave the REMARKS
portion blank. Your teacher will help you decide whether
your food intake is Healthy or Unhealthy.
Steps to
Type of Remarks Undertake
Mealtime Food Intake Cholesterol (Healthy or (for making the
Unhealthy) unhealthy
Content cholesterol intake
healthy)
Breakfast
Morning
Snacks
Lunch
Afternoon
Snacks
Dinner
Activity 4. FAMILY/COMMUNITY INVENTORY

Direction: List down the daily food intake of someone in your family. Follow
the format (Activity B) in accomplishing this activity.
Activity 5. REFLECTION
Direction: Answer the following questions.
 What are essential fatty acids?
 Why is it called ―essential‖?
70
PROTEIN
Activity 1. KNOWLEDGE POWER

Direction: Activate your prior knowledge about PROTEIN by answering
the three questions below. Present the answers in class.
What I WANT TO
What I KNOW What I LEARNED
KNOW
PROTEIN
Protein arrives from Greek word ―proteios‖ which means ―of prime
importance‖, proteins have revealed countless secrets of life processes and
they account for many nutrition concerns. One key difference from
carbohydrates and fats, which contain carbon, hydrogen and oxygen atoms,
is that proteins also contain NITROGEN ATOMS. These nitrogen atoms give
the name ANIMO (nitrogen containing) to the amino acids, the building blocks
of proteins. Another key difference is that in contrast to the carbohydrates,
whose repeating units, glucose molecules, are identical, the amino acids in a
strand of protein are different from one another.
Roles of Proteins in the Body
1. Support Growth and Maintenance

Amino acids must be continuously available to build the protein of new
tissue. Protein helps to replace worn-out cells in everyone‘s body all the
time. Amino acids from food support all the new growth and maintenance
of cells and the making of the working parts within them.
2. Building Enzymes, Hormones and other Compounds

Enzymes are among the most important of the proteins formed in living
cells. Thousands of enzymes reside inside a single cell, each one a
catalyst that facilitates specific chemical reactions. The body‘s many
hormones are messenger molecules and some are made from amino
acids. The hormones elicit the responses necessary to restore normal
conditions.
71
3. Building Antibodies
Antibodies recognize every protein that belongs in their body and leave it
alone but they attack foreign particles (usually proteins) that invade the body.
The foreign protein may be part of bacteria, virus or a toxin.
Each antibody is designed to destroy one specific invader. An antibody

active against one strain of influenza will be of help to a person ill with another
strain. The next time the body encounters that same invaders, it destroys the
invaders even more rapidly. In other words, the body develops immunity to
the invader.
4. Maintaining Fluid and Electrolyte Balance

Protein help to maintain the fluid and electrolyte balance by regulating the
quantity of fluids in the compartments of the body. To remain alive, cells must
contain a constant amount of fluid. By maintaining stores of internal proteins
and also some minerals, cells retain the fluid they need. The cells also keep
the fluid volume constant in the space between them by secreting proteins
into those spaces. The protein called ALBUMIN maintains this balance.
Should this system fail, too much fluid would collect outside the cells causing
edema.
5. Maintaining Acid-Base Balance

Normal processes of the body continually produce acids and their
opposite, bases that must be carried by the blood to the organs of excretion.
The blood must do this without allowing its own acid-base balance to be
affected. This feat is another trick of the blood proteins, which acts as buffers
to maintain the blood‘s normal pH. Blood pH is one of the most rigidly
controlled in the body. If it changes too much, the dangerous condition
acidosis or the opposite, basic condition ALKALOSIS can cause coma or
death.
6. Providing energy
Proteins provide fuel for the body‘s energy needs. Amino acids can be
converted to glucose. If need be, protein can help to maintain a steady blood
glucose level and so serve the glucose need of the brain.
Summary of Function of Proteins

 Growth and Maintenance – serves as building material for growth and
repair of body tissues.
 Enzymes – facilitate needed chemical reactions.
 Hormones – regulates body processes. Some hormones are proteins
or are made from amino acids.
 Antibodies – form the immune system molecules that fight diseases.
 Fluid and electrolyte balance – helps maintain the fluid and mineral
composition of various body fluids.
72
 Acid-Base balance – help maintain the acid-base balance of various

body fluids by acting as buffers.
 Energy – provides some fuel for the body‘s energy needs.
 Transportation – helps transport needed substances, such as lipids,
minerals and oxygen, around the body.
 Blood clotting – provide the netting on which blood clots are built.
Protein-Rich Foods that are Easiest to Digest and Use

1. Animal Proteins – 90%
2. Legumes – 80%
3. Grains and other plant – 60%-90% (varies)
*cooking with moist heat generally improves protein digestibility,
whereas dry heat method can impair it.
PROTEIN DEFICIENCY
According to RDA, a healthy adult must consume 0.8 g/kg of body
weight daily. Consumption of protein still varies according to the need of the
person. Example, for infant and growing child, the protein recommendation is
higher per unit of body weight.
Over 500 million children face imminent starvation and suffer the effects
of severe malnutrition and hunger. Protein-energy malnutrition (PEM) is the
most widespread form of malnutrition and prevalent in Africa, Central and
South America, Middle East and East and Southeast Asia.
PEM seems to take two different forms: Marasmus and Kwashiorkor.
1. MARASMUS
Marasmus occurs most commonly in children from 6-18 months of age
in over-populated slums. Children in impoverished nation subsist on a
weak cereal drink with scant energy and protein of low quality.
Without adequate nutrition, muscles, including heart muscles, waste

and weaken. They experience poor brain development thus learning is
impaired. Metabolism is so slow that the body temperature is
subnormal. There is little or no fat under the skin to insulate against
cold. Growth ceases, skin lost elasticity and moisture. Blood proteins,
including hemoglobin, are no longer produced, so the child becomes
weak and anemic.
2. KWASHIORKOR
Symptoms are very much resembles to those of marasmus but often
without severe wasting of body fat. Proteins and hormones that
previously maintain fluid balance are now diminished, so fluid leaks out
of the blood and accumulates in the belly and legs, causing edema, a
73
distinguishing feature of Kwashiorkor. Fatty liver is seen because of

lack of the protein carriers that transport fat out of the liver.
Features of Marasmus and Kwashiorkor in Children
Marasmus Kwashiorkor
infancy (less than 2 years old) ------- older infants and young children
(1-3 y/o)
severe deprivation or impaired ------- inadequate protein intake or more
absorption of protein, energy, commonly, infection
vitamin and minerals
develops slowly, chronic PEM ------- rapid onset, acute PEM
severe weight loss ------- some weight loss
severe muscle wasting ------- some muscle wasting, with retention
of with fat loss some body fat
no detectable edema ------- edema
no fatty liver ------- fatty liver
hair is sparse, thin, dry ------- hair is dry and brittle, changes color
and easily pulled out becomes straight
skin is dry, thin and ------- skin develops lesions
wrinkled
Activity 2. SIMPLE RECALL - PROTEIN

Direction: Match Column A to Column B. Write the letter of your answer
in your quiz notebook.
COLUMN A (Characteristics) COLUMN B (Function)
5. Actin and myosin long filament proteins which F) Catalytic
74
Activity 3. MEAL INVENTORY

Direction: Below is a worksheet regarding the topic PROTEIN. Answer
the matrix except the column on remarks. Submit the
worksheet to your teacher for validation.
Remarks Steps to Undertake
Food Intake -Carbohydrates- (for making the insufficient intake of
(Sufficient or Insufficient) carbohydrate sufficient)
Activity 4. GRASP
Direction: Read and analyze the given situation below. Then,
accomplish the table.
Situation: Your friend is a strict vegetarian. One day, he asked you for a
suggestion for his three meals with snacks but it should be no milk,
no eggs, no meat and no fish. What meals would you suggest?
First Meal Second Meal Third Meal
Activity 5. FURTHER READINGS

Direction: Create a group to discuss the topics below.
 Nutritional Guidelines for Filipino
(http://www.nnc.gov.ph/home/item/5-10-nutritional-guidelines-for-filipinos-mga-
gabay-sa-wastong-nutrisyon-para-sa-pilipino)
 Food Labels and Nutritional Facts
(http://www.fda.gov/food/ingredientspackaginglabeling/labelingnutrition/ucm274
593.htm)
 Recommended Energy and Nutrient Intake for Filipino
(http://apjcn.nhri.org.tw/server/apjcn/17/s2/399.pdf)
75
Identify Body’s Needs for Different Minerals
Activity 1. WORD ARITHMETIC

Direction: Unfold the mystery word behind the mind game that follows.
Then, say a word or a phrase or even a sentence that can
best describe it.
ute + gen
Body’s Needs for Different Minerals
MAJOR MINERALS
o CALCIUM
- Only 1 % of the body‘s calcium is in the blood.
Functions:
 Regulates the transport of ions across cell membrane and is
particularly important in nerve transmission
 Maintain normal blood pressure
 Essential for muscle contraction and therefore for the heartbeat
 Allows secretion of hormones, digestive enzymes and
neurotransmitters
 Essential role in blood clotting
Calcium balance
 Blood calcium is regulated by hormones sensitive to blood calcium.
 Calcitonin, made in thyroid glands, is released during times of
increase blood calcium. It stimulates bone calcium re-absorption.
 Parathormone, made in parathyroid glands, is released during
times of decrease blood calcium. It stimulates bones to release
calcium, called osteoclast.
 Osteoporosis is a problem occurring in age where bones become
fragile. This is a result of calcium-poor diet during growing years
that prevent a person‘s achievement of maximum peak-bone
mass.
 Vitamin D is essential for increase in calcium absorption.
76
o PHOSPHOROUS
- 85% is combined with calcium crystals of the bones and teeth
Functions:
 Helps maintain acid-base balance of cellular fluids
 Essential for growth and renewal of tissues
 Carry, store and release energy
 RNA and DNA structures
Phosphorous balance
 Main source of phosphorous is meat
o MAGNESIUM
- 1 oz is present in the body of a 130 lbs. person and 1 % in the
body fluid. Kidneys act to conserve magnesium.
Functions:
 Directly affects the metabolism of potassium, calcium and vitamin D
 Works with calcium in contracting and relaxing muscles
Magnesium balance
 Deficiency may occur as a result of inadequate intake, vomiting,
diarrhea, alcoholism, protein malnutrition.
 Low level of magnesium can cause muscle spasm of the heart
causing heart attack and death.
 Magnesium is readily available in given leafy vegetables and fruits
but easily damaged from food during processing.
 Magnesium toxicity can cause death from heart failure and kidney
problem.
o SODIUM
- A person consumes a gram of salt which contains 400 mg of
sodium.
Functions:
 Maintain acid-base balance
 Maintain the volume of fluid outside the cell.
 Essential in muscle contraction and nerve impulses.
 (N) = amount of sodium intake is equals to sodium you excrete
per day.
Sodium balance
 If blood sodium increase, thirst mechanism is stimulated thus
the person try to drink water until sodium-to-water ratio is
restored.
 If blood sodium drops, body water is lost and both water and
sodium must be replenished to avert an emergency.
77
 High intake of salt experience high rates of hypertension and

cerebral hemorrhage. Observational evidence suggest that
there is a relationship between hypertension and sodium intake
of over 2400 mg
 Excess sodium in diet causes increased calcium excretion.
Salt and Sodium Intake Guidelines

o Estimated safe and adequate daily intake
 Adolescents and adults: 500 mg/day
o Proposed healthy people 2010

 Increase to at least 65% the proportion of people aged 2
and older who meet DV of 2400 mg or less sodium
consistent with the Dietary Guidelines.
o WHO
 Upper limit: 6 g salt mixed food sources per day
 POTASSIUM (Daily Value: 3500 mg/day)

- Principal positively charged ion inside body cells.
Functions:
 Major role in maintaining fluid and electrolytes balance and cell
integrity
 Maintains normal heart beat.
Potassium balance
 Dehydration, Kwashiorkor, or people with eating disorders, died
due to heart failure caused by potassium loss
 Richest source of potassium are fresh foods of all kinds.
 Fruits and vegetables are outstanding source of potassium.
 Potassium from foods is safe, but potassium injected into vein can
stop heart.
 CHLORIDE AND SULFUR

- Chloride is major negative ion in the body. It is essential to the
acid-base balance and is part of stomach‘s hydrochloride acid
which is necessary to digestion.
- Sulfur is also considered a major mineral, although it occurs
only as part of other compounds such as proteins.
78
TRACE MINERALS
o IODINE
- Iodine is part of thyroxine, hormone responsible for regulating
basal metabolic rate. This must be available for thyroxine to be
synthesized.
Low Level of Iodine in Blood:

 Thyroid gland will compensate and works double time in attempt to
trap much iodine possible thus becomes enlarge until it makes
visible lump in neck called goiter.
 Cretinism is a condition called to a child born with mother that has
low iodine level in blood during pregnancy. Children with this
condition suffer extreme and irreversible mental and physical
retardation.
High Level of Iodine in Blood

 Can cause enlargement of thyroid gland, which infact can block
airways and cause suffocation.
 Toxic level is 2000 mcg/day for an adult
Sources
 Seafood is a dependable source of iodine and in food grown on
land that was once covered with oceans.
IRON
 All living things contain iron. Main components of iron are:
a. Hemoglobin - in red blood cells
- carries oxygen to the different parts of the body
b. Myoglobin - carries and stores oxygen for the muscles.
 RBC live for 3-4 months, when they die, spleen and liver break
down and collect iron to be returned to bone marrow for reuse.
Result of Low Level of Iron in Blood

1. Iron deficiency – people with depleted iron stores in the body.
-they can be iron deficient without being anemic.
2. Iron deficiency anemia – severe iron depletion of iron stores resulting

to low blood hemoglobin.
 Body severely deprived with iron becomes unable to make enough

hemoglobin to fill its new blood cells thus anemia results.
 The undersized cells contain too little hemoglobin and thus deliver
too little oxygen to the tissue.
79
 Sign and symptoms of anemia occur because no energy is being

produced due to lack of oxygen supply.
- tiredness
- physical work and productivity are impaired
- apathy
- restless
- irritable
Source of Iron (two forms found in food)

- Heme
 Iron containing part of hemoglobin and myoglobin found
in meat, poultry and fish.
- Non-Heme
 Iron found in plants.
Dietary factor that increase iron absorption is vitamin C

- Iron is absorbed in the intestine with an acidic environment. It is
advisable to eat or take vitamin C, either from food or
supplements, while eating iron rich foods.
80
Activity 2. IDENTIFICATION
Direction: Write the correct word/term that is best described the in
statement.
______________1. Equipment which turns the turbines of hydroelectric

plants that produce electricity for light, heat, and power
for many factories and communities.
______________2. Responsible for speeding up the clogging of arteries and
producing the damage that result from heart attacks.
______________3. Element needed for the metabolism of DNA and RNA.
______________4. Essential element for developing and maintaining healthy
bones and teeth.
______________5. Substance that is very vital in maintaining fluid balance in
the human body.
Activity 3. KITCHEN INVENTORY

Direction: Visit your kitchen at home and make an inventory of food
items available. Below is the worksheet for you to fill in with
necessary answers. Use your activity notebook in
accomplishing this activity.
Food available Quantity Mineral Content Remarks

in the kitchen Sufficient-Insufficient
Activity 4. MINERAL CONTENT OF THE FOOD

Direction: Below is the activity sheet to fill-in the necessary
information. Identify at least five mineral content of the food.
Write your answers in your quiz notebook.
Food Quantity REMARKS
Dish Mineral Content
Source (mg) (Sufficient-Insufficient)
81
Identify Body’s Needs for Different Vitamins
Activity 1. MYTH OR FACT

Direction: Write the word MYTH or FACT that corresponds to the
statements below. Use your quiz notebook in accomplishing
this activity.
1. You can get the same benefits from most vegetables by feeding on
supplements.
2. Supplements with the term ‗all natural‘ is safe and healthy.
3. Vitamins are usually stored in tight bottles so it does not matter where
we store them.
4. It is good when we increase the amount of vitamins when we take
extra vitamins.
5. Taking vitamins along with food prevents any stomach upset that they
may cause.
Different Vitamins Needed by the Body
Vitamins are organic nutrients found in foods that are essential in small
quantities for growth, normal functioning of our bodies, vitality, and general
well-being.
Most vitamins are obtained through food. There are some that are also
produced by bacteria in the intestine and are absorbed into the body.
Absence of a vitamin stunts growth and leads to a specific deficiency. There
is no perfect food that contains all the vitamins in just the right amount. The
best way to assure an adequate intake of vitamins is by eating a balanced
diet.
Classification of Vitamins
1. Fat soluble vitamins
 Include vitamins A, D, E, and K
 Stored in the body as fat and in some body organs like liver
 Dissolve in lipids
 Stored in tissues
 May be toxic in excess
2. Water-soluble vitamins
 Include C and eight B vitamins
 Dissolve in water so cooking and washing may leach them out
 Easily absorbed and excreted
 Not stored extensively in tissues (except B12)
 Seldom reach toxic levels
82
Vitamins Importance Deficiency Symptoms

A Necessary for growth and May result in night
Beta-Carotene repair of body tissues; helps blindness; increased
maintain smooth, soft disease-free susceptibility to infections;
skin; helps protect the mucous rough, dry, scaly skin; loss
membranes of the mouth, nose, of smell and appetite;
throat, and lungs thereby reducing frequent fatigue; lack of
susceptibility to infections; protects tearing; defective teeth
against air pollutants; counteracts growth.
night-blindness and weak eyesight;
aids in bone and teeth formation.
Current medical research shows
that food rich in Beta Carotene will
help reduce the risk of lung cancer
and oral cancers. Unlike vitamin A
from fish liver oil, beta carotene is
non-toxic.
B1 Plays a key role in the body‘s May lead to loss of
Thiamin metabolic cycle for generating appetite; weakness and
energy; aids in the digestion of feeling of tiredness;
carbohydrates; essential for the paralysis and nervous
normal functioning of the nervous irritability; insomnia; loss of
system, muscles, and heart; weight; vague aches and
stabilizes the appetite; promote pains; mental depression
growth good muscle tone. and constipation; heart and
gastrointestinal problems.
B2 Necessary for carbohydrate, May result in itching
Riboflavin fat, and protein metabolism; aids in and burning eyes; cracks
the formation of antibodies and red and sores in the mouth and
blood cells; maintains cell lips; bloodshot eyes;
respiration; necessary for the purplish tongue; dermatitis;
maintenance of good vision, skin, retarded growth; digestive
nails, and hair, alleviates eye disturbances; trembling,
fatigue; promotes general health. sluggishness; oily skin.
B6 Necessary for the synthesis May result in
Pyridoxine and breakdown of amino acids, the nervousness, insomnia,
building blocks of protein; aids in skin eruptions, loss of
fat and carbohydrate metabolism; muscular control, anemia,
aids in the formation of antibodies; mouth disorders, muscular
maintains the central nervous weakness, arm and leg
system; aids in the removal of cramps, loss of hair, slow
excess fluid of premenstrual learning, and water
women; promotes healthy skin; retention.
reduces muscle spasms, leg
cramps, hand numbness, nausea,
and stiffness of hands; helps
maintain a proper balance of
sodium and phosphorus in the
83

body.
B12 Helps in the formation and May lead to pernicious
Cobalamin, regeneration of red blood cells, anemia, poor appetite,
Cyanocobalamin thus helping prevent anemia; growth failure in children,
necessary for carbohydrate, fat, tiredness, brain damage,
and protein metabolism; maintains nervousness, neuritis,
a healthy nervous system; degeneration of spinal
promotes growth in children; cord, depression, lack of
increases energy; needed for balance.
Calcium absorption.
Niacinamide Improves circulation and May result in pellagra,
Niacin- reduces the cholesterol level in the gastrointestinal
Vitamin B3, blood; maintains the nervous disturbance, nervousness,
Nicotinic Acid,
Nicotinamide system; helps metabolize protein, headaches, fatigue, mental
sugar, and fat; reduces high blood depression, vague aches
pressure; increases energy and pains, irritability, loss
through proper utilization of food; of appetite, insomnia, skin
prevents pellagra; helps maintain a disorders, muscular
healthy skin, tongue and digestive weakness, indigestion, bad
system. breath, and cancer sores.
Pantothenic Participates in the release of May lead to painful
Acid energy form carbohydrates, fats and burning feet, skin,
and proteins, aids in the utilization abnormalities, retarded
of vitamins; improves the body‘s growth, dizzy spells,
resistance to stress; helps in cell digestive disturbances,
building and the development of vomiting, restlessness,
the central nervous system; helps stomach stress, and
the adrenal glands, and fights muscle cramps.
infections by building antibodies.
Biotin Aids in the utilization of May lead to extreme
protein, folic acid, and pantothenic exhaustion, drowsiness,
acid, and vitamin B12; promotes muscle pain, loss of
healthy hair. appetite, depression, and
grayish skin color.
Folic Acid, Necessary for DNA and RNA May result in
Folate synthesis, which is essential for the gastrointestinal disorders,
growth and reproduction of all body anemia, vitamin
cells; essential to the formation of B12deficiency, and pre-
red blood cells by its action on the mature gray hair.
bone marrow; aids in amino acid
metabolism.
C Essential for healthy teeth, May lead to soft and
(Ascorbic Acid) gums and bones; helps heal bleeding gums (scurvy),
wounds, scar, tissue, and swollen or painful joints,
fractures; prevents scurvy; builds slow-healing wounds and
resistance to infection; aids in the fractures, bruising,
prevention and treatment of the nosebleeds, tooth decay,
84

common cold; gives strength to loss of appetite, muscular
blood vessels; aids in the weakness, skin
absorption of iron. It is required for hemorrhages, capillary
synthesis of collagen, the weakness, anemia, and
intercellular ―cement‖ which holds impaired digestion.
tissues together. It is also one of
the major antioxidant nutrients. It
prevents the conversion of nitrates
(from tobacco smoke, smog,
bacon, luncheon meats, and some
vegetables) into cancer causing
substances.
D Improves absorption and May lead to rickets,
utilization of calcium and tooth decay, softening of
phosphorous; required for bone bones, improper healing of
and teeth formation; maintains a fractures, lack of vigor,
stable nervous system and normal muscular weakness,
heart action. inadequate absorption of
calcium, and retention of
phosphorous in the
kidneys.
E Major antioxidants nutrient; May lead to a rupture
retards cellular aging due to of red blood cells, loss of
oxidation; supplies oxygen to the reproductive powers, lack
blood which is then carried to the of sexual vitality, abnormal
heart and other organs; thus, fat deposits in muscles,
alleviating fatigue; aids in bringing degenerative changes in
nourishment to cells; strengthens the hearth and other
the capillary walls and prevents the muscles; dry skin.
red blood cells from destructive
poison; prevents and dissolves
blood clots; has also been used by
doctors in helping prevent sterility,
muscular dystrophy, and calcium
deposits in blood walls and heart
condition.
Common Sources of Vitamins

Type Sources Quantity
A Good sources of vitamin A are milk, Teen guys need 900
(Beta-Carotene) eggs, liver, fortified cereals, darkly micrograms of vitamin A each
colored orange or green vegetables day. Teen girls need 700
(such as carrots, sweet potatoes, micrograms each day. It is
pumpkin, and kale), and orange possible to get too much
fruits such as cantaloupe, apricots, vitamin A, so be careful with
peaches, papayas, and mangos. supplements. Do not take
85

vitamin A supplements if you
are taking isotretinoin (such
as Accutane) for acne or
other skin problems.
Oral acne medicines are
vitamin A supplements, and a
continued excess of vitamin A
can build up in the body,
causing headaches, skin
changes, or even liver
damage. Adult: 10,000-
15,000 International Unit (IU)
is the normal dosage. Vit A
toxicity can result to brittle
nails, hair loss, gingivitis,
anorexia, nausea, and
vomiting.
C You'll find high levels of vitamin Teen guys need 75 mg

(also called C in citrus fruits, strawberries, kiwi, (milligrams; 1 milligram
ascorbic acid) guava, peppers, tomatoes, broccoli, equals 1,000 micrograms)
and spinach. and girls need 65 mg of
vitamin C a day.
D This vitamin is unique — your Teens need 15 micrograms
body manufactures it when you get (600 IU) of vitamin D from
sunlight on your skin! You can also food or supplements every
get vitamin D from egg yolks, oily day. Ask your doctor if
fish such as salmon, tuna, and supplements are right for you.
sardines, and fortified foods like Adult: 500-800 IU is the
milk, soy milk, margarine, and normal dosage. Vitamin D
orange juice. toxicity can result in increase
serum calcium and increase
risk of kidney stones.
E Vitamin E is found in many foods, Teen guys and girls need
such as vegetable oils, nuts, and 15 mg of vitamin E every day.
green leafy vegetables. Avocados, Adult: 400-800 IU normal
wheat germ, and whole grains are dosage.
also good sources.
B12 Vitamin B12 is found naturally in Teens should get 2.4
fish, red meat, poultry, milk, micrograms of vitamin B12
cheese, and eggs. It's also added daily.
to some breakfast cereals.
B6 A wide variety of foods contain Teen guys need 1.3 mg of
vitamin B6, including potatoes, vitamin B6 daily and teen girls
bananas, beans, seeds, nuts, red need 1.2 mg.
meat, poultry, fish, eggs, spinach,
and fortified cereals.
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Thiamin People get thiamin from many Teen guys need 1.2 mg of
(also called different foods, including fortified thiamin each day; teen girls
vitamin B1) breads, cereals, and pasta; lean need 1 mg. Adult: 20-30
meats; dried beans, soy foods, and milligram (mg).
peas; and whole grains like wheat
germ.
Niacin You'll find niacin in red meat, Teen guys need 16 mg of
(also called poultry, fish, fortified hot and cold niacin daily. Teen girls need
vitamin B3) cereals, and peanuts. 14 mg a day. Adult: 30-75 mg.
Riboflavin Some of the best sources of Teen guys need 1.3 mg of
(also called riboflavin are meat, eggs, legumes riboflavin per day and teen
vitamin B2) (like peas and lentils), nuts, dairy girls need 1 mg. Adult: 100-
products, green leafy vegetables, 200 mg.
broccoli, asparagus, and fortified
cereals.
Folate Liver, dried beans and other Teen girls and guys need
(also known legumes, green leafy vegetables, 400 micrograms of folate
as vitamin B9, asparagus, and orange juice are daily. Adult: 5 mg/day.
good sources of this vitamin. So
folic acid, or
are fortified bread, rice, and
folacin)
cereals.
http://kidshealth.org/teen/misc/vitamin_chart.html
Vitamin K
Vitamin K is necessary mainly for the coagulation of blood. It aids in

forming prothrombin, an enzyme needed to produce fibrin for blood clotting.
The large intestine serves several important functions. It absorbs water -
about 6 liters (1.6 gallons) daily - as well as dissolved salts from the residue
passed on by the small intestine. In addition, bacteria in the large intestine
promote the breakdown of undigested materials and make several vitamins K,
which body needs for blood clotting. The large intestine moves its remaining
contents toward the rectum, which makes up the final 15 to 20 cm (6 to 8 in)
of the alimentary canal. The rectum stores the feces-waste material that
consists of undigested food, digestive juices, bacteria and mucus until
elimination. Then, muscle contractions in the walls of the rectum push the
feces toward the anus. When sphincters between the rectum and anus relax,
the feces pass out of the body.
The richest sources of vitamin K are alfalfa and fish livers, which are used
in making concentrated preparations of this vitamin. Dietary sources include
all leafy green vegetables, egg yolks, soybean, and liver. For a healthy adult,
a normal diet and bacterial synthesis in the bowels usually are sufficient to
supply the body with vitamin K and prothrombin. Digestive disturbances may
lead to defective absorption of vitamin K and hence to mild disorders in blood
clothing.
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Activity 2. INVENTORY OF LEARNIN

1. The most economical way to ensure adequate and balanced vitamin
intake
C) eat a well balanced diet
2. Disease associated with deficiency of vitamin C
A) scurvy
C) rickets
D) beriberi
3. Function of vitamin C to maintain the integrity of the body tissues
4. A characteristic that indicates vitamin C deficiency
5. An example of menu that contains good sources of vitamin C
A) tuna sandwich, tomato soup and strawberries
B) hamburger, fries and coke
C) hot dog, milk shake and cookies
D) roast beef, mashed potato, and tossed salad
Activity 3. KITCHEN INVENTORY

Direction: Visit your kitchen at home and make an inventory of food
items available. Below is the worksheet for you to fill in with
the necessary answers. Use your activity notebook in
accomplishing this activity.
Food available in the kitchen Quantity Vitamin Content Remarks

Sufficient-Insufficient
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Activity 4. MINERALS IN THE MENU

Direction: Below is the activity sheet for you to fill in with necessary
answers. Identify at least five forms of vitamins present in
the food. Write the answers in your quiz notebook.
Dish Available Food Source Quantity REMARKS

Minerals (mg) (Sufficient-Insufficient)
Activity 5. VENN DIAGRAM

Direction: Collect two labels of common snack food. Then, compare
salt/sodium content. Follow the illustration below.
Ask:
Snack Food A
1. Which has a higher content?
lower content?
(Difference) (Similarities) 2. What do the figures imply?
(Difference)
3. Which of the two products would
you like to have?
Snack Food B 4. What makes you choose the
product?
Foods for Different Groups of People
Activity1. YOU ARE WHAT YOU EAT

Direction: Reflect on the (three) pictures. Then, answer the questions
that follow.
Questions:
1. What comes first in your mind upon seeing the pictures/words?
2. Can you recall foods that belong to each word?
3. What is the meaning of each food group shown above?
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Planning a diet for the Vulnerable Group
Planning a meal is not an easy task especially when the budget is limited,
since the amount of money available determines the quality of foods planned
and prepared. With the modern day crisis we are experiencing. ―Stretching
the peso‖ to many homemakers seems to be a very great challenge
especially when the health of the loved ones is at stake. But, it will be a good
relief and consolation to find out that with money constraints, good nutrition by
the family can still be achieved. So, the great challenge is not after all a big
burden since it depends on your ability to PLAN MEALS that are CHEAP,
NUTRITIOUS, SATISFYING, and ACCEPTABLE for the family.
To plan meals, successfully, you have to know the persons you are
serving the meals. The questions perhaps worth-paying attention to are: how
beneficial will the meals be to them? Are the meals patterned after their
condition/activities? The answers to these are yours to reflect on in the
succeeding pages.
Infants
An infant is simply defined as a child not over two years of age. This
stage too, is a critical one since any defects due to inadequacy of the
essential nutrients will affect the child physically, mentally, etc. The following
are the TIPS on infant feeding.
a) Breastmilk - is the natural and perfect first food for your baby. It has
the correct proportions and amounts of calories, protein, vitamins, and
minerals to meet the baby needs for the first six months of life.
b) Cereals- congee (lugaw) is the first semi-solid food given to the baby.
After 8 months, move to thicker congee to soft cooked rice. By ten
months, your baby may share the family rice. Make congee a delicious
food for your baby by adding breastmilk or formula. Eggyolk and dilis
powder may be also added to congee.
c) Root crops like kamote and potato are energy and fiber rich foods to
your baby. Mash it and enrich with milk.
d) Fruits like mango, papaya, banana (especially ripe latundan at first)
provide a variety of nutrients for good health. Mango and papaya are
good sources of vitamin C which your baby needs to keep gums
healthy, prevent easy bruising, and help the body fight infection.
e) Yellow vegetables like carrots and squash - are rich sources of beta-
carotene for your baby's clear eyesight, smooth and healthy skin,
glossy hair, good growth, and resistance to infections. Green leafy
vegetables like kamote tops, kangkong, petsay, and malunggay are
common sources of b-carotene. These foods also contain minerals
like iron for healthy blood and calcium for strong bone and teeth, and
fiber.
90
f) Egg - is packed with protein, which builds and repairs muscles, and
vitamin D, which helps the body absorb calcium. One-half cooked
eggyolk is usually given when your baby is seven months old.
Because of allergy-producing qualities of eggwhite you should wait to
give it to your baby when he/she is 11 months old.
g) Legumes/beans - are relatively cheap sources of protein and are good
sources of B-complex vitamins and iron. Prepare mashed beans for
your 10-11 month-old baby e.g. when you are serving munggo gisado
to your family. Set aside a small amount of unseasoned munggo,
mash it and enrich it with milk.
h) Meat/Fish/Poultry - an excellent source of protein for growth and
repair of body tissues, highly absorbable iron for healthy blood, as well
as vitamins and other minerals, such as zinc for immunity. At six
months, introduce foods with a "chewier" texture like minced or finely
chopped meat, fish, and poultry.
i) Other foods like custards, simple puddings, plain gulaman or jelly for
extra fiber; biskotso, biscuits or any crisp toast is good when your
baby starts teething.
j) Water and beverages - your baby can begin learning to drink from a
cup around six to seven months, water and juice are acceptable
choices. Put an ounce of water or 3-4 ounces of natural or fortified
juice in the cup. Feeding juice in bottles or putting your baby to bed
with bottles can contribute to early childhood tooth decay. Fruit juice
should be served as part of a meal or snack, not "sipped" throughout
the day. Your baby does not digest juice well and may have diarrhea
from drinking too much of it.
k) Fats and oils may be incorporated to the prepared diet by adding them
to the rice gruel or mashed vegetables or serve in either sautéed or
fried dishes for your baby after six months of age.
l) By 12 months, your child can already eat the family diet. Soft foods
and processed foods fortified with vitamins and minerals are
appropriate. http://www.fnri.dost.gov.ph/index.php?option=content&Activity=view&id=49
Preschoolers
The period between two and six years old constitute the pre-school age.
This is the period of formative years when the child is receptive to all forms of
behavior.
a) Choose and prepare a variety of nutritious, healthy, safe, and good
tasting food. The child may refuse new foods the first time they are
offered. Encourage tasting and exploring new foods. But do not be
dismayed if the child refuses new food the first time. Serve it again
some other time.
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b) Regulate the timing of meals and snacks. Children need small amount
of food frequently throughout the day. This need is usually best met by
three meals and in-between snacks.
c) Make food easy to eat. Children generally like certain foods specially
those that are crispy in texture and mild in flavor. Young children are
especially sensitive to hot temperature and spicy foods. Serve foods
near to room temperature.
d) Present the food in the form the child can handle. The child can eat
the family meal with just a little modification. His chewing and
swallowing are not well developed. He may find difficulty chewing
tough meat or swallowing dry food. Try cutting foods into bite size
pieces and add little sauce or gravy to make it tasty and easy to
swallow. Modify foods to reduce the risk of choking. Avoid nuts, gums
and other slimy foods that are hard to control in the mouth.
e) Eat meals with the child. He needs to be included at the family table.
Have him sit at a comfortable chair. Allow him to choose from the
family meal the food he wants to eat and the quantity he can
consume.
f) Relax and enjoy this short time of your preschool child. Children grow
very fast. The family meal is the good time for children to develop the
liking for nutritious and healthy food, and to acquire good eating habits
and proper table manners.
http://www.fnri.dost.gov.ph/index.php?option=com_content&Activity=view&id=883
Pregnant and Lactating Mothers
Good nutrition is important during pregnancy. A nutritious diet will help

you meet the rapidly growing needs of your baby, maintain your health and
prepare you for lactation. However, you do not have to eat for two. All you
need is a well-balanced diet.
Mothers should eat a variety of food from the 4 food groups, namely, rice
and alternatives, fruits, vegetables, and meat and alternatives. This is
because different food groups contain different types of nutrients. For
instance, meat and alternatives are rich in protein but have no vitamin C.
Choosing variety of foods ensures that you get the right balance of nutrients
from the 4 food groups.
The table serves as a guide for pregnant mothers on the types and
portions of food to consume.
 Foods in this group provide energy as well as fiber, vitamins and
minerals. The amount of energy an individual needs varies with age,
weight and activity level. Usually, 6 - 7 servings will be required.
 The requirement for most minerals and vitamins increases during
pregnancy. These are necessary for the normal functioning of the
92
body such as blood formation and the building of body resistance.

Fruits are good sources of vitamins and minerals, as well as dietary
fiber. 2 servings a day are required.
 Like fruits, vegetables are good sources of vitamins, minerals and
dietary fiber. 2 servings a day are required, at least 1 of which should
be green leafy vegetable like spinach or chyesim, for adequate folic
acid.
 This food group provides protein, necessary for the growth and repair
of body tissues such as those that make up the muscles, heart, lungs,
eyes and skin. Pregnant women require more protein, which is used
for the formation of the fetus' organs. In an affluent society, however,
protein deficiency is rarely a concern.
 You should have 2 servings of protein per day. Try to have at least 1
serving from a plant source such as bean curd or lentils.
Additional Nutrients Needed by the Human Body
 Iron is essential during pregnancy to prevent the mother from being
anemic (a condition of insufficient red blood cells or hemoglobin in the
blood). An anemic mother tends to look pale and feels tired easily.
 Additional intake also helps to build up the baby's iron stores during
the first 6 months of life. Iron is found in liver, meat, fish, beancurd,
wholegrain cereals, green leafy vegetables and eggs.
 This is needed for cell growth and cell reproduction. Cells are basic
building blocks for tissues. Since folic acid is involved in the formation
of blood, a deficiency in folic acid can also cause the mother to be
anemic. Folic acid is found in green leafy vegetables, liver, yeast
extract, eggs, nuts, wholegrain cereals and oranges.
 We need vitamin C every day because our body cannot store it. It
increases your body's ability to absorb iron. It is important to note that
vitamin C and folic acid are easily destroyed by cooking and heat.
vitamin C can be found in fruits especially oranges, guavas, papayas,
kiwis, lemons, as well as vegetables.
 To prevent destruction of vitamin C, avoid storing fruits and vegetables
for long periods of time. You should also avoid peeling and cutting
them as vitamin C is lost with prolonged exposure to air.
 Vegetables should also be cooked in small amounts of water to
prevent water-soluble nutrients like vitamin C to be leached out into
the cooking water, and in as short a time as possible.
During pregnancy, you need more calcium to maintain your own calcium
stores as well as for the development of your baby's bones and teeth. The
calcium requirement during pregnancy is 1000 mg a day, which can be met
through consuming 2 - 4 servings of milk and alternatives a day.
93
Mothers should not gain excessive weight during pregnancy. During

pregnancy, an additional 300 calories per day is required.
You can obtain the additional 300 calories from any one of the following:
 2 slices of bread with cheese and margarine
 ½ extra bowl of rice for lunch and dinner
 1 chicken curry bun
It is not necessary to calculate your calorie intake per day. Use your
weight gain as a guide. Pregnant women should aim for an average of 0.45
kg a week during the 2nd and 3rd trimesters for a total weight gain of 11 - 15
kg. However, if you are overweight before your pregnancy, you should only
gain 6 - 9 kg.
To control excessive weight gain, you should limit sugary foods such as
sweets and sweetened drinks. You should also reduce your fat intake by
eating less fried foods, and chocolate. Other ways of reducing fat intake
include: removing the skin and fat on poultry and removing fat from meat
before eating, opting for soup noodles instead of fried noodles, and boiling,
steaming or grilling foods instead of deep fry.
Dietary Guide
Recommended
Food Example of 1 Serving Remarks
no. of servings
1 medium bowl
rice/noodles
Rice and 2 slices bread
6-7
alternatives 3 pieces chapatti
1 medium potato
1 cup oats/cereal
1 wedge
papaya/honeydew
Fruits 2
1 small
apple/pear/orange
Include at least
¾ mug (100 g) cooked
Vegetables 2 1 green leafy
vegetables
vegetable daily
1 medium drumstick
Limit egg yolks
100 g (1 palm-sized
to 4 a week if
piece) lean meat/fish
Protein 2 you have high
1 egg = 1/3 serving
cholesterol
¾ cup cooked
levels
beans/lentils
94
2 small squares bean

curd
1 cup milk or high- Choose low-fat
Milk and calcium soybean milk or non-fat dairy
2-4
alternatives 2 slices cheese 1 products.
small tub yoghurt
What does it mean to feed yourself properly while nursing? We can

compare a breastfeeding mother to a marathon runner whose race will last a
full twenty-four hours. The following will be of great help for lactating mothers
to insure a daily adequate diet.
 Increase your water consumption by one quart per day, so that you
are drinking a total of two and a half to three quarts. Nursing women
tend to be thirstier anyway, especially during feeding sessions,
because part of their water consumption goes directly to milk
production. But do not overdo it: too much liquid can also reduce
milk production.
 Increase your daily caloric intake to 2,500 calories: you can even eat
more if you are planning to continue breast-feeding for more than
three months (2,800 calories per day). But again, be careful: many
nursing mothers are tempted by sweets. Stick to healthy foods
instead! Eat more proteins. The basic rule is to eat one gram of
protein each day for every pound you weigh.
 Spread your caloric intake over five ―meals,‖ breakfast, lunch, after-
noon snack, dinner, and an extra snack during the evening. Each
snack time is also an opportunity to drink water, eat a low-fat dairy
product, and a piece of fruit. As your body is continually producing
milk, it needs your caloric intake to be regular.
 Eat food containing vitamin B9. In Western countries, the only
vitamin lacking in women‘s diets is vitamin B9 (folic acid). Birth
control pills accentuate a woman‘s vitamin B9 deficit, and may also
contribute to a vitamin B6 deficiency. During pregnancy, folic acid is
vital to the development of the baby‘s nervous system. Nursing
mothers are well advised to continue taking their prenatal
vitamins. Folic acid also can be found abundantly in asparagus,
cabbage, corn, chick peas, and spinach. Many other foods, such as
wheat and orange juice, have been enriched with folic acid. Check
the package labels.
 Take zinc supplements. According to a British study, pregnant and
nursing women also often lack zinc. They should consume 15 to 20
milligrams per day. Zinc is found in eggs, meat, whole flour, and
oats.
 Consume 1,200 milligrams of calcium per day. A balanced diet only
provides 800 to 1,000 milligrams of calcium daily. Because nursing
95
mothers need 1,200 milligrams, a calcium supplement will probably

be necessary. Calcium needs can also be partly met from dairy
products, raw vegetables, almonds, and hazelnuts.
 Do not rush to buy vitamin A supplements. People often talk about
vitamin A supplements for nursing mothers, because their daily
need rises from 1,000 milligrams to 1,300 milligrams. It is true that if
the woman had vitamin A deficiency during pregnancy, this problem
may worsen after childbirth, but anyone who eats enough carrots,
vegetables, butter, fish, and meat will absorb enough vitamin A.
http://www.babyzone.com/baby/breastfeeding/nursing-mothers-diet_68248
Athletes
Competitive athletes, sedentary individuals and people who exercise for

health and fitness all need the same nutrients. However, because of the
intensity of their sport or training program, some athletes have higher calorie
and fluid requirements.
Dietary guidelines for athletes

Health and nutrition professionals recommend that 55 to 60 percent of the
calories in our diet come from carbohydrates, no more than 30 percent from
fat and the remaining 10 to 15 percent from protein. While the exact
percentages may vary slightly for some athletes based on their sport or
training program, these guidelines often serve as the basis for a diet that will
maximize performance.
A 250-pound weight lifter needs more calories than a 98-pound gymnast.
Exercise or training may increase calorie needs by as much as 1,000 to 1,500
calories a day. The best way to determine if you are getting too few or too
many calories is to monitor your weight. Keeping within your ideal competitive
weight range means that you are getting the right amount of calories.
Plain water or sports drinks?

Depending on how muscular you are, 55 to 70 percent of your body
weight is water. Being hydrated means maintaining your body's fluid level.
When you sweat, you lose water which must be replaced. Drink fluids before,
during and after all workouts and events.
Drinking plain water or a sports drink is a matter of choice. However, if
your workout or event lasts for more than 90 minutes, you may benefit from
the carbohydrates in sports drinks. Ideally, 15 to 18 grams of carbohydrates in
every eight ounces of fluid should be in your sports drink, and you can
experiment with them during practice, instead of trying them for the first time
during an event.
96
Electrolytes are nutrients that affect fluid balance in the body and are
necessary for our nerves and muscles to function. Sodium and potassium are
the two electrolytes most often added to sports drinks. Generally, electrolyte
replacement is not needed during short bursts of exercise since sweat is
approximately 99 percent water and less than one percent electrolytes.
However, replacing electrolytes may be beneficial during continuous activity
of longer than two hours or when training in a hot environment.
Muscle food
Most activities use a combination of fat and carbohydrate as energy
sources. How hard and how long you work out, your level of fitness and your
diet will affect the type of fuel your body uses. For short-term, high-intensity
activities like sprinting, athletes rely mostly on carbohydrates for energy.
During low-intensity exercises like walking, the body uses more fat for energy.
Carbohydrates are the preferred source of energy for your body.
Regardless of origin, your body breaks down carbohydrates into glucose that
your blood carries to cells to be used for energy. Carbohydrates provide four
calories per gram, while fat provides nine calories per gram.
When you are training or competing, your muscles need energy to
perform. One source of energy for working muscles is glycogen, which is
made from carbohydrates and stored in your muscles. Every time you work
out, glycogen is used. If you do not consume enough carbohydrates, your
glycogen stores become depleted, resulting in fatigue.
Carbohydrate loading vs. extra protein

Carbohydrate loading is a technique used to increase the amount of
glycogen in muscles. For five to seven days before an event, the athlete eats
10 to 12 grams of carbohydrate per kilogram body weight and gradually
reduces the intensity of the workouts. A day before the event, the athlete
rests and eats the same high-carbohydrate diet. Although carbohydrate
loading may be beneficial for athletes participating in endurance sports which
require 90 minutes or more of non-stop effort, most athletes need not worry
about carbohydrate loading. Simply eating a diet that derives more than half
of its calories from carbohydrates will do.
Many athletes, especially those on strength-training programs or
participate in power sports, believe that eating a lot of protein or taking protein
supplements will help them gain muscle weight. The true secret to building
muscle is training hard and consuming enough calories. While some extra
protein is needed to build muscle, most diets provide more than enough
protein. Between 1.0 and 1.5 grams of protein per kilogram body weight per
day is sufficient if your calorie intake is adequate and you are eating a variety
of foods. For a 150-pound athlete, that represents 68 to 102 grams of protein
a day.
http://healthtoday.net/Feature/2012/07Jul/SportsNutrition101.aspx
97
Obesity
Obesity is defined as excess adipose tissue. Dietary fat is calorie-dense,

9 calories in gram against 4 calories in a gram of protein or carbohydrates. If
taken in excess of the body‘s needs and not balanced with physical activity it
can result in excess of body fat storage.
For adults, overweight and obesity ranges are determined by using

weight and height to calculate a number called the "body mass index" (BMI).
BMI is used because it correlates with the amount of body fat. However, BMI
does not directly measure body fat. As a result, some people, such as
athletes, may have a BMI that identifies them as overweight even though they
do not have excess body fat.
Formula for computing Body Mass Index:
Weight (in kilograms)

BMI =
Height (in meters)
Source: DepEd Physical Fitness Test
 An adult who has a BMI between 23 and 24.9 is considered overweight.

 An adult who has a BMI of 25-29.9 is considered moderately obese.
 A waist circumference of > 90 cm (35.5‖) for men and > 80 cm (31‖) for
women are considered at risk from obesity-related diseases. ( WHO figures
for Asians)
For children and adolescents (aged 2–19 years), the BMI value is plotted on
the US Center for Disease Control growth charts to determine the
corresponding BMI-for-age percentile.
 Underweight : less than the 5th percentile

 Healthy weight : 5th percentile to less than the 85th percentile
 Overweight : 85th to less than the 95th percentile
 Obese: equal to or greater than the 95th percentile
http://www.ndap.org.ph/obesity
You know that exercise and diet can help you lose weight. But do you
know that there are certain foods that can help you lose weight easier and
faster? If you‘re concerned about gaining weight, then try to eat more of these
diet-friendly foods in moderate amounts:
1) Vegetables and salad. In a research conducted at Penn State University,

those who eat salad before their main course consumed 12-percent less food
afterwards. The reason behind this is the large volume of the salad makes us
feel satisfied. Another research published in the Journal of the American
98
Dietetic Association showed that individuals who ate a bowl of salad daily had
higher levels of the good antioxidants in their blood. In addition, vegetables
are high in fiber, which helps you feel fuller for fewer calories.
2) Grapefruit. According to a Louisiana State University study, those who ate

half a grapefruit three times a day lost an average of four pounds in three
months. Another research done at the Nutrition and Metabolic Research
Center in Scripps Clinic showed that eating half a grapefruit before each meal
helped the subjects lose three pounds in 12 weeks. Although the exact
mechanism is unclear, the researchers believe that the acidity in the
grapefruit may help slow down digestion and make you feel fuller.
3) Apple. An apple a day keeps obesity away. According to scientists at Penn

State, people who ate an apple before lunch took in an average of 187 fewer
calories during their main meal. Since a medium-sized apple only has 80
calories, this can save you 107 calories per meal. The subjects also said they
feel fuller afterwards. Apples are an excellent source of pectin, which is a
soluble fiber that can lower blood cholesterol and sugar levels. Pectin also
binds with heavy metals like lead and mercury and helps the body eliminate
these pollutants. According to researcher Dr. Julie Obbagy, the act of
chewing an apple also makes you feel you are eating more food.
4) Pears. A study in Brazil showed that overweight women who consumed

three small-sized pears or apples a day lost more weight as compared to
other individuals. Like apples, pears contain lots of fiber. A medium-sized
pear yields six grams of fiber, which is more than the three grams in an apple.
Pears also contain the pectin fiber, which can help lower blood sugar levels.
5) Eggs. Eggs are excellent and filling breakfast foods. A study from
the Journal of the American College of Nutrition revealed that people who ate
eggs for breakfast were more satisfied and consumed fewer calories later in
the day as compared to those who ate a high-carbohydrate meal. Another
study shows that the protein in eggs may help prevent sudden surges in
blood sugar. But what about the controversial egg yolk and its cholesterol? A
large egg contains 75 calories, six grams of protein, and 212 mg. cholesterol.
According to the American Heart Association, healthy people can eat up to
one egg a day.
6) Bananas. In Japan, they have a banana diet that has helped them lose
weight. In the Philippines, I met an exercise instructor who lost 50 pounds by
following a diet of bananas every day. A study from the Journal of Nutritional
Biochemisty showed that bananas have anti-ulcer properties, acting like a
natural antacid to the stomach. In the study, researchers identified the secret
component in the banana, the flavonoid leucocyanidin. Aside from making
99
you feel contented, bananas can protect against aspirin-induced gastritis and
help repair the damaged mucous membrane lining of the stomach. Bananas
also contain lots of potassium for the heart, and tryptophan to help elevate
mood. Diabetics may take bananas in moderation; just avoid the very sweet
and overripe ones.
7) Beans. Beans, including mongo beans, red beans, and black beans, are
inexpensive sources of soluble fiber, iron, folic acid, magnesium, phosphorus,
potassium, and thiamin. And to top it all, beans are low in fat, low in salt, and
have zero cholesterol. Eating half a cup of cooked beans daily can reduce
one‘s cholesterol levels and regulate blood sugar levels. According to
researchers at the University of California at Davis, eating beans will help
increase the cholecystokinin levels in the body. Cholecystokinin is a digestive
hormone and a natural suppressant of appetite. Furthermore, the National
Health and Nutrition Examination Survey showed that people who ate beans
had 23-percent smaller waist circumference compared to people who never
ate beans. According to researcher Victor Fulgoni III, Ph.D, people who ate
beans had lower blood pressures, too. Unless you have gout or high uric acid
levels, try to eat more beans.
8) Vinegar. Researcher ElinOstman, Ph.D., of Lund University asked a group

of 12 healthy men and women to eat approximately three and a half slices of
bread dipped in household white vinegar. Aside from having a lower blood
sugar level after the meal (compared to those who did not take vinegar), the
subjects also said they felt less hungry after eating. The secret weight-loss
component in vinegar is the acids. Vinegar or acetic acid is believed to slow
down the passage of food from the stomach to the intestines. This means you
will feel fuller longer. A second mechanism is the vinegar‘s ability to blunt the
natural rise in blood sugar after a meal. The late Vermont country doctor, Dr.
D. C. Jarvis, maintained that a person could lose weight gradually by taking
two teaspoons of vinegar in a glass of water before each meal.
A word of warning: Do not take too much vinegar if you‘re hyperacidic. The
safest way to consume vinegar is to incorporate it in your diet. A dose of one
to two teaspoons (5-10 ml.) with meals, once or twice a day, may be enough
to decrease appetite and promote weight loss.
9) Tofu. Did you know that the protein in tofu can reduce one‘s appetite?
According to researchers from the Louisiana State University, overweight
people who ate tofu as an appetizer consumed less food afterward. For semi-
vegetarians, soy products are ideal substitutes for animal meat. They are high
in protein and rich in calcium, iron, zinc, magnesium, B vitamins, omega-3
fatty acids, and fiber. Hence, soy is good for the heart and bones.
http://www.philstar.com/health-and-family/2013/08/06/1055171/18-foods-losing-weight-part-1
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Teenagers
During the teen years, nutrition is very important because this is the
period of rapid growth, mental changes, and emotional developments
happen. Thus, nutrient requirements are high. But it is also a time when
getting proper nutrition is not always easy. Have you experienced some
difficulties in feeding your adolescent girl or boy? Reasons for this may be
due to the big changes that are going on in their bodies.
There are a lot of nutritional concerns during adolescence like skipped
breakfast and poor lunches.
Breakfast is the commonly missed meal by adolescents. Missing this

meal leads to a higher probability of snacking. Skipping meals to lose weight
is a poor idea. Teenagers are likely to overeat during the next meal just
because they are very hungry. Moreover, surveys show that people who skip
breakfast or other meals tend to have poorer nutrition than those who do not.
Poor lunches among teenagers are due to poor selection of foods eaten
away from home as well as eating hurried lunches at school. Packed lunches
should have three to four food groups represented to fuel them in all of the
school day's activities e.g. rice + fried chicken + buttered or boiled vegetables
+ fruits in season.
Because of the rapid growth and development during teenage years,

teenagers have a greater need for certain nutrients. These include:
Calcium- Teenagers have higher requirements for calcium as the

adolescence period is a vital time for bone development. They
need extra calcium to store up an optimal amount of bone (peak
bone mass). Building bone mass through a balanced diet,
including adequate calcium, may delay the onset or limit chances
of developing osteoporosis later in life. Calcium requirement for
an adolescent boy or girl (10-18 years) is the same, 1000
milligrams per day.
Iron - Both teenage boys and girls need additional iron due to the
growth spurt. For teenage girls, the onset of "monthly periods"
increases the need for iron. The recommendation for iron is 20
milligram/day for a teenage boy (13-15 years) while it is 21
milligrams/day for a teenage girl (13-15 years).
It is important to plan how to get adequate iron. Iron from meat is

better absorbed by the body than the iron from plant sources.
However, the absorption of iron from plants is improved by eating
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fruit or drinking juice that contains vitamin C with the iron-rich

food.
Protein -The need for body-building foods is also high among teenagers
because of the accelerated growth and development. The
suggested protein for adolescents (13 -15 years) is 71 grams/day
for boys and 63 grams/day for girls.
Energy -Adolescent boys need more energy foods because of an increase in

physical activities than adolescent girls. The energy requirement
of adolescents aged 13-15 years is 2800 kilocalories for 50-
kilogram boys while 2250 kilocalories for 49-kilogram girls.
http://www.fnri.dost.gov.ph/index.php?option=content&Activity=view&id=1094
Adulthood
The Food and Nutrition Research Institute (FNRI) has a different

approach to adult nutrition.
The FNRI created different dietary guides for Filipino adults from different
age brackets—one for young and middle-aged adults at 19 to 29, 30 to 49
years old, and another for older adults within the ages of 50 to 65, and 65 and
above. This is because adults at different ages have changing nutritional
needs that must be met through adjustments in their diets. There are also
food pyramids for pregnant women and for lactating women.
Daily food guide for young and middle-aged adults (ages 19 to 59)
The FNRI recommends that young and middle-aged adults follow the
serving recommendations below. The serving recommendations are for
consumption for the whole day, not per meal.
First of all, drinking the right amounts of water, which means about eight
glasses of water and beverages a day, is recommended.
Adults within this age range must eat five to eight servings of
carbohydrate foods. These foods include rice, rice products, corn, root crops,
bread and noodles. One serving is equivalent to one cup of rice; four slices of
loaf bread; five pieces of small pan de sal; two pieces or slices of puto; one
cup of corn; one cup of yellow camote; or two cups of noodles.
They must also consume three servings of vegetables, which is about

three cups of raw leafy vegetables or six cups of cooked leafy vegetables.
Young and middle-aged adults also need two to three servings of fruits a day,
or two to three medium fruits or slices of a large fruit.
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They also need to eat more protein foods. These include fish and
shellfish, meat and poultry, dried beans and nuts. Other sources are eggs,
milk, and milk products.
The serving recommendations are as follows: Three to four servings of

fish and shellfish, meat and poultry, dried beans and nuts; one egg; and one
glass of milk or other milk product.
The amounts of fats, oils and sugars consumed per day must be limited
to amounts equal to six to eight teaspoons of fats and oils, and six to eight
teaspoons of sugary foods.
This adult food guide is not recommended for pregnant and lactating
women. Adults who are obese and overweight are also advised to follow the
advice of their doctor, dietician and nutritionist when it comes to their diet.
Daily food guide for older persons (ages 60 to 69)
The FNRI recommends that older adults consume six to eight glasses of
water and other beverages, daily. They should also eat four and a half to six
servings of rice, rice products, corn, bread or noodles.
Older adults should consume three servings of vegetables and two

servings of fruits, daily. Consumption of milk and milk products should be
limited to two-thirds or three-fourths glass of milk and milk products.
They should also keep track of the amounts of protein foods they
consume, limiting these to three servings of fish, shellfish, meat, poultry, dried
beans and nuts. They may eat one egg per day. Older persons must also limit
their consumption of sugary foods to four to six teaspoons, and take only two
to five teaspoons of fats and oils.
http://www.pchrd.dost.gov.ph/index.php/2012-05-23-07-46-36/2012-05-24-00-03-06/5281-good-nutrition-for-filipino-adults

Direction: Name the word or words is/are that best described in the
statements below. Use quiz notebook to accomplish the
activity.
1. This period is simply defined as a child not over two years of age.
development.
103

5. The FNRI recommends that at this stage one should consume six to eight
glasses of water and other beverages, daily.
Activity 3. T-DIAGRAM
Direction: Choose two groups of people. Name the similarities and
dissimilarities in terms of food needs.
Similarities Group of Dissimilarities

People
(Group A)
(Group B)
Activity 4. MEAL PLANNING

Direction: Suggest meals for an athlete considering their dietary
requirements. Use the diagram below to complete the
activity. Be ready to present the output in class.
Lunch
Breakfast
Dinner
Athletes
Provide Nutritional Needs of the Sick
Activity 1. COMMON ILLNESS OF DIFFERENT AGES

Directions: List common illnesses with its signs/symptoms by age. Ask
someone in your home or in the community who can give
the necessary information. Present the output in class.
Ages Common Illness Signs/Symptoms
Newborn to 6 months
7 months 1 year old
1-3 years old
6- 12 years old
50 years old and above
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Feeding the Sick

When illness is serious enough for a physician to be consulted, he will
give directions concerning the diet, and these should be scrupulously
followed. If the case is so severe as to demand a trained nurse, she will be in-
charge of the feeding, under the physician‘s guidance.
Many times, however, a member of the family is temporarily indisposed
and needs food different from the others. It is well to remember that in the first
day or two of illness, fasting or taking of very little food does no harm, and
may be an excellent help toward recovery, as it gives the digestive tract a
chance to rest, if it has been disturbed.
Nevertheless, the internal work of the body goes on with 0.4 calorie per
pound per hour being expended during sleep, and about 0.6 calorie per
pound per hour during waking hours in bed. A person in bed for twenty-four
hours will require about 0.5 calorie per pound per hour to prevent use of body
material for fuel. A man of average weight, lying in bed, will thus need about
1850 calories per day. Hence we must see to it that after a person has been
sick for more than a few days (during which he can afford to burn body fat)
enough fuel is given to satisfy his energy requirements if he can possibly
digest it.
Food for a sick person must always be given in its most digestible forms.
Milk is one of the most valuable foods in sickness, not only it supplies so
many body needs, but it also can be used in so many ways, - hot, or cold,
flavored or plain, made into junkets or sherbets, combined with eggs in
eggnogs and custards, fermented as in kumis or soured as in buttermilk or
zoolak. In some form or other milk can almost always be made digestible.
Eggs are also of great value, not only poached or dropped and served on
toast, but as dainty omelets, or in beverages, as eggnog, egg lemonade, and
orangeade.
Mild fruit juices, as orange, grape, or pineapple are not only refreshing but
of considerable fuel value. If there is no fever, chicken, lamb chops, tender
broiled steak or roast beef may serve to add variety to the menu. Broths
stimulate the appetite and help digestion, though they are of little or no food
value themselves.
Cereals, eggs, and milk may be added to increase their food value.
Cereals in the form of gruels or delicate puddings, as cornstarch blancmange
and tapioca cream are easily digested.
Vegetables are best given sparingly, and only delicate, mild-flavored
ones, such as spinach or asparagus, if digestion is much disturbed. In getting
an invalid to take sufficient food, much depends upon the attractiveness of the
service.
Remember that very little things, like a finger mark on a glass, or coffee
spilled into the saucer, may take away appetite and prevent enough food
being eaten.
105
Food in small quantities and taken at more frequent intervals than in huge
amount helps towards the best results. Knowledge of what particular diet is
best in different diseases comes only through careful study of the science of
nutrition after much study of chemistry and physiology.
http://chestofbooks.com/food/household/Foods-And-Household-Management/Feeding-The-Sick.html#.UxSPBONdWI8
Activity 2. TRUE OF FALSE

Direction: Read the following statements. Write the word TRUE if the
statement is correct and FALSE if the statement is incorrect.
Use the quiz notebook to accomplish the activity.
1. No matter how weak the sick are, they would still be stirred of the beauty
of your serving.
2. Convince the sick person to eat because time is being consumed and you
have to attend to something else.
4. Eggs are also of great value, not only poached or dropped and served on
toast, but as dainty omelets, or in beverages, as eggnog, egg lemonade,
and orangeade.
5. It is well to remember that in the first day or two of illness, fasting or taking
of very little food does no harm, and may be an excellent help toward
recovery, as it gives the digestive tract a chance to rest, if it has been
disturbed.
Activity 3. MY OWN CHECKLIST

Direction: Prepare your own checklist on how to take care of a sick
person. Use the worksheet below to accomplish the activity.
(Note: Leave the Remarks column blank. The form will be
used by the teacher during the demonstration to determine
the extent of the activity done.)
Remarks
Activities
Done Undone
106
Review of Learning Outcome 1
Test I. MULTIPLE-CHOICE
1. Carbohydrate is composed of different substances.
2. Glycogen is also known by this term.
A) malt sugar
B) animal starch
C) high fiber
D) glycosidic bond
3. Fructose is the sweetest among all its forms
A) sugars
B) milk
C) enzymes
D) molecules
4. Liver converts galactose to another substance.
A) maltose
B) lactose
C) sucrose
D) glucose
5. Cellulose is composed of this substance.
A) glycogen
B) dextrin
C) glucose
D) sucrose
6. This is a yellowish, fatlike substance produced mostly in the liver and in
lesser amounts in the intestines and specialized cells throughout the body.
A) HDLs
B) LDLs
C) Cholesterol
7. It is a classification of polyunsaturated fats that is the most highly-
discovered health findings in recent years.
A) Omega-3 Oil
B) Triglycerides
107
8. Carrots, alfalfa sprouts, and oatmeal have been shown to be good

eliminators bad substance.
A) HDLs
B) LDLs
C) Omega-3 Oil
D) Triglycerides
9. These are fats that have been shown to reduce LDL‘s but have relatively
no effect on HDLs except for olive oils which can increase the beneficial
HDLs.
A) Unsaturated Fats
D) Omega-3 Oils
10. These are derived from plants. Sources are safflower, corn, and sunflower
oils; nuts and seeds.
A) Monounsaturated Fats
B) Unsaturated Fats
C) Saturated Fats
11. It is the most economical way to ensure adequate and balanced vitamin
intake.
C) eat a well balanced diet
12. It is a disease which is associated with deficiency of vitamin C.
A) scurvy
C) rickets
D) beriberi
13. It is a function of vitamin C to maintain the integrity of the body tissues.
14. It is a characteristic that indicates vitamin C deficiency.
15. It is an example of menu that contains good sources of vitamin C.
108
Test II. MATCHING TYPE

Direction: Match Column A to Column B. Write the letter of your answer
in your quiz notebook.
COLUMN A (Characteristics) COLUMN B (Function)
Test III. IDENTIFICATION

Direction: Write the correct word/term that is best described in the
statement.
__________1. It is an equipment that turns the turbines of hydroelectric
plants that produce electricity for light, heat, and power.
__________2. It is responsible for speeding up the clogging of arteries and
producing the damage that result from heart attacks.
__________3. This is an element needed for the metabolism of DNA and
RNA.
__________4. It is an essential element for developing and maintaining
healthy bones and teeth.
__________5. This is substance that is very vital in maintaining fluid balance
in the human body.
__________6. This period simply defined as a child not over two years of
age.
__________7. This is a period of rapid growth, mental changes, and
emotional development.
__________8. This period tends to be independent in terms of their food
choices.
__________9. This period needs high nutritional requirement because of the
rapid build-up of the fetus in the womb.
__________10. The FNRI recommends that at this stage one should
consume six to eight glasses of water and other beverages,
daily.
109
Learning Outcome 2: APPLY BASIC THERAPEUTIC DIET
Objective:
 apply basic therapeutic diet
Most of us have the so-called comfort food that brings relief, safety, or
simply making us feel better every time we turn to it. The craving for this
mind-created phenomenon intensifies when food is prepared at home and/or
traditionally cooked by someone who is very dear to us. As a future health
care provider, you will be exposed to different food groups relative to helping
in the treatment of disease or discomfort your client is experiencing.
Activity 1. VOCABULARY
Direction: Below are two columns: Therapeutic and Diet. Describe each
term by choosing the best words inside the box. Write your
answer in the quiz notebook.
THERAPEUTIC DIET
1. 1.
2. 2.
3. 3.
4. 4.
5. 5.
healing of disease comfort food vitamins and minerals
Dietitian client caregiver patient

low fat
carbohydrates
food modification
110
BASICS OF A THERAPEUTIC DIET
A therapeutic diet is a meal plan that controls the intake of certain foods
or nutrients. A therapeutic diet is sometimes called a ―special diet‖. It is part of
the treatment of a medical condition.
A therapeutic diet is usually a modification of a regular diet. It is modified

or tailored to fit the nutrition needs of a particular patient or resident (family
member). Therapeutic diets are modified for (1) nutrients, (2) texture and/or
(3) food allergies or food intolerances. (See Tables 1 to 4)
The type of diet will be determined by the doctor. The dietician (or
supervisor) will help the client plan his diet and work with you (as a caregiver).
The therapeutic diet will be planned to incorporate the client‘s likes and
dislikes, his ethnic background, and his budget.
Who may order a therapeutic diet? A therapeutic diet order is made by a

physician. In some cases, a physician‘s assistant or nurse practitioner is
allowed to order a therapeutic diet under a physician‘s guidance.
Dieticians, nurses and therapists often make recommendations to

physicians about therapeutic diets for residents and patients. Once the
therapeutic diet is ordered, it is filled by the foodservice department. Filling a
diet order in the food service department is similar to a nurse filling a
medication order. It must be done with the same importance.
It is therefore your responsibility, as a caregiver, to follow the diet plan

when preparing the client‘s meals and to offer feedback to your supervisor
(immediate head or any person in authority). Assist the client and family by
incorporating the therapeutic diet into the family‘s usual eating habits.
Remember!
 If there are any question about the diet or its preparation, call your
supervisor.
 If the client is not eating the food on the diet, the supervisor should also be
notified.
111
Table 1
DIETS OF DIFFERENT TYPES OF PATIENTS
Common Food Often Foods to

Type of Diet Description
Purpose Recommended Avoid
Provides all For clients
Normal essential of good who do not
- -
regular nourishment in need special
normal forms diets
For clients
Same food as on who have
Soft - Congee
the normal diet, but difficulty -
(mechanical) - Cream Soup
chopped or strained chewing or
swallowing
Avoids Fried foods,
Puddings,
irritation of the raw
Foods mild in flavor creamed
digestive tract, vegetables
Bland and easy to digest; dishes, milk,
as with ulcer or fruit,
omits spicy foods eggs, plain
and colitis whole-grain
potatoes
clients products
Spares the
Whole-grain
lower
Foods low in bulk: products,
digestive tract;
Low-residue omits foods difficult - uncooked
for clients with
to digest fruits and
rectal
vegetables
diseases
For Eggnog, ice
Foods high in underweight cream,
High-calorie calories, minerals, or frequent -
and vitamins malnourished snacks, peanut
clients butter, milk
Foods low in cream, Skim milk, Fried foods,
For clients
butter, and fats; fresh fruit and sauces,
Low-calorie who should
cereals; low-fat vegetables, gravies, rich
lose weight
desserts lean meat, fish desserts
For clients
who have Bacon,
difficulty butter,
Veal, poultry,
digesting fats cheese,
Limited amounts of fish, skim milk,
and may have fried foods,
Low-fat butter, cream, fats, fresh fruits,
gall bladder, liver, whole
and eggs and
cardio- milk, ice
vegetables
vascular, and cream,
liver chocolate
disturbances
Low in eggs, whole Helps regulate Fruits, Brains,
*Low-
milk, cheese, and the amount of vegetables, organ
cholesterol
meat cholesterol in cereals, grains, meat
112
the blood nuts,

vegetable oil
For diabetic
Balance of
clients: Fresh fruits High-sugar
carbohydrates,
matches food and foods,
protein, and fats,
*Diabetic intake with vegetables, alcohol,
devised according
insulin and low-sugar carbonated
to the needs of
nutritional products beverages
individual clients
requirements
Assists in the
Meals with high-
growth and
protein foods, such Milk, meat,
repair of
High-protein as meat, fish, eggs, cheese, -
tissues
cheese, milk, and fish
wasted by
eggs
disease
For clients
whose Canned
circulation vegetables,
Puffed
Limited amount of would be ham,
wheat/rice or
*Low- foods containing impaired by luncheon
shredded
sodium sodium; no salt fluid retention; meat,
wheat, fruits,
allowed at the table for clients with frankfurters,
fruit juices
certain heart most
or kidney cheese
conditions
Most fresh or
Completely without
*Salt-free - frozen -
salt
vegetables
(*See additional charts)
Table 2
FOODS HIGH IN CHOLESTEROL
whole milk, cream, soft cheese, high fat cheese, ice cream,
Milk
sour cream
Bread/Cereals pastry, sweet rolls, snack crackers, doughnuts, egg noodles
prime meat, organ meat, animal fat, lard, sausage, bacon,
Meat
luncheon meat
Eggs egg yolks
dressings with egg yolks, butter, lard, coconut oil, palm oil,
Fats/Oils
margarines high in saturated fats
Desserts ice cream, pies, cakes, milkshakes, frappes
113
Table 3
FOODS HIGH IN POTASSIUM
Apricots Low-sodium baking soda

Avocado Molasses
Bamboo shoots Nuts
Bananas Nectarines
Beet greens Oranges
Bran Potato with skin
Chocolate Spinach
Coffee Sweet potato
Low-sodium baking powder Wheat germ
Table 4
FOODS HIGH IN SALT
A-1 sauce Anchovies Bacon Barbecue sauce

Bouillon cubes
Canned gravies or
Bologna or powders Buttermilk
sauce
(regular)
Canned ravioli or
Canned soups Canned stews Canned vegetables
spaghetti
Catsup Caviar Celery salt Cheese doodles
Cheese - regular,
Chinese food, canned
Chili sauce Corned beef processed, and
or restaurant
spreads
Frozen breaded Frozen TV Ham-smoked or Hamburger Helper
meat and fish dinners cured mix
Herring Horseradish Hotdogs / frankfurters Kitchen Bouquet
Knockwurst Kosher meat Liverwurst Lox
Monosodium
Luncheon meat Malted milk Meat tenderizers
glutamate (Accent)
Mustard Nuts-salted Olives Onion salt
Party spread and
Pastrami Pickled pig‘s feet Pickles
dips
Salted snack foods-
Popcorn-salted Relishes Salami pretzels, potato chips,
corn chips
Sardines Sausage Sauerkraut Scrapple
Sea salt Seasoned salt Smoked salmon Smoked tongue
Tomato juice- Worcestershire
Soy sauce -
regular sauce
114
What are common types of therapeutic diet?

Common therapeutic diets include:
Nutrient Modifications
 No Concentrated Sweet Diet Texture Modification
 Diabetic Diet  Mechanical Soft Diet
 No Added Salt Diet
 Puree Diet
 Low Fat Diet and/or Low Cholesterol Diet
 High Fiber Diet
 Renal Diet
Food Allergy or Food Intolerance Tube Feedings

Modification
 Liquid Tube Feedings in place of
 Food Allergy
Meals
 Food Intolerance
 Liquid Tube Feedings in addition
of Meals
Additional Feedings
In addition to meal, extra nutrition may be ordered as:
 Supplements - usually ordered as liquid nutritional shakes once, twice or

three times per day, given either with meals or between
meals.
 Nourishment - ordered as a snack food or beverage items to be given
between meals mid-morning and/or mid-afternoon.
 HS Snack - ordered as a snack food or beverage items to be given
before bedtime.
What are the definitions of commonly used therapeutic diets?

The following defines a regular diet and lists brief explanation of
common therapeutic diets.
Regular Diet
 Has no restriction.
 Is nutritionally adequate in calories, protein, carbohydrates, fats,
vitamins and minerals.
 Is for patients or residents with no special dietary needs.
No Concentrated Sweets Diets (NCS)

 Is considered a liberalized diet for diabetics when their weight and
blood sugar levels are under control.
 Includes regular foods without the addition of sugar.
 Calories are not counted as in ADA calorie controlled diets.
115
Diabetic or Calorie Controlled Diets (ADA)

 These diets control calories, carbohydrates, protein, and fat intake in
balanced amounts to meet nutritional needs, control blood sugar levels
and control weight.
 Portion control is used at meal times as outlined in the ADA ―Exchange
List for Meal Planning‖.
 Most commonly used calorie levels are: 1200, 1500, 1800 and 2000.
No Added Salt Diet (NAS)

 Is a regular diet with no salt packet on the tray
 Food is seasoned as regular food.
Low Sodium Diet (LS)

 May also be called a 2-gram Sodium Diet.
 Limits salt and salty foods such as bacon, sausages, cured meat,
canned soup, salty seasonings, pickled foods, salted crackers, etc.
 Is used for residents or patients who may be ―holding water‖ (edema)
or who have high blood pressure, heart disease or first stage of kidney
disease.
Low Fat/Low Cholesterol Diet

 Is used for patients or residents to reduce fat levels and/or treat
medical conditions that interfere with how the body uses fat such as
diseases of the liver, gallbladder or pancreas.
 Limits fat at 50 grams or no more than 30% calories derived from fat.
 Is low in total fat and saturated fats and contains approximately 250-
300 mg cholesterol.
High Fiber Diet

 Is prescribed for patients in the prevention or treatment of a number of
gastrointestinal, cardiovascular, and metabolic diseases.
 Increase fiber should come from a variety of sources including fruits,
legumes, vegetables, whole bread, and cereals.
Renal Diet
 Is for renal/kidney patients.
 The diet plan is individualized for each patient depending if the patient
is on dialysis.
 The diet restricts sodium, potassium, fluid, and protein specified levels.
 Lab work is followed closely.
116
Pureed Diet
 Changes the regular diet to a soft pudding-like consistency.
 Is for patients or residents with chewing or swallowing difficulties or
with the condition of dysphasia.
Food Allergy Modification

 Food allergies are due to an abnormal immune response to an
otherwise harmless food.
 Food implicated with allergies is strictly eliminated from the diet.
 Appropriate substitutions are made to ensure the meal is adequate.
 The most common food allergens are milk, egg, soy, wheat, peanuts,
tree nuts, fish, and shellfish.
Food Intolerance Modification

 The most common is intolerance to lactose (milk sugar) because of a
decreased amount of an enzyme in the body.
 Other common types include adverse reactions to certain products
added to food to enhance taste, color, or protect against bacterial
growth.
 Common symptoms involving food intolerances are vomiting, diarrhea,
abdominal pain, and headaches.
Tube Feedings
 Are used for patients who cannot take adequate food or fluids by
mouth.
 All or part of the patient‘s nutritional needs is met through tube
feedings.
 Some patients may receive food by mouth if they can swallow safely
and are working to be weaned off the tube feedings.
Why use a diet manual?

The diet manual is a book that describes allowed and restricted foods on a
therapeutic diet. It includes the reason and use of diets, sample menus and
non-routine diet orders such as a high potassium diet.
117
Activity 2. TRUE OR FALSE

Direction: Analyze the following statements. Write the word TRUE if the
Write your answer in your quiz notebook.
_____1. Only a Physician, Physician‘s Assistant or Nurse Practitioner can
order a therapeutic diet.
_____2. A ―No Concentrated Sweets‖ (NCS) diet includes regular food
without the addition of sugar.
_____3. A diet manual should only be used by trained nursing staff.
_____4. A therapeutic diet is a meal plan that controls the intake of certain
food or nutrients as part of the treatment for a medical condition.
_____5. A regular diet has restrictions.
Activity 3. HOW WELL DO YOU KNOW?

Direction: Compare and contrast the types of patient diet. Use the diagram
below for your answer.
Type
of Patient Diet
Activity 4. FAMILY‘S DIETARY INVENTORY

Direction: Complete the table below by providing the necessary
information.
Family Members Type of Patient Diet Recommended Food
1.
2.
3.
4.
5.
118
LESSON 2: PREPARE COLD MEALS
Learning Outcome 1: PREPARE APPETIZERS
Objectives:
At the end of the lesson, you are expected to:
 discuss principles and procedures in preparing appetizers
 identify ingredients according to the given recipe
 prepare variety of appetizers based on appropriate techniques
 present appetizers attractively using suitable garnishes,
condiments and service wares
 compute the selling price and the nutritive value per order of an
appetizer
 store appetizers hygienically at the appropriate temperature
Appetizers are small servings of food and beverages which help in

increasing the appetite slightly. It is usually served before the main meal.
They are also known as hors d'œuvres and vary from country to country.
They are snack items predominantly and cannot be too filling. They are often
served along with cocktails or at a reception party. They may also be served
to while away the time until all the guests arrive for a celebratory dinner. An
appetizer frequently doubles up as an entrée dish particularly during a formal
meal which includes several courses. (http://www.ifood.tv/network/appetizer)
Activity 1. FISHING THE WORDS

Direction: Pick the appropriate words given in the box below to
complete the information needed in the table. Do the activity
in pairs. Be ready to present your output in class.
For Appetizer Not for Appetizer
Ham Rolls Cheese Cubes Crab Soup Fruit Salad Adobo

Hors d’Oeuvres Kebabs Fried Chicken KareKare Fried Rice
119
Principles and Procedures involved in preparing appetizers

1. Serving a party of 100 guests could therefore mean making and arranging
600 or more varied pieces. The cold-food expert is expected to put in
many work hours requiring not only patience but also staying powers as
well as skill and attention to detail.
2. The host/hostess should plan preparation of appetizers carefully because
hors d‘oeuvres and canapés do not keep their appearance well for a long
period of time.
3. Prepare the various parts of mini-foods separately ahead of time and
assemble them as close to serving time as possible.
4. Dry canapé bases, stored dry, keep well for several days.
5. Bread bases may be cut ahead, but must be kept moist or frozen. Some
bread-based canapés can be made ahead and frozen, if their toppings are
foods that freeze well.
6. Butters and spreads hold well in the cooler or refrigerator when covered
well; some even improve in flavor. However, these should be brought to
room temperature before application on the bases.
7. Garnishes may be cut ahead, meat sliced and marinated, sauces
prepared.
8. Meatballs may be cooked ahead, stored in the cooler or refrigerator or
frozen, and heated in sauce at serving time.
9. Many canapés and hors d‘oeuvres ingredients – fish, poultry, meats, eggs,
and eggs product – are good bacteria growers and must not stay long at
room temperature.
10. Both raw ingredients and assembled products must be kept out of the
danger-zone temperatures while food is being prepared.
11. Finished platters should be chilled before service. Once served they may
have to stay at room temperature for an hour or more before being eaten.
12. Hot food should be kept at temperature above 71º Celsius or served
immediately.
13. A miniature hibachi, fondue cooker, or chafing dish can be used to keep
the hot food hot. Crushed ice will keep the cold ones cold.
Variety of Ingredients in Preparing Appetizers
Hors d’Oeuvres ( r-ˈdərv\)

An hors d’oeuvre is used in meals for the same reason as canapés.
These two are often confused for each other. There are, however, three
differences between hors d‘oeuvres and canapés, as follows:
 Hors d‘oeuvres are not served on a bread or crust base.
 Hors d‘oeuvres are eaten with cocktail picks or cocktail forks.
 The major ingredient of hors d‘oeuvres is usually served whole rather
than pureed, chopped, or made into a spread.
120
Hors d‘oeuvres are dainty foods, colorful and vary in size and shape.
They may be simple, such as bits of meat and cheese such as crackers with
liver pate. Some are served cold on toothpicks in special holders, while
others are served hot from a chafing dish.
Some simple hors d‘oeuvres are deviled egg, cocktail sausages, sliced
smoked salmon, smoked turkey, stuffed prunes, smoked oysters, miniature
meatballs, Vienna sausages, boiled peeled shrimps, chicharon and spicy dilis.
Fruits such as apples, cantaloupes, pineapples, watermelon, and oranges
make beautiful holders for hors d‘oeuvres. So do vegetables such as banana
hearts, round eggplants, red or green cabbage head, large cucumbers and
upo.
Those That May Be Served Cold
Cheese Cubes Nutrition Facts

Cut cheese into bite-size cubes shortly Serving Size 1 cubic inch
before serving them because they dry Amount Per Serving
Calories 69 Calories from Fat 51
out quickly when exposed to air. % Daily Values*
Total Fat 5.63g 9%
Saturated Fat 3.586g 18%
Polyunsaturated Fat 0.16g
Monounsaturated Fat 1.596g
Cholesterol 18mg 6%
Sodium 106mg 4%
Potassium 17mg
Total Carbohydrate 0.22g 0%
Dietary Fiber 0g 0%
Sugars 0.09g
Protein 4.23g
Vitamin A 3%
Vitamin C 0%
http://fatsecret.com/calories-nutrition 12%
Calcium
Iron 1%
Kebabs Nutrition Facts

On skewers, arrange the following: Serving Size 1 kebab
chicken liver and gizzard cooked as Amount Per Serving
Calories from Fat 127
adobo, pineapple chunks, sliced cooked Calories 581
shrimps, sliced pickles, and Vienna % Daily Values*
sausages, cut crosswise. Serve. Total Fat 14.13g 22%
Saturated Fat 3.767g 19%
Polyunsaturated Fat 3.456g
Monounsaturated Fat 5.3g
Cholesterol 86mg 29%
Sodium 1039mg 43%
Potassium 674mg
Total Carbohydrate 76.33g 25%
Dietary Fiber 4.3g 17%
Sugars 6.85g
Protein 34.98g
http://www.fatsecret.com/calories-nutrition/generic/kebab-chicken Vitamin A 18%
Vitamin C 45%
Calcium 19%
Iron 23%
121
Ham Rolls 1 roll-up equals

Roll thin slices of cold ham around 69 calories,
pickles or asparagus spears or fill 5 g fat (3 g saturated fat),
with a spread. 18 mg cholesterol,
180 mg sodium,
2 g carbohydrate,
trace fiber,
6 g protein.
http://www.tasteofhome.com/recipes/asparagus-ham-roll-ups
Canapés
A canapé is a bite-size, open-faced finger food consisting of a bread-type

base, a spread or topping, and a garnish. The garnishes are usually portions
of meat, fish, chicken, egg, or cheese or a combination of these foods with
bits of fruits or vegetables. Designed for both eye and taste appeal, canapés
come in different shapes. They should be arranged attractively on trays and
laid out on the buffet table or passed around the guests.
Canapé Bases
The following foods can be used as canapé bases:
1. Melba toast
2. Crackers of many varieties
3. Pastry
4. Bread such as loaf, French, or rye bread
5. Croutons
Melba toast and crackers are available in the market in assorted sizes,
shapes, and textures.
Pastry bases may be purchased ready-made in various sizes or prepared
as mini-pizza crust.
Breads may be sliced or cut into shapes – squares, rectangles, circles,
triangles, diamonds – using knife. They may also be cut into hearts, fancy
rounds, and the like using a cookie cutter.
Croutons are buttered bread shapes baked in the oven until crisp and
brown. Crisp pan de sal halves make perfect croutons. The term also refers
to small cubes of bread fried with herbs and spices or baked for use as
garnish for soups and salads.
122
Canapé Spreads or Toppings
Canapé butters can be made ahead and spread on soft breads or crisp
crouton bases at the last minute. They add flavor and color to the canapé
base.
Canapés should be sharp in flavor. Often, contrasting flavors are used
together on the same piece. For contrast you may combine spreads with
sweet-sour, salty-bland, and strong-mild flavors, but avoid flavors that do not
blend well. For example, do not mix fish with fruit.
The following tasty butters add flavor to canapés. They are made by
blending ¼ cup creamed butter with each of the following combinations:
1. Chive butter: 1 tablespoon finely chopped chives, 1 teaspoon lemon juice,
dash of salt, and dash of pepper
2. Cheese butter: ¼ cup softened cheese (sharp or smoke-flavored) and
dash of Cayenne pepper
3. Garlic butter: 1 small clove garlic (crushed) or ¼ teaspoon garlic powder,
dash of hot pepper sauce, and dash of salt
4. Lemon butter: ½ grated lemon rind, 1 tablespoon juice, dash of nutmeg,
and dash of salt
5. Meat spreads may also be used. These can be purchased or made at
home. Examples of these are liver spread, potted ham, and shrimp
spread.
Here are some examples of toppings and garnish combinations.

Topping Garnish
Lobster butter Shrimp, parsley
Smoked salmon, chopped onion,
Cream cheese
chopped parsley
Mustard butter Sliced ham rolled around asparagus
Pimiento butter Smoked oysters, clams
Butter Salami, slices of pickles, cheese
Parsley butter Sardines, mackerel, capers
Canapé Garnishes
Garnishes for canapés are neatly cut portions of pork, beef, fish and
seafood, eggs, cheese, olives, pimiento, and pickles which are used to
provide visual appeal. These pieces should harmonize with the size and
shape of the canapé base.
123
Croutons
Total Time: 20 mins

Prep Time: 5 mins
Cook Time:15 mins
Servings : 4
Ingredients
Quantity Unit Item

3 Potato hamburger buns (or other bread) or 3 hot
dog buns (or other bread)
3-6 Tablespoon Olive oil or canola oil
½ Tablespoon Lawry‘s Seasoned Salt
Methods:
1. Cut buns into bite size pieces.
2. You can also use bread, which can be fresh or ―day-old‖.
3. Place pieces in a bowl and drizzle oil over as you stir to coat.
4. Feel free to use more or less oil than is called for.
5. The more oil you use, the more melt-in-your-mouth they will be.
6. Sprinkle with seasoning salt.
7. You can also use garlic powder, oregano, Italian seasoning or any
combination of them.
8. Bake at 350°F for about 15 minutes, stirring once.
Nutritional Facts for Croutons

Serving Size: 1 (10 g)
Servings Per Recipe: 4
Amount Per Serving % Daily Value
Calories 89.5
Calories from fat 91 10%
Total Fat 10.1 g 15%
Saturated Fat 1.4 g 6%
Cholesterol 0.0 mg 0%
Sodium 0.2 mg 0%
Total Carbohydrate 0.0 g 0%
Dietary Fiber 0.0 g 0%
Sugars 0.0 g 0%
Protein 0.0 g 0%
http://www.food.com/recipe/croutons-93223
124
Finger Food
Finger food is food meant to be eaten directly using the hands, in

contrast to food eaten with a knife and fork, chopsticks, or other utensils.
In some cultures, food is almost always eaten with the hands; for
example, Ethiopian cuisine is eaten by rolling various dishes up in injera
bread. In the South Asian subcontinent, food is traditionally always eaten
with hands. Foods considered street foods are frequently, though not
exclusively, finger foods.
FRUIT KABOBS WITH DIP

Prep/Total Time: 15 min.
MAKES: 12 servings
Ingredients
Quantity Unit Item
Assorted fruit -- green grapes, watermelon balls,
cantaloupe balls and strawberry halves
1 Cup (8 oz) Plain yogurt
½ medium Ripe banana
4 teaspoon Honey
1/8 teaspoon Ground cinnamon
Methods:
Thread fruit alternately onto skewers. In a blender, combine the remaining
ingredients; cover and process until smooth. Serve with kabobs. Yield: 1 – ½
cups dip.
Nutritional Facts for Fruit Kabobs with Dip


Calories 286.9
Total fat 8.1 g 12%
Sodium 114.4 mg 4%
Sugars 41.4 g 165%
Protein 9.2 g 18%
http://www.food.com/recipe/fruit-kabobs-with-dip-15424
125
Chicken Garlic Bites

Total Time: 40 mins
Prep Time:30 mins
Cook Time: 10 mins
Servings: 16
Ingredients:
Quantity Unit Item
2 Boneless skinless chicken breasts, cut into bite size pieces
½ cup Olive oil
4 cloves Garlic, minced
¼ teaspoon Pepper
½ cup Breadcrumbs
¼ teaspoon Cayenne pepper
Methods:
1. Place chicken in shallow dish.
2. In small bowl, mix olive oil, garlic, and black pepper.
3. Pour over chicken.
4. Cover and marinate 30 minutes.
5. Drain.
6. Preheat oven to 475°F.
7. Mix bread crumbs and cayenne.
8. Coat chicken.
9. Arrange in a single layer on cookie sheet.
10. Bake 10 minutes or until brown.
Nutritional Facts for Chicken Garlic Bites
Serving Size: 1 (25g)
Servings Per Recipe:16

Calories 91.1
Total Fat 7.3 g 11%
Sodium 42.0 mg 1%
Sugars 0.2 g 0%
Protein 3.6 g 7%
http://www.food.com/recipe/chicken-garlic-bites-27733
126
Tools, Equipment, Utensils needed in preparing Appetizers
Measuring Utensils
Liquid Measuring Cup - This cup is made of clear

glass or plastic. It has lines on the outside so
that you can measure 1 cup or fractions of a
cup. There is a space above the 1-cup line to
Liquid Measuring Cup prevent spills and a spout to make pouring
easier.
Dry Measuring Cup - These are made of metal or

plastic. They come in nested sets of ¼-, 1/3-,
½-, and 1-cup sizes and in metric sets of 50,
125, and 250 milliliters. They are used for
measuring items such as flour, sugar, and
Dry Measuring Cup shortening. Unlike the liquid measuring cups,
these are filled to the top edge and then
leveled off with the flat edge of a knife or
spatula.
Measuring Spoons - These come in sets. They

are held together by a ring, hung on a rack, or
nested together. The spoons are made of
metal or plastic. The most common sizes are
the tablespoon, teaspoon, ½ teaspoon, and ¼
teaspoon. Metric measuring spoons have 1-, 2-
Measuring Spoons
, 5-, 15-, and 25-milliliter sizes.
Timer - This is used to measure the length of time,

up to 1 hour, when food is being cooked or
baked. You set the time by turning the dial to
the pointer on the outside of the dial. At the end
of the time, a bell will ring.
Timer
127
Mixing Equipment
Mixing Bowls - These come in sets containing a

small, medium, and a large bowl. These are
made of glass, metal, or plastic. Bowls with
slanted sides are better than those with straight
sides, because slanted sides make mixing easier.
Mixing Bowls
Mixing Spoon - A spoon is a utensil consisting of a

small shallow bowl, oval or round, at the end of a
handle. A type of cutlery, especially as part of a
place setting, it is used primarily for serving.
Spoons are also used in food preparation to
measure, mix, stir and toss ingredients.
Mixing Spoon
Preparation Equipment
Pastry Bag and Tubes/Tips - A funnel-like or

cone-shaped cloth or plastic bag with an
open end that can be fitted with metal or
plastic tubes or tips of varying sizes and
designs used for shaping, piping or
decorating with materials such as cake
icing, whipped cream, duchesse potatoes,
Pastry Bag and Tubes/ Tips
and soft dough.
Pastry Brushes - These have bristles either

in a flat shape or bunched together. The
bristles may be plastic nylon or a natural
material. Use a pastry brush to ―paint‖
liquids or glazes onto pies, breads, or
pastries. It is also useful for greasing
baking pans. You should have a separate
Pastry Brushes
basting brush for applying fat or other
liquid to meat and poultry during roasting
or broiling.
128
Strainer - A strainer is made of medium to

fine metal mesh and is used to separate
solid ingredients from liquids. It can also
be used for washing berries and small
amounts of vegetables.
Strainer
Knives - Knives are among the real

essentials in any kitchen. They come in a
variety of sizes. One knife you will
probably use most often is the paring
knife, which has a blade about 6 or 8
Knives centimeters (2 ½ or 3 inches) long.
Cutting Board - This is the only surface on

which you should do cutting or chopping.
These boards protect the countertop, and
keep knives sharp longer. They come in
large and small sizes. Wooden cutting
boards are the most common, but there
are also heavy-duty plastic ones available.
Cutting Board Since plastic cut boarding can be washed
in the dishwasher, they are more sanitary.
Can Opener - This should have handles that

are easy to grip and a sturdy cutting blade
so that it will easily open many different
sizes of cans. A pierce type can opener is
useful for opening juice or milk cans.
Can Opener
Skewer - A pointed wood or metal rod used

for trussing joints of meats and poultry or
for holding meat, fish or pieces of
Skewer vegetables.
Skillet - A very heavy, thick bottomed frying

pan used for pan-frying when a very
steady, even heat is needed.
Skillet
129
Safe Food Handling

The Core Four Practices
Right now, there may be an invisible enemy ready to strike. It is called
BAC (bacteria) that can make people sick. In fact, even though consumers
cannot see BAC – or smell or feel it – millions may already be invading food
products, kitchen surfaces, knives, and other utensils. But consumers have
the power to fight BAC and to keep food safe from harmful bacteria. It‘s as
easy as following these four simple steps:
CLEAN : Wash hands and surfaces often
SEPARATE : Don‘t cross-contaminate
COOK : Cook to proper temperature
CHILL : Refrigerate promptly
Activity2. KNOW YOUR KITCHEN UTENSILS

Direction: Complete the table below by providing the utensil
appropriate for the given activity. Write your answer in your
quiz notebook.
Activity Utensil
1. Cut buns into bite size pieces.
2. Drain the marinated chicken.
3. Cake icing, whipped cream, duchesse potatoes, and soft dough.
4. Pan-frying when a very steady, even heat is needed.
5. Open many different sizes of cans.
Activity 3. Principles in Preparing Appetizers
Direction: Read and analyze the following statements. Select TRUE if
the statement is correct and FALSE if it is incorrect. Write
your answer in your quiz notebook.
1. 100 guests mean making and arranging 600 or more varied appetizers.
2. Hors d‘oeuvres and canapés do keep their appearance well for a long
period of time.
3. Dry canapé bases, stored dry, keep well for several days.
4. Hot food should be kept at temperature above 71º Celsius or served
immediately.
5. Butters and spreads hold well in the cooler or refrigerator when not
covered.
Activity4. KNOW YOUR KITCHEN PROWESS
Direction: Recall any appetizer that your family is preparing during
especial or ordinary celebration at home. Present the recipe
in class.
130
Learning Outcome 2: PREPARE SANDWICHES
Objectives:
At the end this lesson, you are expected to:
 discuss principles and procedures in preparing sandwiches,
 identify ingredients according to the given recipe,
 prepare variety of sandwiches based on appropriate techniques,
 present sandwiches attractively using suitable garnishes,
condiments and service wares,
 compute the selling price and the nutritive value of a sandwich;
and,
 store sandwiches hygienically at the appropriate temperature.
Sandwich is a dish that is made practically in every household across the

world and is extremely famous among adults and the kids. Ideally sandwiches
are packed and taken to work, to school or even to picnics. Sandwich refers
to a filling stuffed between two slices of bread or even added as toppings on a
single piece of bread. (http://www.ifood.tv/network/sandwich)
Direction: In Column A are the types of sandwiches. Put a check on the
Column whether the item is a sandwich or not a sandwich.
Column B
Column A (Items) Column C (Not a Sandwich)
(Sandwich)
Hearty sandwiches
Finger sandwiches
Small, dainty sandwiches
Hot sandwiches
Clubhouse Sandwich
SANDWICHES
A sandwich is broadly defined as ―any filling on top of or between any
outer coverings.‖ The covering can be bread, rolls, muffins, or wraparound
pastry. The filling can be a salad, sliced meat or cheese, a spread, or any
leftovers you might have. Nutritionally, all four food groups (meat, vegetables
and fruits, dairy products, and grains) can fit together in one neat-to-eat form.
Sandwiches can be plain or fancy. They are limited only by your
imagination and the ingredients available. The Chinese egg roll, Middle
Eastern pita, Italian pizza, Mexican taco, and English turnover are all
sandwiches.
Despite the wide variety of sandwiches, most fall into four main
categories:
1. Hearty sandwiches – These are often referred to as lunch-box
sandwiches or picnic sandwiches, and are perhaps the most common
kind.
131
2. Finger sandwiches – Flat or rolled, these sandwiches are ordinarily

served with another dish. Therefore, they are considered an
accompaniment.
3. Small, dainty sandwiches – These are served at dressy parties and
teas. Many party sandwiches are open-faced.
4. Hot sandwiches – Examples are toasted or grilled sandwiches,
hamburgers, hot dogs, and hot roast
beef. Hot sandwiches may be served
as the main dish at meal.
Grilled Tuna Sandwich
Total Time: 30 mins
Prep Time: 20 mins Cook Time: 10 mins Servings: 4
Quantity Unit Item
4 (4 ounce) Tuna steaks (about 1 pound total weight
2 Tablespoon Olive oil, divided
½ Teaspoon Salt
½ Teaspoon Pepper
8 Slices Sourdough bread
¼ Teaspoon Cayenne pepper
¼ Cup Green onion, chopped
¼ Cup Mayonnaise
2 Tablespoon Fresh lime juice
2 Teaspoon Prepared horseradish
1 Large Tomato, thinly sliced
1 Ripe Avocado, sliced
Methods:
1. Rub tuna steaks with 1 tablespoon olive oil; sprinkle with salt and pepper evenly on each
side of the steaks. Grill, over medium-high heat, covered, for 5 minutes on each side or
until desired degree of doneness. Brush the bread slices with the remaining olive oil; grill
1 minute on each side or until golden.
2. Flake the tuna in a bowl; add in the cayenne pepper and next 4 ingredients; stir to
combine. Spread the tuna mixture on 1 side each of 4 bread slices. Lay a tomato slice
and avocado slice on top of each sandwich. Cover the remaining 4 bread slices.
Nutritional Facts for Grilled Tuna Sandwich
Calories 725.6
Calories from Fat 257 35%
Sodium 1233.9 mg 51%
Sugars 3.2 g 13%
Protein 39.4 g 78%
132
Clubhouse Sandwich
Total Time:30 mins
PrepTime: 30 mins
Cook Time: 0 mins
Servings: 8
Ingredients:
Quantity Unit Item
8 Tablespoon Mayonnaise
16 Lettuce leaves
16 Thin slices ripe tomatoes
1 Lb Crisp cooked bacon
1½ Lbs Thinly sliced roasted chicken breast
8 Slices Swiss cheese (1 ounce slices)
16 Slices good white bread (toasted or untoasted, ½ -inch
thick slices)
Methods:
1. Lay out the bread on a clean, dry surface.
2. Spread each of eight slices with 1 tablespoon mayonnaise.
3. Top each with two lettuce leaves.
4. Divide the chicken into eight portions.
5. Top the lettuce with one portion of chicken.
6. Top the chicken with two slices of tomato, then two strips of bacon, and two
slices of cheese.
7. Top each with the remaining eight slices of bread.
8. Press down gently to hold.
9. Slice in half and secure each half with a toothpick.
10. Serve with potato chips.
11. Variation: substitute challah for the sandwich bread.
Nutritional Facts for Club House Sandwich

Calories 782.9
Sugars 10.0 g 40%
Protein 53.4 g 106%
http://www.food.com/recipe/club-house-sandwich-448467
133
Measuring Utensils
Liquid Measuring Cup Timer
Dry Measuring Cup Measuring Spoons
Mixing Equipment
Mixing Bowls Rotary Beater Mixing Spoons
Preparation Equipment
Grater/Shredder Pastry Brushes
134
Sandwich craft will be easier if you remember these tips:

1. Use 2-day old bread; if it is any fresher, it will tear too easily.
2. Let spreads such as butter, peanut butter, and cream cheese come to
room temperature for easier spreading.
3. To keep bread from getting wet, add lettuce and tomato to the
sandwich just before eating it.
4. Slice or cut a large piece of meat in small pieces for easier eating. Be
sure to remove all gristle and fat.
5. Mix seasonings such as mustard, herbs, catsup, and relish with butter
or another spread for a better taste.
6. Vary the breads used. For a new taste, try cornbread with sliced ham;
banana bread with peanut butter; whole wheat with bacon; raisin bread
with cheese and apple slices; pumpernickel with tuna salad; date-nut
bread with cottage cheese.
7. Cut a sandwich in half before serving it. That makes it easier to hold
and to eat.
To make hot sandwiches

1. Toast a slice of bread; place some hot meat (such as sliced beef or meat
loaf) on top; and spoon hot gravy over all.
2. Many of the cold fillings are also good when they are served hot. Prepare
a sandwich in the traditional cold method. Then wrap it up tightly in
aluminum foil and heat in a 190 degree Celsius (375 degree Fahrenheit)
oven for about 15 minutes.
3. A grilled sandwich is another kind of hot sandwich. Prepare your favorite
cold sandwich and melt about 15 ml (1 tablespoon) of butter in a small
skillet over low heat. Add the sandwich, and cook for about 3 minutes or
until the sandwich is golden on one side. Then turn it with a pancake
turner, and cook it on the other side until it is golden. The filling will be
warm at this point.
4. Open-faced sandwiches are delicious broiled. Use whatever filling you
wish, then place a thin slice of cheese on top, and put the sandwich under
the broiler about 10 centimeters (4 inches) from the heat. Broil until the
cheese melts.
5. Hamburgers and hot dogs are also considered hot sandwiches. To make
burger, shape ground meat into a patty. Sprinkle both sides with salt and
pepper, and broil. Hamburgers can also be cooked in a greased skillet.
For a special treat, top cooked hamburger with cheese, cooked bacon,
tomato, avocado, chili, or barbecue sauce.
6. Hot dogs, or frankfurters, come precooked, and so they need to be
heated. You may want to slit them almost all the way through lengthwise
to prevent shrinking. Then cook them in a skillet, or broil them until they
are slightly brown. Some people prefer their hot dogs boiled or steamed.
135
Many ethnic foods are really hot sandwiches, too. Pizza is an open-faced
sandwich. You can make frozen pizza special by adding slices of green
pepper, mushrooms, or zucchini squash. Or top it with sardines, bits of ham,
cooked beans, or extra cheese.
To make cold sandwiches:

1. Place two slices of bread side by side on a flat surface.
2. Spread softened butter or margarine on the sides facing you. This
prevents a moist filling from soaking into the bread and making it soggy.
3. Spread filling on one of the bread slices all the way to the edges, using
about 15 to 45 milliliters (1 to 3 tablespoons) of filling for each sandwich.
4. Top with lettuce or tomato, if desired, and cover with the other bread slice.
Methods of preparing sandwiches:

1. Spreading
2. Layering
3. Piping
4. Portioning
5. Molding
6. Cutting
Spreading- involves spreading the bread with the required ‗spread‘. Use
the spread as determined by the establishment – in commercial
situations this is usually margarine (due to cost and ease of
spread ability). When large quantities of sandwiches are being
prepared, the slices are spread out on a food preparation
surface and a palette knife is used to apply the spread.
Spreading the bread with butter, margarine, etc adds flavor to
the bread and helps prevent the bread from soggy when it is
loaded with ingredients that might contain excessive moisture.
Layering- is the loading of the sandwich with the requested fillings. All
sandwiches of the same type should be ‗built‘ or layered on the
same way, every time.
Piping- is the application of a spread like mayonnaise, mustards etc. of

some form to the loaded sandwich. This is common on ‗Open
Danish‘ style. The piped sauce or condiment becomes part of
the visual appeal.
Portioning- refers to the preparation of a given number of sandwiches for a

given number of customers.
Molding- is not common in the preparation of sandwiches. It refers more

accurately to cutting and is the process of cutting sandwiches
136
into shapes, for example, for children‘s parties and special

events. Molding is used a lot with ‗wraps‘. Wraps do not make
good function food as they need to be wrapped in paper to hold
them together.
Cutting- is the process of cutting the made sandwiches. Some

sandwiches will require the crust to be removed for presentation
purposes. Commonly sandwiches may be cut into fingers, halves
and quarters. The accepted shape for halves and quarters is
‗triangles‘ but customers may request square or rectangular
shapes:
 A ‗two-point‘ sandwich is one that has been cut diagonally into
two triangles
 A ‗four-point‘ sandwich is one that has been cut diagonally into
four triangles
Precision and accuracy is vital – poor cutting can ruin the appeal of an
otherwise attractive sandwich. A golden rule when cutting is to make sure:
 sandwiches are cut all the way through
 sandwiches are all the same size when cut.
Safety and hygienic practices in storing sandwiches

Most sandwiches can be made ahead and refrigerated or frozen. To
prevent them from drying out, wrap them tightly in waxed paper, foil, or
plastic. If many sandwiches are being stored in the refrigerator at once, place
them all on a plate, cover them with a damp linen or thin towel, and then wrap
waxed paper over it all. This prevents them from drying out. If refrigerated,
sandwiches should be kept no longer than 24 hours.
An efficient sandwich maker will assemble several at once and freeze

some for future use. Wrap sandwiches for freezing tightly in plastic wrap or
foil. If you are wrapping two or more sandwiches together, make sure they all
have the same filling. Different fillings will exchange odors. Do not forget to
label and date the packages. If your freezer is crowded, it may be a good
idea to place the sandwiches in a protective box. Frozen ready-made
sandwiches may be kept about 3 weeks. You can also freeze the fillings
separately in airtight containers. Frozen fillings will keep for about 3 months.
The most satisfactory sandwiches to freeze are ones that contain sliced or
ground cooked meat or poultry, peanut butter or other nut pastes, or a cheese
spread. Do not freeze sandwiches made with mayonnaise or salad dressing.
They tend to separate and be oily when thawed. Hard-cooked eggs develop
an off flavor and become tough when frozen. Raw vegetables, such as
lettuce or tomato, should never be frozen. Cheese slices become crumbly
upon freezing.
137
To thaw a frozen sandwich, leave it in its wrapping, and let it stand at

room temperature for 2 or 3 hours. It is great to carry a frozen sandwich for
lunch since it will thaw by noon. If you thaw the sandwich filling only, place it
in the refrigerator overnight. Do not refreeze any thawed sandwich or filling.
Activity 2. TRUE OF FALSE

Direction: Read the following statements. Select TRUE if the statement
is correct and FALSE if it is incorrect. Write your answer in
your quiz notebook.
_____1.Finger food is food meant to be eaten directly using the hands.

_____2.Can opener is a pointed wood or metal rod used for trussing joints of
meats and poultry or for holding meat, fish or pieces of vegetables.
_____3.Pastry brushes are a funnel-like or cone-shaped cloth or plastic bag.
_____4.Dry canapé bases, stored dry, keep well for several days.
_____5.Finished platters should be chilled before service.
Activity 3. MATCHING TYPE

Direction: Match Column A (Characteristics) to Column B (Function).
Write the letter of your answer on your answer sheet.
Column A (Characteristics) Column B (Function)
1. Cheese and Ham Toast A. Hot Sandwiches
2. Leche Flan B. Finger Food
3. Croutons C. Topping
4. Grilled Tuna Sandwich D. Canapé
5. Lemon rind E. Hors d‘Oeuvres
6. Macaroni Salad F. Canapé Base
7. Cheese cubes G. Dessert
8. Chicken Garlic Bites H. Garnish
9. Fruit Salad I. Salad
10. Melba toast J. Toasted or untoasted
Activity 4. KNOW YOUR KITCHEN PROWESS

Direction: Recall any sandwich that your family is preparing during
especial or ordinary occasion at home. Present the recipe in
class.
138
Learning Outcome 3: PREPARE SALADS AND DESSERTS

Objectives:
 discuss principles and procedures in preparing desserts
 identify ingredients according to the given recipe
 prepare variety of salads and desserts based on appropriate
techniques
 present salads and desserts attractively using suitable garnishes,
condiments and service wares
 compute the selling price and the nutritive value of prepared salad and
dessert
 store salads and desserts hygienically at the appropriate temperature
Salad is a generic term essentially used to refer to a mixture of

vegetables, fruits, meat, pasta, seafood etc. ideally consumed as a part of a
meal. Usually made using raw vegetables, salads are known for their
freshness and healthy properties. They are mostly served cold but some, like
German potato salad are served warm. Salad recipes of innumerable
varieties, which can be categorized as entree, accompaniment, palate-
cleansing and dessert salads, are popular in different cuisines of the world
Activity 1. SALAD MANIA

Direction: Provide some characteristics that you know about salad.
Use the table below. Write your answer on your quiz
notebook.
Three Things I Know About Salad

1.
SALAD
2.
3.
Salad
Salad is a combination of well-chosen crisp vegetables or fruits with other
ingredients served with a dressing. The word salad is derived from the Latin
word ―sal‖ (salt). It originated way back in the days of Julius Ceasar, when
Romans ate greens sprinkled with salt, the sole ingredients for the dressing.
The three keys to ensuring a quality salad are:

1. The freshness of ingredient
2. Having all the ingredients blend together in harmony
3. Making sure the salad are appealing to the eye
Foundations of restaurant management and culinary arts (EBOOK)
139
TYPES OF SALAD
1. Green Salad - The "green salad" or "garden salad" is most often
composed of leafy vegetables such as lettuce varieties, spinach,
or rocket (arugula). Due to their low caloric density, green salads are
considered a common diet food. The salad leaves may be cut or torn
into bite-sized fragments and tossed together (called a tossed salad),
or may be placed in a predetermined arrangement (a composed
salad).
2. Vegetable Salad - Vegetables other than greens may be used in a

salad. Common raw vegetables used in a salad include cucumbers,
peppers, tomatoes, onions, spring onions, red onions, carrots, celery,
and radishes. Other ingredients, such as mushrooms, avocado, olives,
hardboiled egg, artichoke hearts, heart of palm, roasted red bell
peppers green beans, croutons, cheese, meat (e.g. bacon,
chicken) seafood (e.g. tuna, shrimp), are sometimes added to salads.
3. Bound Salad- A "bound" salad can be composed (arranged) or tossed
(put in a bowl and mixed with a thick dressing). They are assembled
with thick sauces such as mayonnaise. One portion of a true bound
salad will hold its shape when placed on a plate with an ice-cream
scoop. Examples of bound salad include tuna salad, pasta
salad, chicken salad, egg salad, and potato salad.
Bound salads are often used as sandwich fillings. They are popular at
picnics and barbecues, because they can be made ahead of time and
refrigerated.
4. Main Course Salads - Main course salads (also known as "dinner
salads" and commonly known as "entrée salads" in North America)
may contain grilled or fried chicken pieces, seafood such as grilled or
fried shrimp or a fish steak such as tuna, mahi-mahi, or salmon or
sliced steak, such as sirloin or skirt. Caesar salad, Chef salad, Cobb
salad, Greek salad, and Michigan salad are dinner salads.
5. Fruit Salads - Fruit salads are made of fruit, and include the fruit
cocktail that can be made fresh or from canned fruit. Although
tomatoes are considered fruits, and commonly included in salads, they
are not normally an ingredient in Fruit Salad.
6. Dessert Salads - Dessert salads rarely include leafy greens and are
often sweet. Common variants are made with gelatin or whipped
cream; e.g. jello salad, pistachio salad, and ambrosia. Other forms of
dessert salads include snickers salad, glorified rice, and cookie
salad popular in parts of the Midwestern United States.
http://en.wikipedia.org/wiki/Salad
140
Macaroni Salad
Total Time: 27 mins

Prep Time: 15 mins
Cook Time: 12 mins
Servings: 4
Ingredients: (Dressing)
Quantity Unit Item

1 cup Mayonnaise
2 tablespoon Vinegar
1 tablespoon mustard
1 teaspoon Sugar
1 teaspoon Salt
¼ teaspoon pepper
½ lb Macaroni, cook and drained
1 cup Sliced celery
½ cup Chopped green pepper
½ cup Chopped red pepper
½ cup Green onion
Methods:
1. Combine dressing ingredients.
2. Stir into remaining ingredients.
3. Cover and chill.
Nutritional Facts for Macaroni Salad
Amount per Serving % Daily Value
Calories 466.4
Sugars 8.3 g 33%
Protein 8.8 g 17%
http://www.food.com/recipe/macaroni-salad-63733
Sanitation and Quality in Salad Preparation

As with many other areas of the professional kitchen, quality and
sanitation go hand in hand. By following sanitary procedures, you are also
ensuring the quality of the salads you serve, 6-12. The following standard
procedures help ensure both quality and sanitation:
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1. Thoroughly wash all salad ingredients before using in a salad

presentation.
2. Keeping salad ingredients well chilled keeps them crisp and sanitary as
well.
3. Keep dressings containing egg or dairy products refrigerated at or below
41°F (5°C).
4. Chill salad plates before plating to avoid wilting greens and other
ingredients.
5. Use gloves or utensils to handle salad ingredients because it is ready-to-
eat food.
6. Mix tossed salads with dressing as close to service as possible.
7. Do not overdress salads. Use only enough dressing.
http://www.g-w.com/pdf/sampchap/9781605251189_ch16.pdf
Cleaning and Storing Salads

1. The key to preparing good tasting, interesting, and attractive salads is to
start with clean, fresh ingredients.
2. Always thoroughly wash greens because dirt can lodge between leaves.
3. After the greens are clean, proper storage is essential to keeping them
fresh.
4. Proper storage ensures the quality of the product served to the guest.
5. All labels on stored containers should include the name of the item,
weight, date received, name of person storing the product, and the original
use-by date if any.
Desserts
As you read about desserts, some of your learning goals will be:
 To be aware of the nutrients in different desserts as well as of the
calories they contain.
 To be aware of the many dessert products on the market.
 To know about different kinds of cookies, cakes, custards, and pies,
and to know how to prepare them.
Dessert is a typically sweet course that concludes a meal. The course

usually consists of sweet foods, but may include other items.There is a wide
variety of desserts in western cultures including cakes, cookies, biscuits,
gelatins, pastries, ice creams, pies, puddings, and candies. Fruit is also
commonly found in dessert courses because of its naturally occurring
sweetness. Many different cultures have their own variations of similar
desserts around the world, such as in Russia, where many breakfast foods
such as blint, oladi, and syrniki can be served with honey and jam to make
them popular as desserts. The loosely defined course called dessert can
apply to many foods.
142
Think of some of your favorite sweet foods. Do they include puddings,

custards, gelatin, cookies, fruit, pie, cake, and ice cream? All of these foods
fall into the dessert category.
Leche Flan
Total Time: 1 hour and 20 minutes
Prep Time: 20 minutes
Cook Time: 1 hour
Servings: 6
Ingredients:
Caramel
Quantity Unit Item
1 Cup sugar
1 Cup water
Custard
Quantity Unit Item
12 Egg yolks
1 (14 ounce) can Condensed milk
1 pint milk
1 tablespoon vanilla
Methods:
Caramel
Put sugar and water in a saucepan. Caramelize on high heat. Line loaf tin with
caramel. Be sure to line the sides of the pan.
Custard
1. Blend all ingredients in a blender. Pour mixture into caramel lined loaf pan.
2. Cover with aluminum foil. Place tin in a larger pan half filled with water. Place
pan in pre-heated oven at 375 degrees, and bake flan for about 1 hour or until
firm.
3. Place serving dish over top of loaf pan, and invert. Flan will easily plate, and the
caramel provides a wonderful sauce.
Nutritional Facts for Leche Flan
Amount per Serving % Daily Value
Calories 511.8
Sodium 144.9 mg 6%
Sugars 72.0 g 288%
Protein 13.0 g 26%
http://www.food.com/recipe/original-leche-flan-philippines-173240
143
Peach Bavarian
Total Time: 3 mins
Prep Time: 3 mins
Cook Time: 0 mins
Servings: 8
Ingredients:
Quantity Unit Item
1 (15 ¼ ounce) can Sliced peach halves in syrup
2 (3 ounce) packages Peach Jell-O or apricot gelatin
½ cup Sugar
2 cups Boiling water
1 teaspoon Almond extract
1 (8 ounce) carton Cool whip (fat free)
Additional peach (to garnish) (optional)
Methods:
1. Drain peaches, reserving 2/3 C syrup.
2. Chop peaches into small pieces and set aside.
3. In a pot on the stove, dissolve gelatin and sugar in boiling water.
4. Stir in reserved syrup.
5. Chill until slightly thickened.
6. Stir extract into cool whip and gently fold into gelatin mixture.
7. Fold peaches.
8. Pour into 6 c mold coated with Pam (use mayo to coat the dish) Chill until set.
9. Unmold and garnish with additional peaches if desired.
10. Make this in a pretty glass bowl and that work also.
Nutritional Facts for Peach Bavarian


Calories 261.0
Total Fat 7.2 g 11%
Sodium 110.5 mg 4%
Sugars 47.4 g 189%
Protein 2.2 g 4%
http://www.food.com/recipe/peach-bavarian-76703
144
Tools, equipment, utensils needed in preparing salads and desserts

Measuring Utensils
A) Liquid Measuring Cup
B) Dry Measuring Cups
C) Measuring Spoons
D) Timer
Preparation Equipments
A) Pastry brush
B) Strainer
Storing Desserts
Most desserts are eaten so quickly that you will not need to worry about
storage. In general, however, baked good stay fresher when air is kept out.
Place homemade and store-bought cookies in airtight containers, boxes, or
canisters. Cakes and pies can be covered with plastic wrap or aluminum foil
to assure freshness.
Desserts made with milk, cream, eggs, or cheese must be refrigerated. In
addition, all desserts that are purchased from the refrigerated section in the
supermarket should be placed in your refrigerator at home.
Frozen cakes, pies, and pastries should be kept in your freezer until you
are ready to use them. Then follow the package directions for thawing and
baking. All frozen dairy desserts should also remain in your freezer at all
times.
Desserts such as custards, puddings, and cakes with cream fillings or
toppings should be stored in the refrigerator.
Grading rubrics:
5 4 3 2 1
Performance Very Needs
criteria Excellent satisfactory Satisfactory Fair improvement
Prepares, Prepares, Prepares, Prepares, Prepares, No attempt to
checks and checks and checks, and checks and checks, prepare,
uses needed uses all uses most uses some and uses check and
material and needed needed needed none of the use needed
ingredients materials materials materials needed materials and
prior to actual and and and materials ingredients
activity. ingredients ingredients ingredients and prior to actual
prior to prior to prior to ingredients activity.
actual actual actual prior to
activity. activity. activity. actual
activity.
Work Systematic Systematic Systematic Never No attempt to
Application application application application follows apply
Procedure of all work of work of work systematic procedure to
procedure procedure procedure application the activity
all the time most of the some of the of given
even time with time with procedure
without minimum constant and highly
145
proper supervision supervision development

supervision on
supervision
Safety and Highly self- Self- Self- Needs to Not motivated
security work motivated motivated motivated be and totally
habits and and and motivated disregards
observes observes observes and does safety and
all safety most safety sometimes not security
and and security some of the observe precautions in
security precautions safety and safety and work
precautions most of the security security
all the time time in work precautions precaution
in work in work
Speed/Time Finished Finished the Finished the Finished No work at all
the work work on work close the work
ahead of time to given time beyond the
time given time.
Direction: Identify the word/words described by the following
statements. Use your answer sheet to accomplish this
activity.
1. A combination of well-chosen crisp vegetables or fruits with other
ingredients served with a dressing
2. Lunch-box sandwiches or picnic sandwiches
3. Flat or rolled, these sandwiches are ordinarily served with another dish.
4. Common variants are made with gelatin or whipped cream; e.g. jello
salad, pistachio salad, and ambrosia.
5. Also known as "dinner salads".

Direction: Recall any salad that your family is preparing during especial
or ordinary occasion at home. Present the recipe in class.

Direction: Recall any dessert that your family is preparing during
class.
146
Let’s Do it!
Activity 5. COOKING TIME

Direction: Form a group. Each group will prepare variety of appetizers
from the different recipes considering the cultural
background and condition of the patient.
Activity 6. PRESENTATION TIME

Direction: Create and present appetizers attractively using appropriate
accompaniment, garnishing and serving portion.
Enhancement activity
A. Analysis
Direction: Check only practices that contribute to the spread of disease.
Use your answer sheet in accomplishing this activity.
1. _____sharing hairnet and face mask for economy
2. _____washing hands before and after using the toilet
3. _____cooking fish, shellfish, and meat thoroughly
4. _____coughing and sneezing at public places without cover
5. _____patronizing eateries along sidewalks
B. Developmental Activity
1. Name your Kitchen Partners

Do oral response on the different tools, equipment and utensils that your
teacher will present to you. Be ready with your kitchen partners.
2. Simulation
Dress and act like a real caregiver and perform what is being assigned to
you. Listen to the instruction to be given by your teacher.
Example:
Perform proper way of using certain tools. Show some techniques.
147
Integration
1. Cut and Mount

Compile pictures of the tool, equipment and utensils in preparing
appetizers. Group the utensils according to the classification and its uses.
2. Keeping Safe and Hygienic

Ask learners to answer questions regarding food handling and hygienic
practices.
Let’s See How Much You Have Learned

Post Test I
I. MULTIPLE-CHOICE
Direction: Choose the letter that is best described in phrases or
statements. Use your quiz notebook to accomplish the
activity.
1. Reason of a physician to order a therapeutic diet

A) decrease calories for weight control.
B) correct nutritional status.
C) restore nutritional status.
D) All of the above
2. A ―No Added Salt‖ (NAS) diet
A) is a regular diet with no salt packets on tray
B) provides regularly seasoned food
C) is nutritionally adequate
D) All of the above
3. A diet that is sometimes called a ―special diet‖
A) nutritional diet
B) therapeutic diet
C) slim diet
4. LS means
A) Less Sugar
B) Low Sugar
C) Low Sodium
5. A book that describes the food restricted or allowed on a diet
A) Medical Manual
B) Diet Manual
C) Diet Log
148
II. FILL-IN THE BOXES

Direction: Put the following ailments inside the corresponding diet
boxes. Write your answer in your quiz notebook.
1. ulcer 6. diabetes
2. sever toothache 7. hypertension
3. vomiting 8. kidney disease
4. heart ailment 9. diarrhea
5. gout 10. gall stone
Liquid Diet Soft Diet Low-salt Diet
Low-fat Diet Low-sugar Diet
III. IDENTIFICATION
Direction: Identify the word/words described in the following statement.
__________1. This includes appetizer, sandwiches, salads, and dessert.
__________2. This is the usual base for making sandwiches.
__________3. It is a layered sandwich in which different ingredients like
patties, cheese, tomato, lettuce, and mayonnaise are used as
filling.
__________4. These are combination of well-chosen crisp vegetables or
fruits with ingredients served with dressing.
__________5. The common ingredients of salad are cucumber, pepper,
tomato, onion, spring onion, carrot, celery, and radish.
__________6. This is commonly known as ―entrée salads‖.
__________7. Common variants of this salad are made with gelatin or
whipped cream.
__________8. This is the appropriate temperature for dressing containing
eggs or dairy products.
__________9. This is done before plating to avoid wilting greens and other
ingredients.
__________10. They are favorite sweet foods which include pudding, custard,
gelatin, cookies, pies, cake, and ice cream.
149
IV. TRUE OR FALSE

Direction: Analyze the following statements. Write the word TRUE if the
_____1. Only a Physician, Physician‘s Assistant or Nurse Practitioner can
order a therapeutic diet.
_____2. A ―No Concentrated Sweets‖ (NCS) diet includes regular food
without the addition of sugar.
_____3. A diet manual should only be used by trained nursing staff.
_____4. A therapeutic diet is a meal plan that controls the intake of certain
food or nutrients as part of the treatment for a medical condition.
_____5. A regular diet has no restrictions.
150
Quarter II
Overview
This lesson describes the performance outcomes, skills and knowledge
required to prepare and cook various vegetables, fruit, eggs and farinaceous
dishes following standard recipes appropriate to the intended beneficiary/ies.
Hence, it requires the ability to select and prepare ingredients, and to use
relevant equipment and cookery methods. Moreover, you will also be
accomplishing activities that are very vital in achieving the objectives set forth.
In like manner, you will be exposed to a range of hot meals (Egg Dishes,
Pasta Grain, and Farinaceous Dishes).
In the end, you are expected to present output as part of the requirement
in this quarter.
Objectives:
 Discuss principles, procedures , and ingredients in preparing hot
meals - Egg Dishes, Pasta Grain, and Farinaceous Dishes
 Prepare and present a range of cold meals; and,
 Store appetizers hygienically.

Pretest II
Test 1. MULTIPLE-CHOICE
Direction: Read each questions carefully. Using a quiz booklet, write
the letter that corresponds to your answer in each question.
1. Which of the following refers to coddling an egg?
A. Egg is broken into a small cup
B. Egg is boiled whole
C. Egg is simmered in water
D. Egg is mixed with milk/cream and sweetener
2. Which of the following refers to ―al dente‖ in pasta cooking?

A. Pasta is white and soft B. Pasta snaps when chewed
C. Pasta is soggy D. Pasta is firm and chewy
151
3. This refers to food made from mixture of flour, sometimes with eggs that
are formed into different shapes.
A. Cereal B. Pasta
C. Rice D. Corn
4. Which of the following symbolizes life and fertility?
A. Rice B. Corn
C. Barley D. Wheat
5. Which of the following is considered a cereal?
A) Barley B. Rice
C) Oats D. Wheat
D)
A. A & B only B. C & D only C. A and C D. All of the
above
Test II. TRUE OR FALSE
Direction: Read each questions carefully. If the statement is correct,
write the word TRUE and if the statement is incorrect, write
FALSE. Write your answer in your quiz booklet.
______ 1. Omelet is beaten egg, cooked, and rolled into a cigar shape or
folded into a flat half circle.
______ 2. In cooking over easy, the egg is flipped when the whites are
75% set.
______ 3. Freezing is the best storage for uncooked grain.
______ 4. Eggs are not cooked in microwaves.
______ 5. Whole-grain cereal can provide additional fiber.
______ 6. Cereals are not used to make alcoholic beverages.
______ 7. Animal feeds are purely made of flour.
______ 8. Hardboiled egg is cooked for 3 to 4 minutes.
______ 9. Uncooked grains are tough and may be indigestible.
______ 10. In cooking pasta, oil should be included when boiling.
***
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LESSON 1: PREPARE HOT MEALS
Learning Outcome 1: PREPARE EGG DISHES
Objectives

 discuss the principles and procedures in preparing egg dishes,
 prepare variety of egg dishes based on appropriate techniques,
 present egg dishes attractively using suitable garnishes, condiments
and service wares,
 compute the selling price and the nutrient value of an egg dishes; and,
 store egg dishes hygienically at the appropriate temperature.
Egg refers to poultry or fowl products. Eggs may be prepared in various

ways. Eggs may be beaten cooked in its shells, fried or poached or may be
combined with other dishes. In baking, it acts both as an emulsifier and
leavener.
Activity 1. NAME THAT EGG DISH

Direction: Complete the boxes below by filling in the different egg
dishes that you know. Write your answer in your quiz
notebook.
Different Egg
Dishes
153
Eggs
The eggs protective coating or mucin layer which aids in the maintenance
of its freshness by covering the small holes in the shell is called bloom.
During washing, bloom is removed, therefore it is not advisable to wash eggs
prior to storage unless it is very dirty. Removal of mucin will expose the holes
making the egg susceptible to bacterial penetration and dehydration, thus
hastening deterioration of its quality.
Storage
Eggs should be stored properly to prevent increase in alkalinity and
bacterial growth. They should be stored in a cool, dry place to retard
deterioration as enzymatic activity is greater in room temperature.
Methods in preparing egg dishes

 Egg cooked in a shell
Hard and soft cooked eggs are cooked this way. Simmer eggs only
and not boiled to prevent over coagulation which would cause the eggs to
be tough. The maximum cooking time for eggs in shell is 20-25 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, yolk 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 albumin is high. It may also be a result of cooking
too long at high temperature. To avoid this, fresh eggs should always be
used. Eggs should be cooked within minimum period and cooled
immediately in running water after cooking.
 Eggs prepared out of the shell
This method involves breaking the egg and using both the yolk and
the white during cooking. Poaching, frying, and the process of making
scrambled eggs or omelette are some of the common methods done.
 Eggs as a thickening agent and binder
When used as a binder or thickener due to the presence of proteins,
the hydrophilic colloids of yolk and whites are converted into a
hydrophobic colloid thus turning it into gel.
 Eggs as leavening agent
Baked products such as sponge cakes, chiffon cakes, meringues, and
sufflés make use of eggs as leavener resulting in a light, airy texture. This
is done by the incorporation of air during the egg beating. Foam is formed
when the albumin surrounds a colloidal system of air bubbles. When
beating egg whites, overbeating must be avoided as it tends to stretch the
albumin and would result in a dry, watery appearance.
154
Methods in preparing egg dishes

Dry-heat preparation
 Frying – a frying pan, a sauté pan (omelet pan), or even a griddle can be
used to fry eggs.
o Fried eggs
 Sunny-side up – the egg is cooked until the while is set and the
yolk is still soft. The egg is not flipped. This egg preparation may
not be sufficient to eliminate bacteria.
 Over easy – the eggs is flipped over when the whites are 75%
set. Cooking continues until the whites are completely cooked
but the yolk is still soft.
 Over medium – the same as over easy, except that the yolks
are partially set.
 Over hard – the same as over easy, except that the yolks are
completely set.
o Scrambled egg – scrambled eggs are beaten while raw until well
blended and may be seasoned with salt and pepper or other
seasoning. Liquid in the form of milk, cream or water may be added
to impart more body and/or flavor and a soft, creamy texture. The
added liquid, a tablespoon or less for each egg, creates steam
during cooking, which lifts the eggs and makes them lighter and
fluffier. Too much liquid makes the egg watery and forms small,
tough, curd-like masses.
o Omelete – this is when eggs are beaten,

cooked, and rolled into a cigar shape or folded
into a flat half circle.
http://www.ihop.com/menus/main-
menu/omelettes
Plain omelets – consist of whole eggs, cooked and seasoned as desired,

and poured into a prepared pad heated in medium-high. Once the mixture is
in the pan, the heat is lowered to medium, and the mixture is not stirred.
Uncooked portions are allowed to cook by lifting the edges of the omelet with
a spatula so the runny mixture flows underneath. When the top is firm, the
omelet can be folded in half, rolled and folded over itself, or rolled and slid
into a dish. If filling is added, they are placed on top of the omelet just before
it is folded.
o Baking – eggs and other ingredients leads to several different egg

dishes
 Shirred eggs – these are whole eggs that are baked and
served in individual dishes. The egg is cracked, gently
placed in a cup from which it can be rolled in a container
coated with butter or margarine, and then baked in an oven
at 350oF (177oC) until cooked.
155
 Meringue – this is an egg white foamed used in dessert

dishes as a pie topping, a cake layer, or a frosting. Meringue
are made by whipping eggs white into foam and adding
sugar, the amount of which determines the meringue is soft
or hard.
 Soufflé – this is a modified omelet. The main ingredient of a
soufflé are a thick base generally made from a white sauce
or pastry cream, an egg-foam, and flavoring ingredients.
 Moist heat preparation
o Hard and soft boiled – although the term ―hard-boiled eggs‖ is

commonly used, eggs should actually be simmered and never
boiled, because it will become tough and rubbery. The high heat of
boiling also transforms the iron in the egg yolk into ferrous sulfide,
causing the greenish-black color and unpleasant flavor to be found
in the yolk of overly hard-cooked eggs.
 Hot-start method: the water is heated to boiling and then the
eggs are completely immersed in the boiling water. The heat
is immediately reduced to simmer, and the eggs are cooked
for 3-15 minutes, depending on the desired doneness:
Soft – 3 to 4 minutes
Medium – 5 to 7 minutes
Hard – 12 to 15 minutes
The cooked eggs are drained and then rinsed in cold running
water to stop further cooking from residual heat.
 Cold start method: the eggs are placed in a sauce pan with
enough cold water to cover them by at least an inch. The
water is brought to a boil, immediately lowered to simmer,
and the eggs are then cooked to order:
Soft – 1minute
Medium –3 to 5 minutes
Hard – 10 minutes
Another way to prepare hard-cooked eggs from a cold start

is to remove the pan from the heat as soon as the water
boils, cover it tightly, and let it stand for 20 minutes. Cold-
start eggs are less likely to crack during cooking.Once
cooked, eggs can be cut into slices or wedges using a slicer
or a wedger. Dipping the knife in hot water before slicing
keeps the hard-cooked eggs from falling apart.
156
o Coddling – eggs are prepared by breaking an egg into a small cup,

called a coddler, made of porcelain or heat-proof glass with a
screw-on top, and submerging the whole coddler in simmering
water until the egg is cooked. The coddler should be buttered or
greased before adding the raw egg.
o Poaching – eggs are poached by being cracked and simmered in

enough water to cover the egg by at least twice its depth. The well-
poached egg should have a firm yolk and intact white. Poached
eggs are cooked for 3-5 minutes, removed with a slotted spoon,
drained, trimmed of any streamer, and served immediately.
o Custard – these are mixtures of milk and/or cream, sweetener

(sugar and honey), flavorings (vanilla, nutmeg, etc.), and eggs or
egg yolk. Custard is thickened by the coagulation of egg protein
during cooking. These egg proteins denature when heated and
recombine to form a network of sets or coagulates, at the right
temperature to form the solid gel of custard. All custard dishes are
very susceptible to microbial contamination and should be covered
and refrigerated as soon as possible after preparation. Custard
should be baked at 350oF (177oC) until a knife inserted in the
middle of a cup comes out clean; about 23-25 minutes for custard
cups and 35 to 40 minutes for a casserole-size dish.
o Microwaving – eggs are cooked rapidly in a microwave oven, so

special caution should be taken to avoid overcooking.
Manufacturer‘s instructions should be followed for microwave egg
cooking.
Other egg dishes
Egg dishes have a lot in common, and many cultures have developed
egg dishes. Because eggs do not have a strong taste, they are all useful for
conveying other combinations of flavors. In addition, their unique protein
composition, which starts out fluid, but when heated rapidly, develops a
structure that supports other ingredients and is very useful in creating many
different kinds of dishes (Dolson, 2013).
Frittatas
This is an Italian version of an omelet. Several portions are
usually cooked at once. Small cubes of cheese if added in
a frittata will melt during cooking and create yummy little
cheese pockets.
http://www.bbcgoodfood.com/recipes/4771/
squash-sage-and-gruyre-frittata
157
Quiches
A quiche is essentially baked custard (savory
rather than sweet) in a pie shell. It usually
includes cheese, as well as other ingredients.
Since it is custard, it is more delicate in
consistency than a frittata. This is because it is
made with more liquid than eggs, traditionally 2 to
3 eggs per cup of liquid (traditionally cream), but
this is less usual these days), although you see
http://blog.fatfreevegan.com/2006/12/mini-crustless-
tofu-quiches.html
recipes with more eggs.
Stratas
Stratas are egg, cheese, and bread casseroles
that puff up when baking. They are usually not a
low-carbohydrate dish, although you can make
them with low carbohydrate bread. A strata has
the same ratio of liquid to eggs as a quiche,
although traditionally milk is used, not cream.
http://challengedairy.com/recipes/breakfast-
foods/ham-and-broccoli-strata
Egg Casseroles
These are usually some combination of egg and cheese, but either
with flour added to the milk, or with a more solid dairy product such as sour
cream or yogurt. They are heartier than a quiche, probably leaning more
towards a stratum in texture.
Safety tips
The chances of an egg being internally contaminated are relatively low,
less than 1:10,000 commercial eggs. It is more common for contamination to
occur during handling and preparation after the egg has been removed from
its shells. Eggs are excellent breeding grounds for microbes, and can become
internally contaminated from a hen with a salmonella enteritidis, or from
absorbing bacteria through the pores. The latter can occur if the eggs are
boiled and then cooled in the presence of infected water or an infected food
handler. Externally, the eggs may also be exposed to salmonella enteritidis by
fecal contamination during egg lying.
According to the Centers for Disease Control and Prevention (in Brown,
2011), implicated eggs as the source for 73%of Salmonella enteriditis
outbreak and there is an increased possibility that listeria monocytogenes,
which can grow at refrigerator temperatures and has already been observed
on whole eggs, may also contribute to future outbreaks.
158

Direction: Recall any egg dish that your family is preparing during
class.
Let’s Do it!

Direction: Group yourselves into five with four or five members. Each
group will prepare variety of egg dishes from the different
recipes considering the cultural background and condition of
the patient.

Direction: Create and present an egg dish attractively using appropriate
accompaniment, garnishing and serving portion. Present the
output in class.
159
Learning Outcome 2
PREPARE PASTA, GRAIN, AND CEREAL DISHES
Objectives:
 discuss the principles and procedures in preparing pasta grain and
farinaceous dishes,
 prepare variety of pasta grain and farinaceous dishes based on
appropriate techniques,
 present pasta grain and farinaceous dishes attractively using suitable
garnishes, condiments and service wares,
 compute the selling price and the nutrient value of a pasta and
farinaceous dishes; and,
 store pasta grain and farinaceous dishes hygienically at the proper
temperature.
Pasta is a food made from a mixture of flour, water, and sometimes eggs
that is formed into different shapes (such as thin strips, tubes, or shells) and
usually boiled (Merriam-Webster, 2014).
Activity 1. NAME THAT DISH

Direction: Complete the boxes below by filling in the different pasta,
grain, and cereal dishes that you know. Use your quiz
notebook for your answer.
Different
Pasta Dishes
Different
Grain Dishes
Different
Cereal Dishes
160
Types of Pasta
1. Long pasta
 Capelli d' Angelo - this very fine noodle, also known as angel hair
pasta, is excellent with soup or butter sauces
 Spaghetti - arguably, the most famous of all pasta forms. Spaghetti is
round strands that are excellent with various sauces.
 Capellini - is a thinner version of spaghetti. Its delicate shape makes it
perfect with light and spicy sauces such as tomato, fish and oil-based
sauces.
 Linguine - this is thin, slightly flattened pasta that look like a tongue,
thus its name. It is often served with oil, butter, and thin sauces.
 Bucatini - this thin, hollow pasta tube goes well with vegetable and
cheese sauces, pesto and pancetta.
 Bucatoni - is the slightly fatter version of bucatini. As with bucatini, this
is ideal with robust sauces.
 Fusilli Lunghi - this long coil-snapped pasta is suited to chunky sauces.
They are a classic match with neopolitanragu and can be used in
baked pasta dishes.
2. Ribbons
 Fettuccini - also known as trenette. Fettuccine is suited to medium
heavy and rich sauces.
 Tagliatelle - this is slightly wider than fettuccine and it is the classic
partner of the bolognese sauce. It can also be combined with rich,
hearty sauces.
 Pappardelle - these are very wide ribbons, also called larghissime,
which either could be straight edged or saw- edged.
 Tagliolini - perhaps one of the thinner ribbons, tagliolini is usually
served with sauce or broth.
3. Tubes
 Penne - the word penne means pen which this pasta resembles
because it is quill-like shape. It may be smooth (lisce) or ridge (rigate)
and is available in various sizes. The ridges and cavities of this type of
pasta make it a perfect vehicle for cream and meat sauce.
 Cavatappi - these corkscrews which are larger version of the fusilli, go
well with a variety of sauces which cling the pasta's ridges and holes
 Maccheroni/macaroni – generally the term maccheroni or macaroni
refers to a variety of tubular pastas. They can be served with medium
and hearty sauces or in soups.
 Rigatoni – these are large, grooved tubes, which go well with meat
sauces, fresh tomato sauces, and vegetable sauces.
4. Special forms
161
 Farfalle – these are flat rectangular noodles that are pinched in the
center to form bowties. Farfelle is excellent with oil-based sauces,
butter sauces, cheese sauces and tomato-based sauces that are
trapped within the folds.
 Conchiglie – are ridged shells that are available in a variety of sizes,
with the smallest ones in soups; the middle-sized ones, with sauces;
and the largest ones, stuffed. These are suited to tomato, meat, and
butter sauces.
 Orecchiette – so-called because they resemble little ears; orecchiete is
traditionally hand-made from eggless pasta dough. It is usually served
with vegetable sauces, thick sauces, soups, and ragu.
 Fusilli corti – these are like short springs that are perfect with chunky
sauces and vegetable sauces that wrap around their shape.
 Route de carro – these cartwheels, which originate from Sicily, are a
good match with vegetable sauces, meat, and cheese sauces that are
trapped within their ―spokes‖.
5. Stuffed pasta
 Lasagne – these are long past sheets, which are prepared by layering
them with meat or vegetable filling and baked them.
 Raviolini – also known as Agnolotti, these are usually meat-filled but
may also be stuffed with other types of fillings.
 Tortelli – these are square pasta pillows usually stuffed with a spinach-
ricotta mixture and served with a simple buttered tomato sauce.
 Tortellini – these stuffed little pasta rings contain meat or cheese and
are usually served with cream sauces or with broth.
 Cannelloni – different kinds of fillings can be spread on these
rectangular pasta sheets. They are then rolled up and baked.
6. Colored pasta
 Plain – made from eggs, flour, salt and sometimes, oil, plain egg pasta
remains in a class of its own. It usually accompanies cream sauces,
with its color ranging from pale to rich yellow.
 Spinach – it is made by adding chopped cooked pasta to the eggs in
the pasta dough mixture.
 Tomato – the color of red pasta is achieved by the addition of tomato
purée or concentrate to the basic fresh pasta recipe.
162
Preparation of pasta
 Moist heat preparation
The following are the ingredients and their proportions when
cooking pasta:
- 3 liters water
- 1 tsp salt
- 250 grams pasta
When cooking pasta use a saucepan large enough for the pasta to
move around. Boil water. Once boiled, stir in the salt and slowly add the
pasta, making sure that all of the noodles are covered with water. This is
to ensure uniform heating of the noodles. Adding of oil is not advisable
since this hinders the sauce from clinging to the pasta.
Replace the lid of the cooking pot to facilitate re-boiling of water.

Remove the lid when the water has boiled. Stir the cooking noodles once
or twice only. Periodically check if the pasta is cooked.
Pasta must be cooked until it is firm to the bite it "al dente". This
stage is reached when the pasta can be easily cut by pressing with a fork
against the side of the pan or by actually biting on a strand to be sure that,
the pasta feels firm and chewy.
For most regular pasta, cooking time is approximately 10 minutes,

but fresh pasta and Asian noodles can take as little as 3 minutes.
Pasta should be drained immediately before serving using a

colander. It should never be rinsed in cold water unless it will be used for
making salad. Rinsing it will remove its starchy cooking which enables the
sauce to cling to the noodles.
Pasta should be slightly undercooked if it is to be stir-fried; baked or
added to soup, stew or casseroles.
Storage of Pasta
 The storage of pasta depends on whether it is dried, fresh or cooked.
o Dried pasta should be tightly wrapped and stored in a cool, dry
place.
o Fresh pasta should be kept in refrigerator until the expiration or
―used by‖ date.
It will be at its best for about a week and will keep in the
freezer for a month. Fresh pasta is modified-atmosphere
packages may last up to 120 days, but there is an increased risk
for microbial contamination because of the long storage time.
163
Additional ingredients often found in fresh Asian noodles reduce

their keeping time in the refrigerator to 2 days.
o Cooked pasta will keep for 2 to 3 days in the refrigerator and is
easily reheated in the microwave oven under vented plastic wrap or
by placing it in a pot of boiling water for half a minute.
Farinaceous Dishes
Farinaceous - consisting or made of meal or flour (Oxford dictionaries, 2014).
Cereals
Cereals – A grain used for food, for example wheat, maize, or rye (Oxford
dictionaries, 2014). Grains are the world‘s famous food crops, and
there are numerous varieties.
Several of the many varieties of grains

 Millet – the seed of an annual, gluten-free grass that is widely eaten as
a cereal in Africa and Asia. It is also used as a source of starch.
 Corn – indigenous to Mexico, corn is one of the most important cereals
in the form of grain, meal, and flour. It is used to make corn bread and
hominy, and is also an important source of starch and cooking oil.
 Wheat – thought to have first cultivated in the Nile Region, it is the
source of the highest-quality bread and baking flour. There are many
different varieties: the durum wheat type is best known in making
pasta.
 Oats – native to central Europe, oats are used to make oatmeal and
flour, and are often added to cakes and cookies.
 Barley – indigenous to the East, barley is used for making malt liquor,
as a side dish similar to rice, and also in soup.
 Masbati rice – grown in the foothills of the Himalayas, the narrow long-
grained rice is one of the finest. It should be soaked before cooking,
and is the best rice to eat with Indian food.
Structure of grain
http://medicologia.info/2012/10/sfaturi-prevenirea-cancerului-alimentatie/
164
Uses of Cereal Grains

 Flour is a fine powder obtained from crushing the endosperm of the
grain. In case of whole grain flours, the bran and germ are also milled
into the flour. Flour is used to make breads and an assortment of other
baked products, such as biscuits, rolls, crackers, pretzels, cookies,
cakes, and pastries. It also plays an important role as a thickener.
 Pasta comes in variety of shapes, and is sold in both dried and fresh
forms.
 Breakfast cereals are the form of dry cereal as a vegetarian
replacement for traditional breakfast of ham, eggs, sausages, etc.
Nutrient content: a cup of cooked cereal, grain, or pasta contains about
160 calories (kcal), 30 grams of carbohydrates, 6 grams of protein,
some vitamins, and minerals (thiamin, riboflavin, niacin, vitamin B6,
pantothenic acid, folate), and a trace of fat. Whole-grain products
provide additional fiber.
 Alcoholic beverages are done through the process of ―fermentation‖.
Example: rice to make sake, a Japanese wine; rye, barley, or corn may
be used in brewing beer or distilling liquors.
 Animal feeds – grains are important in manufacturing livestock and pet
feeds. Many dried dog foods list ground yellow corn as the first
ingredient on their label.
Types of cereal grains:
Wheat Faro and Spelt Rye New waves of grain:

Rice Millet Other grains: Amaranth
Corn Sorghum Triticale Buckwheat
Barley Oats Kamut Quinoa
Rice – over half the world‘s population relies on rice as a staple food. It has 8
amino acids in balanced proportions. In Asia, where 94% of the world‘s
rice is produced, rice is so important that it is a symbol of life and fertility.
This is why rice is sometimes thrown at the bride and groom at a wedding.
Classification of rice
 Long-grained rice
Long-grained rice is rich in amylase. It absorbs more water and is
gelatinized at a higher temperature. If properly prepared, it retains
its shape well as it swells.
 Medium-grained and Short-grained rice
Short-grained rice is high in amylpectin. It is cohesive and sticky,
tends to split on ends and becomes less distinct in outline.
165
Forms of rice
White rice Instant rice Glutinous rice Rice bran
Converted rice Brown rice Specialty rice Wild rice
Corn – over 50% of the world‘s corn is grown in the United States. It is native
to Americas, where fossilized corn pollen grains found near Mexico City
have been estimated to be over 80,000 years old.
Corn classification – corn is classified according to its kernel type and by its
color. Yellow and white predominate, but there are also red, pink, blue,
and black corns as well as corn bands or stripes.
Dent corn Flint corn Flour corn
Sweet corn Popcorn Pod corn
Forms of corn
Corn on the cob and kernel corn Cornmeal Corn oil
Hominy Corn starch
Hominy grits Corn syrup
Preparation of Cereal Grains

Cereals in their natural form are nearly indigestible. The hardouter
covering of the seed of these grasses prevents their immediate consumption
and can even break a tooth.
Moist heat preparation: boiling/simmering
 Pre-prep - whole grains are first rinsed thoroughly prior to cooking to
remove any dirt or insect part. Cooking the grain – the most common
method is the ―absorption method‖. The grain is added to a
measurement amount of boiling water. Salt is added in the ratio of ¼
teaspoon per cup of uncooked grain to provide flavor. The pan is then
covered, and the water is brought back to boil. The heat is then
immediately reduced, and the contents are allowed to simmer
(covered) for the remainder of the preparation time. The steam cooker
simplifies the process because the only step consists of adding the
grain, unheated water, and seasoning to the container, which regulates
the temperature as needed to produce perfect rice. Regardless of
which method is used, water is absorbed, after which the rice finishes
cooking through the trapped steam.
 Grain consistency – a pan is used, adding the grain to hot water results
in fluffier product; adding cold water yields a sticker grain. Stirring also
affects stickiness. The grain is initially stirred only as much as is
necessary to disperse it and the salt evenly in the water. Stirring can
be avoided by pouring the grain in a zigzag fashion over the entire
surface of the boiling water for a more even distribution.
 Determine doneness – after the minimum amount of covered cooking
time has passed, the grains are tested for doneness by tasting. The
166
grains should be tender but should have a slight resistant core.

Undercooked grains are difficult to chew and have a starchy, raw
flavor. Overcooked grains may form a mushy, formless mash. Too
much water contributes to stickiness, sogginess, and loss of nutrients,
but insufficient water causes dry, toughened textures, and may even
allow the grain to burn.
 Standing time – once cooked, the grain should stand for 10-15
minutes. The standing time allows steam to further separate the
granules, creating a light, airy texture. To further this goal, after
removing the saucepan from the heat, a fork can be used to fluff the
grain by gently and quickly forming a pyramid with the grain in the pan.
The fork handle is inserted into the pile in four places, moving it back
and forth each time to create ¼-inch tunnel for steam to escape from
the pyramid. Placing a paper towel flat over the pan and then covering
the pan with its lid allows the paper towel to absorb the rising steam. A
modified version of this method is often used in the Middle East to
ensure a light and fluffy grain.
Storage of cereal grains
Dry
Dry grains, freed of their bran and germ, are best kept in airtight
wrappings or containers in a cool, dry area free of rodents, insects, and other
pests. Moisture is the biggest contributor to the deterioration of grains. The
relative humidity in the environment determines the grain‘s moisture content,
as grains take up moisture until equilibrium is reached with the atmosphere‘s
water vapor. Once opened, packages should be tightly resealed or the grain
placed in another airtight container that will protect it from air or animal
invasion. Most grains, when stored properly, will keep for 6 to 12 months.
Refrigerated
Whole grain should be refrigerated in airtight containers to retard rancidity
and prevent mold growth, which can be caused by moisture. Usually, only
whole and cooked grains are refrigerated. Cooking whole grains will keep up
to a week if they are tightly covered. The best way to reheat grains is in a
microwave oven or in a covered saucepan on top of the range with about 2
tablespoons of water added for each cup of grain.
Frozen
Cooked whole grain can be frozen for future use if they are tightly
wrapped or placed in airtight containers. Uncooked grains should not be
frozen because freezing alters the protein structure in such a way that any
baked products made from the grain will not rise as high.
167
Nutritional contribution of cereals

Cereals contain some amount of vitamins B and a considerable amount of
protein, especially if eaten in large amounts. They are rich source of starch
and have low fat content if the germ has been removed.
Starches
Starches, the reserved carbohydrate of plants, have several functions in
food preparation. It can be used as thickener in sauces and as a stabilizer for
beverages and dressings. It also provides the structural framework of baked
products. It is a gelling agent for food items such as rice cakes, and can be
used for dusting or coating bread and biscuits, as well as helps retain
moisture in fillings and candies.
Examples of starch cookery

Starch is cooked in many ways. It is primarily used for thickening soups,
sauces, and gravies; and for gelatinizing puddings.
White sauces
The general procedure for making white sauce is to first melt the fat before
thoroughly blending in the flour. Cold milk is then added and blended well
with the starch by constant stirring, usually, with a whisk. A well-prepared
white sauce should be smooth, well seasoned, and should have an
appropriate viscosity for the type being prepared.
Gravy
The preparation of gravy varies according to the type of dripping used.
Dripping are fats or liquid that accumulates after the meat has been fried,
roasted, baked, or steamed.
Cream soups
A cream soup is based on a thin white sauce also called béchamel sauce
mild that has been thickened with roux, with heavy cream added as a
finishing touch. The solids could either be strained or puréed and returned
to the soup. Straining is done to ensure a velvety-smooth texture. The
consistency should be similar to that of heavy cream.

Direction: Recall any pasta, grain and cereal dish that your family is
preparing during especial or ordinary occasion at home.
Present the recipe in class.
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Let’s Do it!

Direction: Have a group. Each group will prepare variety of pasta, grain
and cereal dishes from the different recipes considering the
cultural background and condition of the patient.

Direction: Create and present pasta, grain and cereal dishes
attractively using appropriate accompaniment, garnishing
and serving portion.
Individual Activity:
1. Watch the following video on how the egg/pasta dishes are prepared.
a. Egg dishes
 Scrambled eggs: http://allrecipes.com/video/14/how-to-scramble-
eggs/detail.aspx
 Frying an egg:http://www.youtube.com/watch?v=Z1wjhJaAC4Y
 Frittata: http://www.youtube.com/watch?v=8gQjVrAwvLs
b. Pasta dishes
 Spaghetti: http://www.youtube.com/watch?v=u0p_dBCEDs4
c. Cereal dishes
 Corn: http://www.youtube.com/watch?v=Lc3Rm2kSWQ4
2. Answer the following questions after watching the videos:
a. What are the ingredients needed to prepare each of the egg
dishes given?
b. What are some tips to note when preparing each specific
egg/pasta/cereal dish?
c. What do you think are other ways to make the egg
dish/pasta/cereal dish more appropriate for Filipinos?
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GROUP ACTIVITY
Direction: Prepare dishes that are appropriate for a person who needs
to have a high caloric, high fiber and diet/meal (breakfast,
lunch and dinner) using eggs, pasta, and cereals.
1. Grouping should be 5-8 students per group.
2. Create a meal which is high caloric, high fiber and diet/meal (breakfast,
lunch and dinner) using eggs, pasta, and cereals.
3. Compute for the caloric content of the planned meal.
Grading Rubrics
5 4 3 2 1
Performance Very Needs
Criteria Excellent satisfactory Satisfactory Fair improvement
Prepares, Prepares,
Prepares, Prepares, Prepares, No attempt to
checks, checks, and
checks, and checks, and checks, and prepare, check
and uses uses all
uses most uses some uses none of and use
needed needed
needed needed the needed needed
materials, materials,
materials, materials, materials, materials,
ingredients ingredients
ingredients ingredients ingredients ingredients prior
prior to prior to
prior to actual prior to actual prior to actual to actual
actual actual
activity. activity. activity. activity.
activity. activity.
Systematic Systematic
Systematic Never follows
application of application of
application of systematic No attempt to
work work
Work all work application of apply
procedure procedure
Application procedure all procedure and procedure
most of some of
Procedure the time highly to the
the time the time
even without development activity
with with
proper on given
minimum constant
supervision supervision
supervision supervision
Self-
Highly self- Self- motivated and Not motivated
Needs to be and totally
motivated motivated and observes
motivated and disregards
and observes sometimes
Safety and does not safety and
observes all most safety some of the
security observe safety security
safety and and security safety and
work habits and security precautions
security precautions security
precaution in in work
precautions most of the precautions
work
all the time time in work some of the
time in work
Finished the Finished the Finished the Finished the
Speed/Time work ahead work on work close to work beyond No work at all
of time time given time the given time.
Integration
In what ways can emotions affect eating?
How can you make meals more pleasant?
170
Post Test II
I. MULTIPLE-CHOICE
Direction: Read each questions carefully. Using a quiz booklet, write the
letter that corresponds to your answer in each question.
1. Which of the following refers to coddling an egg?
A) Egg is broken into a small cup
B) Egg is boiled whole
C) Eggs is simmered in water
D) Egg is mixed with milk/cream and sweetener
2. Which of the following refers to ―al dente‖ in pasta cooking?
A) Pasta is white and soft B) Pasta snaps when chewed
C) Pasta is soggy D) Pasta is firm and chewy
3. This refers to a food made from mixture of flour, sometimes eggs
that are formed into different shapes.
A) Cereal B) Pasta C) Rice D) Corn
4. Which of the following symbolizes life and fertility?
A) Rice B) Corn C) Barley D) Wheat
5. Which of the following is considered a cereal?
A) Barley B) Rice C) Oats D) Wheat
A) A & B only B) C & D only C) A & C D) All of the above
II. TRUE OR FALSE

______ 1. Omelet is beaten egg, cooked, and rolled into a cigar shape or
folded into a flat half circle.
______ 2. In cooking, egg is flipped when the whites are 75% set.
______ 3. Freezing is the best storage for uncooked grain.
______ 4. Eggs are not cooked in microwaves.
______ 5. Whole-grain cereal can provide additional fiber.
______ 6. Cereals are not used to make alcoholic beverages.
______ 7. Animal feeds are purely made of flour.
______ 8. Hardboiled egg is cooked for 3 to 4 minutes.
______ 9. Uncooked grains are tough and may be indigestible.
______ 10. In cooking pasta, oil should be included when boiling.
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Quarter III
Overview
This lesson names the performance outcomes, skills and knowledge

required to prepare and cook various seafood dishes, soup, sauces,
garnishes, and poultry dishes following standard recipes appropriate to the
intended beneficiary/ies. Hence, it requires the ability to select and prepare
ingredients, and to use relevant equipment and cookery methods. Moreover,
you will also be accomplishing activities that are very vital in achieving the
objectives set forth. In like manner, you will be exposed to a range of hot
meals (Seafood Dishes, Soup, Sauces, Garnishes, and Poultry Dishes).
In the end, you are expected to produce an output or a product as part of
the requirement in this quarter.
Objective:
At the end of the quarter, the learners are expected to:
 discuss principles, procedures , and ingredients in preparing hot
meals - Seafood Dishes, Soup, Sauces, Garnishes, Poultry Dishes
 prepare and present a range of hot meals; and,
 store hot meals hygienically.
Pretest III
I. IDENTIFICATION
Direction: Identify the word/words described in the following
statements. Use an answer sheet in accomplishing this
activity.
_________1. They have lean pink flesh that becomes white in cooking.
_________2. It refers to any form of sea life regarded as food by humans.
_________3. This is a type of fish that has round or oval bodies.
_________4. These are found worldwide and are steamed or added to soups.
_________5. This is a method cooking that seals in the moisture, nutrients,
and flavor of the fish.
_________6. They are found both in salt water and fresh water and both have
distinctive tastes and varieties
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_________7. A term used in cookery to describe a wide range of flavored

liquids that are served as part of the meal.
_________8. It comes from a French word which means ―to grace or to
provide‖.
_________9. It refers to any domesticated bird used for human consumption.
________10. This cooking method is used for chicken or turkey parts.
II. TRUE OR FALSE

_____1.Shellfish includes various species of mollusks, crustaceans, and

echinoderms.
_____2. Cooking is generally understood to be the transfer of heat into
food items to render these more palatable and digestible
_____3. Fat fish is often served with sauce while lean fish are best cooked
using dry heat method of cooking.
_____4. Based on its internal skeleton structure, they are divided into two
types: The Fat Fish and The Lean Fish.
_____5. Baking is great with all kinds of fish and shellfish.
_____6. Shellfish becomes tough and dry when cooked at too high heat.
_____7. Canned fish has a long shelf life, similar to canned vegetables,
fruits, and meats.
_____8. Flat Fish has a flat body structures and swims deep down in the
sea in a horizontal position.
_____9. In cooking fish, the most reliable procedure involves the use of
sense of sight, smell and touch.
____10. The small amount of fat in fish contains Omega 3 fatty acids.
III. ARRANGING THE PROCEDURE

Direction: Using the numbers 1-7, arrange the following procedure of a
menu. Use your activity notebook for your answer.
_____Combine potatoes, celery, onion, ham, and water/broth in stockpot and
bring to boil.
_____Then cook over medium heat until potatoes are tender.
_____ Stir in the chicken bouillon, salt (if using), and pepper.
_____ In separate saucepan, melt butter over medium-low heat. Whisk in
flour and cook stirring constantly until thick.
_____Slowly stir in milk so as not to allow lumps to form and all milk added.
Continue to stir until thick (4-5 minutes).
_____Add in cheese and stir until melted.
_____Stir the cheese mixture into the stockpot and cook until heated.
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Learning Outcome 1: PREPARE SEAFOOD DISHES
Objectives:
 discuss the principles and procedure in preparing seafood dishes,
 prepare variety of seafood dishes based on appropriate techniques,
 present seafood dishes attractively using suitable garnishes,
condiments, and service wares,
 compute the selling price and nutritive value of a seafood dish; and,
 store seafood dishes hygienically at the proper temperature.
Seafood is any form of sea life regarded as food by humans. Seafood

prominently includes fish and shellfish. Shellfish include various species of
mollusks, crustaceans, and echinoderms.
Activity 1. FISH FAMILIARIZATION

Direction: Identify at least five (5) fish that you know and indicate its
type. Write your answer in your quiz notebook.
Name of Fish Type of Fish

1
2
3
4
5
Principles of Cooking Fish
Cooking is generally understood to be the transfer of heat into food items

to render these more palatable, digestible, and improve their bacteriological
and tasteful aspects. (http://learnhospitality101.blogspot.com/)
In cooking fish, the most reliable procedure involves the use of the sense
of sight, smell and touch. In cooking fish it would be good to consider the fat
content of the fish in choosing a method of cooking. Lean fish are often
served with sauce while fat fish are best cooked using dry heat method of
cooking.
All varieties of seafood share a rich nutritional bounty with plenty of

protein, minerals and vitamins. As a bonus, they are also low in fat and
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calories. Iron, zinc and iodine are found in abundance in seafood, especially
in mollusks. The vitamins present include the full range of the B group and
vitamin E. Some fish also supply vitamin A and D. To add to their vitamins,
the small amount of fat in fish contains Omega 3 fatty acids which have now
been shown to be of great benefit in healing and preventing a whole range of
physical and mental diseases. Nutritionists love to recommend foods which
taste as good as they are healthy – seafood absolutely fits the bill!
Scaling a Fish
Hold the fish firmly by the tail. Use the back of a round bladed knife to
scrape against the scales from tail to head. (This job is less messy if the fish
is held under water.)
Removing Pin Bones from Fillets

These are found just behind the grill fins in round fish. Feel with your
fingers to establish the position of the pin bones. Make a cut at a slight angle
on each side of the line of bones. Remove the small V-shaped piece of flesh
together with the bones.
Skinning Fillets
Lay the fillet skin side down on a board, with the tail towards you. Hold
the tail end firmly. To keep the knife at an angle of 45º or less, use a slight
sawing action to free the fillet. Fold the flesh forwards as you go and keep the
skin taut. (A pinch of salt on the fingers may help you to grip the skin more
firmly.)http://www.bicoastalseafood.com/preparingseafood.html
Types of Fish and Shellfish
Different Types of Seafood
Fishes are found both in salt water and fresh water and both have
distinctive tastes and varieties. Based on its internal skeleton structure, they
are divided into two types: The Round Fish and The Flat Fish.
Types of Round Fish
Round Fish has round or oval bodies. It usually has eyes on both sides of
their head and they swim in a vertical position.
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The different types of round fish are:
1. Cat fish - It is a fresh water fish and has

no scales. They are now mostly aqua
farmed and are available around the year.
This fish weighs from 2 to 5 pounds. The
flesh is white with small amount of fat in it
and tastes mildly sweet. This fish can be
Cat Fish cooked in almost any style but is best
(Image from Wikipedia)
suited for frying.
2. King fish (Surmai) - It has a texture

somewhat like Salmon and is extremely
tasty. The flesh is pale white, firm and
sweet. It is perfect for western dishes
where the natural flavor requires very little
King Fish (Surmai) enhancements. It is best baked, fried or
cooked in curries.
3. Mahi-mahi - Their flesh is off white or light

pink in color. It is sweet in flavor and has
a firm texture. It can be broiled, baked or
grilled.
MahiMahi Fish
4. Red snapper - They have a lean pink

flesh that becomes white in cooking.
They are sweet in taste and firm and flaky
in texture. The most commonly found are
usually 5 to 6 pounds in weight. They are
Red Snapper Fish usually baked whole due to their pretty
color.
5. Salmon- They come from both northern

Atlantic and Pacific Oceans. Salmon is a
popularly consumed fish. It is considered
to be healthy fish as it is said to have high
protein and Omega 3 fatty acids and
vitamin D. It is generally orange to red in
Salmon Fish color. They get their color from fat –
(Image from Wikipedia) soluble carotenoids found in the
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crustaceans on which they feed. Salmon

is made in many different ways. Steaks
of salmon are commonly fried and served
as special entrée dish in the restaurants.
Smoked salmon is another popular
preparation method, and can serve either
hot or cold. Salmon roe or egg is also
used in Japanese cuisines as a delicacy.
6. Striped bass - The striped bass that we

find is usually the aqua farmed striped
bass and weighs from 1 to 5 pounds.
Stripe bass has a rich, sweet flavor and
has a firm texture and hence it is good for
Striped Bass Fish (Image steaming, broiling, baking or even
from Wikipedia) poaching.
7. Tilapia - Tilapia is typically a name given

to freshwater, aqua farm raised fish.
They are usually 3 to 5 pounds in weight.
The flesh is lean, white and sweet with
firm texture. They are good for frying,
baking, and broiling.
Tilapia Fish
Farm-raised Tilapia and Catfish
According to a study at Lake Forest University Baptist Medical Center,

farm-raised tilapia and catfish have very low level of beneficial Omega-3 fatty
acid and perhaps the worse is that they have very high level of Omega-6 fatty
acid which could be potentially dangerous food source for some patients with
heart diseases (vulnerable to an ―exaggerated inflammatory response‖).
The research also revealed that tilapia has higher level of potentially
detrimental long-chain Omega-6 fatty acid than 80% lean hamburger,
doughnuts, and even port bacon.
Floyd H. Chilton, Ph.D., professor of philosophy and pharmacology and

director of the Lake Forest Center for Botanical Lipids, said that tilapia is
easily raised using inexpensive corn-based feeds. These feeds contain short
chain Omega-6 that the fish convert it to arachidonic acid (AA) and stored in
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their tissues. This feeding strategy together with the ability of tilapia to grow
under almost any condition, keeps its market prize so low. Thus, it is
considered a staple diet.
Furthermore, New England Journal of Medicine pointed out that if you

have heart disease or you have a certain genetic make-up, eating tilapia rich
in AA will result for the coronary artery to get smaller - a major risk for heart
attack. (http://www.sciencedaily.com/release/2003/07/080708092228.htm)
Types of Flat Fish
Flat Fish has a flat body structures and swims deep down in the sea
in a horizontal position. They have eyes on top of the head. The different
types of flat fishes are:
1. Butter fish/ Pomfret/ Pompano – This

fish has no scales and has a smooth
skin. The skin is light gray in color and
the flesh is white, firm and has a sweet
Pomfret/ Butter Fish flavor. This is very delicate and is best
fried whole.
2. Halibut – this is the largest flat fish and

can weigh up to 300 pounds. They
have lean, firm flesh that is white with a
sweet, mild flavor. You might find
steaks of halibut in the market. This
can be poached, baked or broiled. The
Halibut Fish flesh tends to dry out while cooking so
(Image from Wikipedia) it is recommended to cook some sauce
that will go with it.
Mercury in Fish
Mercury interferes with a great number of cell enzymes and triggers

chronic brain inflammation and excitoxicity. It is connected to autism and
other neuro developmental brain problems. It also plays havoc with immune
system causing an impaired immune response and higher rate of
autoimmune diseases (e.g. lupus, rheumatoid arthritis, and juvenile diabetes).
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Patients with high mercury level experience the following signs/

symptoms.
 memory loss
 mental fog
 confusion
 hair loss
 inability to focus
The following kinds of fish are known to have high level of mercury.
 swordfish
 bluefin tuna
 sturgeon
 atlantic (farmed) salmon
 marlins
According to the Food and Drug Administration (FDA), eating less than
six ounces of albacore tuna per week and limiting the consumption of any fish
containing mercury to 12 oz per week are healthy eating habits.
Cooking Tip!
Cook your seafood with garlic. It has been proven to lessen the toxicity
and thereby reduce level of mercury in the human body.
Mollusks
These are shellfish which have a soft meat without any bones with a hard
outer shell. Some of them have only one shell and most have two shells
covering the body inside it like in mussels and clams. The squids and
octopus also come under this group and although they do not have a hard
outer shell they have a single internal shell.
The different types of mollusks are as follows:
1. Clams – are harvested both in the east

coasts and west coasts. They are usually
available all year round, either live in the
shell or fresh shucked (meat removed from
shell). You can also find clams meat in
cans.
Clams (Image from Wikipedia)
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2. Mussels – These are found worldwide

and are excellent steamed or added to
soups.
Mussels (Image from Wikipedia)

3. Octopus – Octopus meat is quite tough
and requires moist – heat cooking for a
long time to make it edible. They are
usually sold by pound, fresh or frozen.
The skin of octopus is gray when raw
and turns purple when cooked. The
Octopus (Image from Wikipedia)
interior flesh is white lean firm and full of
flavor.
4. Oysters – these are best eaten when

slightly steamed with some lemon and
butter. They have a rough gray shell on
the outside and soft gray flesh inside.
The flesh can also be fried or used in
Oysters (Image from Wikipedia) stews or chowders.
5. Scallops – The edible white muscle of

the scallops is one which holds the two
fan shaped shells on both sides. Since
they die quickly they are mostly shucked
and cleaned on the ship where they are
Scallops (Image from Wikipedia) caught. They can be steamed, broiled,
grilled or fried.
6. Squid – also known as Calamari are

typically 8 to 9 pounds in weight. The
squid‘s tentacles, body tube and fins are
edible. It is lean, and slightly sweet, firm
and tender. Do not overcook them as
they tend to get tough really quick and
Squid (Image from Wikipedia) gets too chewy and loses its flavor.
They can be fried, or cooked in soups.
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Types of Crustacean
Crustaceans: These are also from the shellfish family and have hard
outer crust body with other body parts like legs and claws joined to it.
Some of the most common crustaceans that we consume are as follows:
1. Crabs – these can be found all over the world in
fresh, frozen or canned form. The crab flesh can
be used to make different kinds of dishes like
crab cakes, chowders, casseroles, baked dishes.
Snow Crabs They can also be boiled whole with seasoning.
2. Craw/ Cray fish – these are fresh water and look
like small lobster. The crawfish that we find in the
market are usually aqua farmed in Louisiana and
Pacific Northwest. These can be purchased live
or cooked or frozen. Craw fish is a stable food in
Cajun cuisine and is used mostly in popular
Craw/ Cray fish dishes like gumbo and jambalaya. They also
taste great when steamed with some Cajun
seasoning.
3. Lobster – they have a brown or gray outer shell

which turns red when cooked. The inside meat is
white, firm, rich and sweet flavored. They are
usually poached, steamed, baked, or grilled and
can be served hot or cold. The edible part of the
Lobster lobster meat is in its tail and claws.
4. Shrimp/ Prawns - Shrimps are found widely

around the world in both fresh and salt water.
They are widely caught and farmed for
consumption. Shrimp and prawns are versatile
ingredients, and are often used as an
accompaniment to fried rice. Common methods
of preparation include baking, boiling, and frying.
Shrimp (Image from Wikipedia) Even dried shrimp is commonly used as a
flavoring and as a soup base in Asian cooking.
Principles in preparing seafood dishes

In cooking shellfish, it is best to consider the kind of it. Shellfish becomes
tough and dry when cooked at too high heat.
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Preparing seafood
Most of the time, we buy fish pre-prepared at the supermarket or the
fishmonger‘s – but if you fancy cooking seafood from scratch, you will need to
know how to prepare your fish first.
Unfortunately, there isn't one universal method for fish preparation;
different species of fish have different body shapes, and so filleting methods
vary by species.
Cooking methods
1. Grilling - seals-in the moisture, nutrients, and flavor of the fish - so it is no
surprise that it is one of the most popular methods of cooking fish. Our top
tips for grilling are:
(a) Be sure to baste the seafood during grilling, to prevent it from
drying out.
(b) Place fish skin-side up.
(c) Score whole fish at the thickest part to enable the heat to penetrate.
(d) Cooking time, on a medium heat, is usually between 8 and 10
minutes.
Grilling is fantastic with halibut steaks and fillets of fish with the skin
still on. Small whole fish such as small mackerel, herring and sardines are
also great for grilling.
2. Baking - fish is perfect if you are looking for a way to cook your seafood
along with other vegetables, herbs or spices. Our top tips for baking are:
a) Fish can be baked either in an oven-proof dish or kitchen foil.
b) Fish does not benefit from high oven temperatures. Small whole fish,
fillets, steaks and cutlets can be cooked for around 15-20 minutes at
200ºC/400ºF/gas mark 6. Large whole fish should be baked at
180ºC/350ºF/gas mark 4 for about 30-40 minutes.
c) Delicate whitefish should be coated with oil or butter before baking.
Baking is great with all kinds of fish, except shellfish. If you would like to
bake shellfish, it must be wrapped in kitchen foil first.
3. Poaching- is fantastic if you are looking for a way to cook your fish while
keeping it moist and tender. Our top tips for poaching are:
a. Poach your fish in water, milk, stock, wine, or cider.
b. Use the leftover poaching liquid to make a sauce for your fish.
c. Cook the seafood just below boiling point.
d. For cubes of fish, poaching takes 10-15 minutes. Poaching works well
with whitefish, such as cod fillets, turbot steaks and halibut. Whole fish
including sole, sea bass, and smoked cod and haddock are all great
for poaching.
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4. Shallow frying - If you do not want to deep fry, shallow frying is probably
the closest you will get to chip shop fish 'n' chips - it is also a bit healthier.
Our top tips for shallow frying are:
a) Coat the fish thoroughly in batter or breadcrumbs to protect the flesh
and stop the fish from absorbing too much fat.
b) Use flour and a small amount of oil for frying - just 2-3 tablespoons.
c) Shallow frying should take around 4-5 minutes, and the fish should be
turned once.
d) Whitefish is fully cooked when its color is an opaque white.
e) Shallow frying works well with all white flatfish, including both halibut
and plaice.
Marinated, Grilled Shrimp

Total Time: 4 hours 40 mins
Prep Time: 20 mins
Cook Time: 4 hours 20 mins
Servings: 6
Ingredients:
Quantity Unit Item Nutritional Facts for Marinated,
3 cloves Garlic, minced Grilled Shrimp
1 medium Yellow onion, diced
Amount Per Serving% Daily Value
¼ cup Minced fresh parsley Calories 246.2
¼ cup Minced fresh basil Calories from fat 98 39%
1 teaspoon Dry mustard Saturated Fat 1.7 g 8%
2 teaspoon Dijon mustard Cholesterol 294.4 mg 98%
2 teaspoon salt Sodium 940.9 mg 39%
¼ teaspoon Ground pepper Dietary Fiber 0.6 g 2%
¼ cup Olive oil Sugars 1.1 g 4%
Protein 32.2 g 64%
1 Lemon, juice off
2 lbs Peeled deveined shrimp http://www.food.com/recipe/marinated-grilled-shrimp-112993
Methods:
1. Mix all ingredients and let stand for at least 4 hours.
2. Grill shrimp for 3 minutes on each side.
Storing Seafood
All seafood spoils easily. It is therefore very important to place fresh fish
in the coolest part of your refrigerator as soon as you get home. You may
keep it in the original wrapper, rewrap it with plastic wrap, or transfer it to a
covered dish or container.
Fresh fish tastes best if it is eaten the day it is caught. If that is
impossible, do not refrigerate it for more than 2 days. Fresh fish can be
wrapped and put it in the freezer as well. Plan to use it within 3 to 4 months.
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Commercially frozen fish should be placed in your freezer as soon as you

get it home. If you wish to use the fish the same day, follow the package
directions for thawing. However, never hold thawed fish in the refrigerator for
more than 24 hours. Canned fish has a long shelf life, similar to canned
vegetables, fruits, and meats. Cured fish must be refrigerated.
Activity 2. FILL-IN THE MISSING WORDS

Direction: Supply the missing words to complete the thought of the
sentence.
1. In cooking fish, the most reliable procedure involves the use of the sense of
__________, __________, and __________.
2. Lean fish are often served with __________ while fat fish are best cooked
using __________ heat method of cooking
Activity 3. SHELLFISH FAMILIARIZATION

Direction: Identify at least five (5) shellfish that you know and indicate
its type. Write your answer in your quiz notebook.
Name of Shellfish Type of Shellfish
1
2
3
4
5

Direction: Recall any seafood dishes that your family is preparing
during especial or ordinary occasion at home. Present the
recipe in class.
Let’s Do it!

Direction: Form a group. Each group will prepare variety of seafood
dishes from the different recipes considering the cultural
Direction: Create and present seafood dishes attractively using
appropriate accompaniment, garnishing and serving portion.
184
Learning Outcome 2:
PREPARE SOUP, SAUCES, AND GARNISHES
Objectives:
 discuss the principles and procedure in preparing soup, sauces, and
garnishes;
 identify ingredients according to the given recipe;
 prepare variety of soup, sauces and garnishes based on appropriate
techniques;
 present soup, sauces and garnishes attractively using suitable
garnishes, condiments and service ware;
 compute the selling price and nutritive value of a prepared soup,
sauces, and garnishes; and,
 store soup, sauces and garnishes hygienically at the proper
temperature.
Today, the variety of ingredients that you can put in a soup pot is limited
by your imagination. Almost any meat, fish, vegetable, grain, fruit, and dairy
product can be part of the makings of soup. Since many soup recipes contain
something from all four food groups, a bowl of soup can be very nutritious.
Sauce is a term used in cookery to describe a wide range of flavored

liquids that are served as part of the meal, or dish. The addition of a sauce to
a dish can be used to transform the overall presentation of a dish by adding
flavor, moisture, richness and visual appeal.
The word garnish comes from a French word and means ―to grace or to
provide‖. In kitchen operations, we use the word garnish to refer to the
decoration of food by the addition of other items.
***
185
Activity 1. HUNTING TIME

Direction: Look for the words being described by the statements
below. Use your quiz notebook to write your answers.
Z A S P K B C R M S T E
C S O U P V R S D C F W
G D F X A C E B F H K N
R B C S K R A Y P D E S
J C K C L N M D G J J U
H P O A J K E A X B K X
N T I D H L D K S D G K
S R K G F P S H F B O U
X W L B C H O W D E R S
U Z B U R Y U A C K L D
T P E E R U P H F J M R
O X G I H Y J O T F R M
1.__________ is made by simmering meat, poultry, or fish, along with their

bones, in water chopped vegetables.
2.__________ is a very economical dish.
3.__________ similar to the cream soups and these are somewhat heartier
soups that use cooked vegetables.
4.__________ are served as main courses.
5.__________ can be prepared quickly using as a base a thin white sauce.
SOUP
Soup is a very economical dish, as well. In fact, many of the best recipes
originated in present kitchens around the world. Hungarian goulash, Italian
minestrone, Vietnamese pho (a beef-noodle soup), and creole gumbo are just
a few examples. All of these soups stretch small amounts of expensive foods
into complete meals. Soups can also save your money by combining
leftovers into new taste treats.
Kinds of soup
There are probably as many different blends of soup ingredients as there
are saucepans to put them in. But most soups, no matter what the final taste,
fall into one of four categories. These are stock, creamed soup, puree, and
chowder or gumbo.
1. Stock – is made by simmering meat, poultry, or fish, along with their

bones, in water with chopped vegetables and seasonings. It takes several
hours to make stock. If the meat is browned, it makes brown stock;
186
unbrowned meat produces a white stock. The result of both is a rich,

flavorful liquid that can be used as a base for other soups.
2. Creamed Soup – can be prepared quickly using as a base a thin white

sauce. Just add pureed vegetables or meat for a smooth cream soup,
pieces of meat, fish, chicken, or vegetables for a chunky variety. The
richness of a creamed soup can be varied by the type of liquid used. A
light vegetable cream soup may use skim milk. A richer cream-of-chicken
soup may be made with heavy cream. Creamed soups can be served hot
or cold.
3. Puree – similar to the cream soups is the puree group. These are
somewhat heartier soups that use cooked vegetables (often starchy ones
such as navy beans, split peas, lima beans, or potatoes) as a base.
Because of the high protein content of beans, bean soups make excellent
main dishes. Pureed soups can also be made in the blender or food
processor and served cold. The Spanish salad soup, gazpacho, is
prepared this way. It is made of cucumbers, tomatoes, and other
vegetables blended together with salad oil and vinegar.
4. Chowders and Gumbos – are served as main courses and usually

contain fish or poultry and vegetables. Chowder comes from the French
word Chaudière, meaning ―hot pot.‖ It was developed by early French
explorers in Newfoundland who eventually settled in New England.
Today, the type of chowder includes the famous New England,
Manhattan, and vegetable. New England and vegetable chowders are
milk based. Manhattan chowder is based on fish stock and tomatoes.
Both New England and Manhattan chowders use shellfish, finfish, or both.
Vegetable chowder uses corn, lima beans, or mushrooms. A southern
relative to chowder is gumbo, a specialty of the Cajuns in Louisiana. This
soup is rich and thick, containing bits of ham, tomatoes, okra, rice, onions,
vegetables, and either shellfish or chicken.
187
Cheesy Ham and Potato Soup

Total Time: 30 mins
Prep Time: 10 mins
Cook Time: 20 mins
Servings: 8
Ingredients:
Quantity Unit Item
3½ cup Potatoes, peeled and
diced Nutritional Facts for
Cheesy Ham and Potato Soup
1/3 cup Celery, diced Serving Size: 1 (311 g)
1/3 cup Onion, finely chopped
1 cup Chopped carrot Amount Per Serving % Daily Value
1-2 cup Ham, diced and cooked Calories 325.1
3¼ cups Water or chicken broth Total Fat 20.1 g 31%
or ham stock Saturated Fat 12.3 g 61%
2 tablespoon Chicken bouillon Cholesterol 66.5 mg 22%
Sodium 912.0 mg 38%
granules (omit if using Total Carbohydrate 21.1 g 7%
chicken broth) Dietary Fiber 2.2 g 9%
Salt (to taste) Sugars 2.0 g 8%
Protein 15.3 g 30%
1 teaspoon Pepper
5 tablespoon Butter
5 tablespoon Flour
2 cups Milk
2 cups Cheddar cheese,
shredded
Methods:
1. Combine potatoes, celery, onion, ham, and water/broth in stockpot and bring to boil.
2. Then cook over medium heat until potatoes are tender.
3. Stir in the chicken bouillon, salt (if using), and pepper.
4. In separate saucepan, melt butter over medium-low heat. Whisk in flour and cook
stirring constantly until thick.
5. Slowly stir in milk so as not to allow lumps to form and all milk added. Continue to
stir until thick (4-5 minutes).
6. Add in cheese and stir until melted.
7. Stir the cheese mixture into the stockpot and cook until heated through
http://www.food.com/recipe/cheesy-ham-and-potato-soup-262140
Storing Soups
After purchasing prepared soups, store them in a cool, dry cabinet. They
should not be kept longer than 1 year. Soups made from sctarch should be
refrigerated immediately in a covered, airtight container. Because they are
highly perishable, they should be eaten within a few days. However, soups
can be frozen for several months. Remember to leave about a 2.5-centimeter
(1-inch) head space in the container for expansion. Thaw overnight in the
refrigerator, and the soup will be ready to heat and serve.
188
Sauces and Garnishes
Sauces and garnishes are aspects of food preparation that contribute both
to the taste as well as the presentation of the meal. Many types of food
rely on sauces for their overall flavor. Pasta is an example of a food that is
rarely eaten without a sauce. Sauces are heavily influenced by regions
and cultures. When the meal is prepared and the sauce has been applied,
the final step is often to finish the presentation with a garnish. Garnishes
can be anything from edible flowers, to strategically placed vegetables or
fruit, to a sprinkling of sauce or powder. They are the final element that
completes the dish.
http://hubpages.com/topics/food-and-cooking/cooking-ingredients/sauces-and-garnishes/1523
Sauces
Sauces come in a variety of different styles and consistencies. They

can be thick or thin, rich and creamy, or light
and delicate. Depending on the purpose,
sauces can be strongly flavored, hot and spicy,
or even sweet to be served with a dessert. The
way in which the sauce is presented will
depend very much on the dish being served.
The sauce may be served partially masked
over the food, served under the food, or served
in a separate dish or saucer. (Image from Wikipedia)
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Varieties of sauces
1. Brown Sauces – includes

Bordelaise sauce,
Chateaubriand sauce,
Charcutiere sauce, Demi-glace,
Gravy (Mushroom gravy),
Poutine sauce, Romesco sauce,
Sauce Africaine, Sauce au Pork fillet with Bordelaise sauce
Poivre, Sauce Robert
2. Butter Sauces– includes
Beurreblanc, Café de Paris,
Meuniere sauce
Seared ahi tuna in a beurreblanc sauce
3. Emulsified Sauces – includes

Aioli, Bearnaise sauce,
Hollandaise sauce, Mayonnaise,
Remoulade, Salad cream, Tartar
sauce
Sauce béarnaise
4. Green Sauces– Salsa verde
Green beside Red Mexican sauce style
5. Hot Sauces (Chile pepper-

tinged sauces)- Buffalosauce,
Chili sauce, Datil Pepper sauce,
Enchilada sauce, Tabasco
sauce Phriknampla is a common hot sauce inThai cuisine
6. Sauces made of chopped fresh

ingredients – includes Latin
American Salsa cruda of various
kinds, Mujdei, Onion sauce,
Salsa verde, Pesto, Pico de
gallo, Tkemali, Sauce gribiche, Fresh-ground pesto sauce, prepared with a mortar and
Sauce Vierge pestle
190
7. Sweet Sauces- Butterscotch

sauce, Caramel sauce, Chocolate
gravy, Chocolate sauce, Custard
(Crème anglaise), Fudge sauce,
Hard sauce (not liquid, but called
a sauce nonetheless), Fruit
sauces (Applesauce, Blueberry
Crème anglaise over a slice of pain d'épices
sauce, Cranberry sauce, Mango
sauce, Peach sauce, Plum
sauce(Tkemali), Strawberry sauce
8.White Sauces– includes Béchamel

sauce, Mushroom sauce, Mornay
sauce, Sauce Allemande, Sauce
Americaine, Supreme sauce,
Veloute, Yogurt sauce Mornay sauce poured over anorecchiette pasta dish
http://en.wikipedia.org/wiki/List_of_sauces
Basic Brown Sauce Nutritional Facts

Total Time: 30 mins for Basic Brown Sauce
Prep Time: 0 mins Serving Size: 1 (329 g)
Cook Time: 30 mins Servings Per Recipe: 1
Servings: 1 Amount Per Serving %Daily Value

Calories 217.9
Ingredients: Calories from Fat 156 72%
Quantity Unit Item Total Fat 17.4 g 26%
4 slices Onions (thin slices) Cholesterol 45.8 mg 15%
1½ tablespoon Butter, melted Sodium 133.0 mg 5%
1½ tablespoon All-purpose flour Dietary Fiber 1.1 g 4%
1 teaspoon Beef bouillon Sugars 2.4 g 9%
granules Protein 1.8 g 3%
1 cup water
1/8 teaspoon pepper
Methods:
1. Sauté onion in butter in a heavy skillet until onion is tender. Discard onion.
Cook butter over low heat until it begins to brown. Add flour, stirring until
smooth. Cook 1 minute, stirring constantly. Add bouillon granules, and
gradually stir in water. Cook over medium heat, stirring constantly, until
thickened and bubbly. Stir in pepper. Serve with beef or pork
2. Bordelaise Sauce: Substitute 1/3 cup dry red wine for 1/3 cup of the water,
and stir in ¾ teaspoon dried parsley flakes and ¼ teaspoon dried whole
thyme; increase pepper to ¼ teaspoon.
3. Mushroom Brown Sauce: Sauté ½ cup sliced mushroom in 2 tablespoons
butter, drain and stir into Basic Brown Sauce. Serve with beef.
http://www.food.com/recipe/basic-brown-sauce-180020
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Methods of Preparing Sauces

Sauces can dress up even an ordinary dish and make it something
special. Most sauce recipes have only a few ingredients and can be made in
a very short time. It is usually a lot cheaper than buying the canned or
powdered package counterpart in the grocery store, although it is nice to have
a few of those on hand for the time you need to rush or do not have the
proper ingredients in your kitchen.
Most sauce recipes are simply a matter of combining a few ingredients,

although some of the classic sauces involve special techniques that must be
followed closely. I have chosen to give you the easier method to make some
of these sauces by using the food processor rather than trying to make them
directly on the stove as a fine chef would do. You might end up with
scrambled eggs. Using the double boiler is the alternative, but takes much
longer, although it is said to taste better. I do not think there is that much
difference and time is important to most of us.
There are a few points to help you make your sauce recipe a success.
1. Try to use heavy-based stainless steel pans for sauce making, but if you
must use an aluminum pan, use a wooden spoon as your stirring tool. A
metal spoon or whisk in an aluminum pan will discolor the sauce. Heavy-
based stainless steel will also distribute the heat more evenly and
sauces are less likely to stick or burn on the bottom.
2. Pay attention to the temperature mentioned in the recipe. If it says
medium, use medium heat. When it tells you to stir constantly, please do
it because otherwise you will have lumps.
3. Some sauces can be made ahead of time. Other recipes require you to
make the sauce right before you use or serve it.
4. Some sauces benefit by using clarified butter. A recipe is included on
how to do that. It makes a lot and can be stored in the refrigerator for a
few weeks (be sure to date it) or frozen until needed in a glass jar.
Clarified butter resists smoke longer and makes your delicate sauces
such as hollandaise sauce much nicer. Besides, you can use it to fry or
sauté poultry, fish or potatoes.
5. Make sure you have all the ingredients on hand first. Then measure
them out and get out your utensils. Next, read the recipe through again.
Finally begin the sauce.
White sauce should be a part of every cook's repertoire, but the concern
over making a lumpy sauce can put fear into any beginner. It should not
because if you follow instructions, it comes out just fine. Keep adding things
until it comes out like you want it to be. The butter and flour mixture, which is
known as the roux, must be cooked for a full minute to remove the raw taste
from the flour. The milk, broth or liquid is then added a little at a time and
stirred to a smooth paste between each addition. You can add the milk a little
192
faster as you come to the end, but all lumps must be stirred out before adding
more milk or they will be impossible to get rid of later.
If you choose to make hollandaise on the stove there are a few rules to
follow. First, keep the heat low or cook it over a double boiler making certain
the water underneath is not boiling or touching the top pan or you will get
scrambled eggs. Both hollandaise and mayonnaise are what are known as
emulsified sauces. That means you must create an emulsion where all the
ingredients are combined correctly to the desired thickness and do not
separate on standing. Use clarified butter for the hollandaise. The egg yolks
are whisked with the water using a good wire whisk in a stainless steel heavy-
based pan over very low heat. This creates a stable base for the sauce. The
melted clarified butter is added very slowly to the egg yolks, while whisking
continuously, to emulsify the mixture. If the sauce needs to stand for a while
before use, cover it with the plastic wrap actually touching the entire surface
of the sauce.
The rules are the same with the mayonnaise only you are adding oil to the
beaten egg-lemon juice-mustard mixture almost drop by drop at first, slowly
increasing to a thin stream while whisking constantly. You are not using the
stove for this recipe so place a bowl on a damp cloth to prevent it slipping
while whisking, as you will probably find it easier to tip the bowl slightly. When
making other sauces, prepare all of your chopped and sliced ingredients
before you begin the final cooking or mixing process.
http://cookingwithshirley.com/successful_sauce_preparation.htm
Storing Sauces
Sauce Freezing Basics

Sauces can be stored in your freezer indefinitely in terms of their safety.
But quality suffers after prolonged storage, as off-flavors, oxidation and
freezer burn can adversely affect your sauce. Storing your sauces properly
helps to mitigate the damage, but most sauces should not be stored frozen
for more than six months. Freezer temperature must be maintained at zero
degrees Fahrenheit to maximize the safety and quality.
Sauce Storage Containers

For the best quality, it is important that you store all sauces properly to
lengthen their lifespan. Always use freezer-safe containers when storing
sauces. Freezer-safe wide-mouth canning jars, zippered bags and plastic
containers are all appropriate for storing sauces. Leave at least 1 inch of head
space in any rigid container to account for expansion during freezing. Cool
foods quickly in the refrigerator or on the counter for up to two hours before
freezing. Then, label, seal and freeze your containers.
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Sauce Freezer Placement

Place similar foods together by moving the recently frozen foods to the
back or bottom of your freezer and older foods toward the front or top. Do not
store frozen sauces on the door of your freezer where temperatures are more
variable, but instead place all sauces in the back section of the freezer to
avoid temperature fluctuations. Do not overload your freezer with sauces to
be frozen -- avoid freezing more than 2 to 3 pounds of sauce per cubic foot of
capacity to ensure your sauces freeze quickly.
Sauce Storage Tips

Some sauces freeze better than others. Sauces that contain a lot of fat,
such as gravy, often separate during freezing. When making gravy to freeze,
use less fat than normal and stir constantly while reheating to prevent
separation. While spaghetti sauce freezes well, pasta does not, so do not
freeze the two together. Other sauces separate during the reheating process,
but most can be fixed simply by stirring or beating them while reheating.
http://everydaylife.globalpost.com/store-frozen-sauce-35142.html
Safe Food Handling
Keep Sauces Taste Their Freshest

To keep your tomato-based sauces taste their absolute freshest, here are
some sound, generally accepted commercial food handling procedures to
follow! (After all, an ounce of prevention is worth a pound of cure!)
1. Buy High-Quality Seasonings/Ingredients:

Lower-quality and/or untreated seasonings almost invariably increase the
chances of your sauce "prematurely aging", thereby creating "off" flavors and
eventual spoilage.
2. Sterilize Seasonings:
High-quality seasonings that have been properly
treated by their manufacturer are significantly less
likely to cause premature sauce aging. However, to
further decrease the risk, a good practice is to
sterilize seasonings by sautéing them in oil (or boiling them in water) just prior
to adding them to your tomato-based sauce.
3. Cool Sauces as Rapidly as Possible:

Under warm temperature, sauce-aging microbes
multiply quickly—at logarithmic rates! Therefore, it
is important to cool stored sauces as quickly as
possible. Also, storing sauces in smaller vs. larger
containers accelerates refrigerator cooling at the
"core" of the container.
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4. Keep Your Sauce Refrigerated:

As is true for most foods, microbes capable of
aging a sauce grow fastest in a warm temperature
environment (60°-110°F.) Therefore, after mixing
in the other ingredients, promptly refrigerate
tomato sauces (35°-40°F), preferably in lidded
containers, prior to subsequent heating/usage.
5. Avoid the "Sourdough Starter" Syndrome:

It is possible to "re-inoculate" new, previously
"sterile" sauce batches by combining old and new
sauces and/or by not sanitizing storage containers
between batches. (Because their surfaces are
porous, plastic containers are particularly vulnerable to "re-inoculation.")
Similarly, make sure the mixing/ladling utensils used are also well sanitized.
6. Avoid Aluminum and Plastic Containers:

In choosing storage containers, select stainless steel over plastic or
aluminum. The problem with plastic is that its surface is
easily nicked, leaving small crevices which can eventually
harbor "souring" microbes. The problem with aluminum is
that it imparts a bitter, metallic flavor to tomato-based
sauces in reaction to the tomatoes' naturally mild acidity.
http://www.stanislaus.com/products/tomato-university/proper-sauce-
handling-tips
Garnishes
Garnishes come in a variety of shapes and sizes, depending on the

meal being served and the level of service required. A common yet
effective garnish used in many restaurants is a sprig of parsley (or other
herb) on the side of a plate, or a wedge of lemon to be served with fish.
There is no rule in cooking that says every meal must be garnished
but, if a garnish is used it should be fresh, colorful, edible and should be
suited to the meal.
195
Tools, equipment, utensils needed in preparing soup, sauces and

garnishes
Plate selection
The importance of the plate selection should not be underestimated. To
achieve a well presented dish, the plate must be in harmony with the food and
the garnishes. Also keep in mind that the plate must be appropriate for the
type of food being served.
The table below containing lists of some common plate sizes and their uses.
Butter plate
This is a small flat plate used for serving bread rolls

and is placed to the left of the main plate on the
table. This plate is 13 - 15 cm in diameter.
Entrée plate
This is typically a medium sized, flat plate, slightly

smaller than the main plate. This plate is 20 - 22 cm
in diameter.
Sweet or pasta plate
This is a medium sized plate with curved edges to form

a slight bowl shape. The curved edges help prevent
dessert and pasta sauces from spilling.
This plate is 20 - 22 cm in diameter.

Fish plate
This is a large flat oval plate. Its oval shape is

particularly well suited to serving whole fish.

Soup plate
This is a medium sized plate with high edges to form a

bowl. It is slightly smaller than the main plate. This
plate is 20 - 22 cm in diameter.
196
Main plate
This is a large flat plate used for the main course.
Varieties of Garnishes
Lemon Wedges Spring Parsley Spring of Rosemary Spring of Basil
Croutons Chopped fine herbs Chiffonnade of Lettuce Julienne of seasonal

vegetables
Horseradish Pappadams Ice-cream or cream Salsa
Julienne of vegetables Steamed rice French fries Side salad
https://nationalvetcontent.edu.au/alfresco/d/d/workspace/SpacesStore/873cbf48-b1ef-49cd-9f57-
dec6679c9f8d/409/shared/resources/kitchen/serve/sauces.htm
How to prepare good garnishes
Garnishes are interesting fashion trend, sometimes the aim is vast

complex extravaganzas, and some are simpler or indeed nonexistent! Here is
how to prepare a simple range of good garnishes.
STEPS
1. Consider first the impact you want to make. Thinking about what you
can do and how to do it is the most important factor and virtually anything
edible can be a garnish.
197
2. Consider the way it has an effect. Food is very sense orientated so

would your garnish add:
Visual impact (be it shape, color, visual texture such as shiny or dull or
finally its size)
Flavor impact (such chopped herbs or ground spices)
Scent impact (such as orange or lemon zest,

fragrant herbs or garlic butter)
198
3. Consider how the garnish will be eaten. The aim of the game is to get
the garnish to both improve the meal, but also be part of the meal.
4. Consider the flavor. If it does not taste good with the meal, there is little
point to it. If it adds to, or compliments the flavors then you are going well,
but incompatible flavors (such as fried crispy garlic on a dessert) or
inedible garnishes could destroy a perfectly cooked meal.
5. Consider these options:
Lemon, orange or lime slices or half slices, wedges, segments and zest. Even
the juice can be used as an aromatic if dappled around the edge of the plate
or used in a dressing.
Chopped herbs such as parsley, basil,

oregano...
199
Sprinkle a small bunch of stronger herbs, such as rosemary, sage, thyme

or lemon grass.
Think about shapes. Fruits and vegetables can be cut into thin strips,
slices, flowers or other shapes, and some twist interestingly (such as thin
carrot shreds or slices of green spring onion leaf) when placed into iced
water. Chocolate melted into a thin layer and set, as well as pastry, fondant
and other moldable ingredients are easy to make shapes from.
For making vegetable fans, avocado, strawberries, gherkins, mango and

cucumbers may be fanned easily. The simplest method for large items such
as cucumber is cut them in half length wise, then making even cuts also
lengthwise (not across the vegetable like normal slices), almost to the end,
but leaving the product whole. Then using a flat knife, press gently on the
sliced product applying pressure at an angle to fan out the slices.
Gelatin products also make a fine basis for garnish. By mixing a heated
flavored liquid such as a savory clear beef stock, herb infusion (much like
making a tea) or sweet syrups, with ordinary gelatin (the pack would give a
ratio of how much to add as the products do vary). They can be clear, colored
or opaque (with adding cream), poured onto a plate and chilled on the fridge
to look like a clear mirror like lake, set in a mould or cut into cubes, diamonds
etc to look like jewels.
200
Bread makes a wide variety of garnishes, cubed, cut in diamonds or

triangles (etc), shredded and these then fried or toasted in a low oven for
color, flavor and crispness. They can also be seasoned with cheese, spices,
and over flavorings.

6. Think about making layers of food. While you should aim to be
conservative, layers can make a clever impact with no or minimal extra
ingredients required.

7. Experiment with tools such as peelers, zesters, melon ballers, apple core
cutters, cookie cutters and other tools you have at home.
8. Take note of garnishes when you go out for a meal, or read a food
magazine and see if you can duplicate it for cooking for your friends or
family.
9. Consider going to a cooking class for more information.
201
Safe Food Handling

It is important to notice whether food service staff are correctly handling
plated dishes so that they are served correctly without spills, drips or
displaced food. If service staffs encounter problems with plated food, they
should return it immediately so that it can be reset or replaced.
The chef may specify the angle at which the dish must be placed in front
of the customer. For example, the chef might want the meal to be served with
the meat at the front of the plate, or at the left. It all depends on the
presentation of the dish.
Activity2. KNOW YOUR KITCHEN PROWESS - Soup, Sauces, and

Garnishes
Direction: Recall any soup, sauces, and garnishes that your family is
preparing during especial or ordinary occasion at home.
Present the recipe in class.
Let’s Do it!
Activity 3. Cooking Time

Direction: Form a group. Each group will prepare variety of soup,
sauces, and garnishes from the different recipes considering
the cultural background and condition of the patient.
Activity 4. Presentation Time

Direction: Create and present soup, sauces, and garnishes attractively
using appropriate accompaniment and serving portion.
202
Learning Outcome 3: PREPARE POULTRY DISHES

Objectives:
 discuss the principles and procedure in preparing poultry dishes;
 prepare variety of poultry dishes based on appropriate techniques;
 present poultry dishes attractively using suitable garnishes,
condiments and service wares;
 compute the selling price and the nutrient value of a poultry dish; and,
 store poultry dishes hygienically at the proper temperature.
The word poultry refers to any domesticated bird used for human
consumption. Once reserved for special occasions, chicken and other poultry
have become common place in restaurants and homes. The subtle and
familiar flavor of chicken lends itself well to a number of different cooking
methods. It is considered very nutritious, poultry entrees among the most
popular on most menus.(The Professional Chef 8th Edition) the Culinary Institute of
America
Activity 1. SEQUENCING
Direction: Arrange the following methods of braising accordingly using
the letters A-D. Use your quiz notebook to write your answers.
_____1. Coat each piece of poultry with flour.
_____2. Cover the pan, and cook slowly for 1 ½ to 2 ½ hours or until a
fork can be inserted with ease.
_____3. Drain off the fat, and add about 250 ml (1 cup) of liquid. The
liquid can be water, broth, tomato juice, etc.
_____4. Heat 30 ml (2 tablespoons) of oil or shortening in a skillet, and
brown the poultry pieces lightly.
POULTRY
(The Professional Chef 8th Edition) the Culinary Institute of America
Similar to other meats, poultry must undergo a mandatory inspection for
wholesomeness. Depending on numerous factors, such as carcass shape
and the ratio of meat to bone, the grading system is as follows: USDA A, B, or
C. Once inspected, the birds are plucked, cleaned, chilled, and packaged.
They may be purchased whole or in parts. Poultry is classified by age -
the younger the bird, the more tender the flesh.
203
Classes of Poultry
Type Approx. Weight

Approx. Age Common Cooking Method
(description) (in pounds)
Common cooking methods include
broiling, grilling, and sautéing.
Broiler 4-6 weeks 1-3
Bird often prepared whole or split.
roasting, grilling, broiling, and
sautéing. Bird often prepared
Fryer 6-10 weeks 3 ½- 4 1/2
whole, split, quartered, or
disjointed.
Roasting is the common cooking
method. Bird most often prepared
Roaster 3-5 months 7-9
whole.
Fowl (stewing Over 10 Bird most often prepared in a
hen, female) months 6-8 soup, stock, or stew.
Roasting is the most common
cooking method. Bird most often
Poussin 3 weeks 1
prepared whole.
Rock Cornish cooking method. Bird most often
hen; Cornish 5-7 weeks Less than 2 prepared whole or split.
cross
Capon Roasting is the most common
(castrated Under 8 cooking method.
7-9
male) months
Hen turkey Roasting is the most common

5-7 months 8-20
(female) cooking method.
Tom turkey Over 7 Roasting is the most cooking
20 and up
(male) months method.
Under 8 roasting, sautéing, and grilling.
Broiler duckling 4-6
weeks Often only the breast is prepared.
Legs often prepared as comfit.
Roaster Under 12 Roasting is the common cooking
6-8
duckling weeks method.
6 months and Roasting is the most common
Goose 8-16
up cooking method.
Squab 25-30 days ¾-1
cooking method.
Pigeon 2-6 months ¾-1
cooking method.
Pheasant; Roasting is the most common
6-8 weeks 2-3
Guinea hen cooking method.
Quail 6-8 weeks ¼ -½
cooking method.
204
Variety of poultry dishes based on appropriate techniques
Poultry is an international favorite. Almost every country in the world has

a special way of preparing and serving it. Poultry is so versatile that tastes
good however it is cooked. Just think of the many delicious ways you have
eaten and enjoyed chicken. Here are the poultry cooking techniques that are
the basis of every successful recipe:
Roasting
Chicken, turkey, goose, and duck are all delicious; roasted whole in the oven.
You may or may not want to stuff them. (Stuffed birds take 15 to 30 minutes
longer to cook.)
These are the general roasting steps:

1. Sprinkle the bird inside and out with salt and pepper. Rub the
surface of the skin all over with butter or oil. (This is not
necessary with ducks, geese, and pre-basted turkeys). Stuff the
bird lightly with your favorite dressing if desired.
2. Place the bird, breast side up, in a shallow roasting pan. Skewer
the cavity closed, if desired.
3. Roast at 160 degree Celsius (32 degree F) basting occasionally

with pan drippings, until the bird is tender.
4. To test for doneness, try to move the leg or drumstick. It should

move up and down easily. Also, the meat should be soft when
pressed with the fingers. (Use paper towels to protect yourself
from burns.)
Broiling
This method is used for chicken or turkey parts:
1. Preheat the broiler.
2. Brush the poultry with melted butter or margarine, and place it skin
side down on the rack of a broiling pan. Sprinkle with seasonings.
3. Place the broiler pan 12 to 18 centimeters (5 to 7 inches) from the
heat. When broiling chicken, broil the first side for 20 to 25 minutes,
basting occasionally with pan drippings. Then turn it over and broil for
15 to 20 minutes longer. Turkey parts may take twice as long.
4. Broiled poultry is done when a fork can be inserted with ease.
Barbecuing
You can cook chicken on an outdoor grill, using the same methods as
for broiling. Brush your favorite barbecue sauce on during the last 15 to
20 minutes of cooking.
205
Pan frying
This method works best with cut-up broiler-fryers:

1. Shake the chicken with seasoned flour in a paper bag, or roll the
chicken in the flour mixture until it is well coated.
2. Place the coated pieces of chicken in hot fat about ½ inch deep. Cook
the meaty pieces first. Brown each piece evenly. Reduce heat and
cover. Cook slowly 20 to 40 minutes, depending on the size and the
thickness of the pieces.
3. The chicken is done if it is tender when pierced with a fork.
Oven Frying
1. Coat the poultry pieces in the same manner as for pan frying, and
place them in a single layer in a foil-lined baking pan.
2. Pour 60 ml (1/4 cup) of melted butter or oil over the poultry, and bake it
at 190 degree C (375 degree F) for 40 to 45 minutes, turning once.
Braising
This method is more suitable for older, less tender chicken and for turkey
parts:
1. Coat each piece of poultry with flour.
2. Heat 30 ml (2 tablespoons) of oil or shortening in a skillet, and brown
the poultry pieces lightly.
3. Drain off the fat, and add about 250 ml (1 cup) of liquid. The liquid
can be water, broth, tomato juice, etc.
4. Cover the pan, and cook slowly for 1 ½ to 2 ½ hours or until a fork can
be inserted with ease.
Simmering
This is also best for older stewing chickens or fowls, but you can use
broiler-fryers and turkeys too.
1. Place the poultry in a deep saucepan or Dutch oven. Add seasonings
of your choice and cut-up vegetables, if you wish. Cover the bird with
water.
2. Heat the liquid to boiling over high heat. Reduce the heat to low.
Cover the pot, and simmer for several hours or until the bird is tender
when pierced with a fork. Do not pour out the broth. It makes
delicious soup as well as sauces.
206
Chicken with Ampalaya in Oyster Sauce

Number of servings (yield):3
Ingredients:
Quantity Unit Item

1 lb Boneless chicken breast, sliced into thick
pieces
2 medium Ampalaya (bitter gourd), cored and sliced
1 small Yellow onion, sliced
4 cloves Garlic, chopped
3 tablespoon Oyster sauce
½ cup Water or chicken broth
2 tablespoon Cooking oil
Salt and paper to taste
Methods:
1. Heat the oil in a pan.
2. Once the oil is hot, sauté the onion and the garlic until the onion
becomes soft.
3. Add the sliced chicken breast. Cook for 2 to 3 minutes or until the color
turns light brown.
4. Add the oyster sauce. Continue to cook for 2 minutes.
5. Pour-in water or chicken broth. Let it boil. Cover and simmer for 10 to
12 minutes (add water, if necessary).
6. Put-in the sliced Ampalaya. Stir and cook in medium heat for 3 to 5
minutes.
7. Add salt and paper to taste.
8. Transfer to a serving plate. Serve with brown or white rice.
http://allrecipes.com/recipes/meat-and-poultry/chicken/

Direction: Recall any poultry dish that your family is preparing during
class.
207
Let’s Do it!

Direction: Form a group. Each group will prepare variety of poultry
dishes from the different recipes considering the cultural
Direction: Create and present poultry dishes attractively using
appropriate accompaniment and serving portion.
A) Observe the different kinds of fish sold at the market. Identify them and
describe their appearance.
B) Observe at the market the quality of meat sold. Tell whether the meat is of
good quality or not.
Integration
In one way or another, farmers supply almost all the food we eat. Some farmers
raise cattle, chickens, or dairy cows. Other farmers grow fruits, vegetables, or
grains. Farmers provide food we find in grocery stores.
So, what else do you think a farmer has to do to keep a farm running?
208
Let’s See How Much You Learned

Post Test III
I. IDENTIFICATION
Direction: Identify the word/words described in the following
statements. Use another sheet of paper for your answer.
_________1. They have lean pink flesh that becomes white in cooking.
_________2. It refers to any form of sea life regarded as food by humans.
_________3. This is a type of fish that has round or oval bodies.
_________4. These are found worldwide and are excellent steamed or added
to soups.
_________5. This is a method of cooking that seals in the moisture, nutrients,
and flavor of the fish.
_________6. They are found both in salt water and fresh water.
_________7. It is used in cookery to describe a wide range of flavored liquids.
_________8. It comes from a French word which means ―to grace or to
provide‖.
_________9. It refers to any domesticated bird used for human consumption.
_________10.This cooking method is used for chicken or turkey parts.
II. TRUE OR FALSE

_____1. Shellfish include various species of mollusks, crustaceans, and
echinoderms.
_____2. Cooking is generally understood to be the transfer of heat into food
items to render these more palatable, easier digestion, and overall
speaking, to improve their bacteriological and tasteful aspects.
_____3. Fat fish is often served with sauce while lean fish are best cooked
using dry heat method of cooking.
_____4. Based on its internal skeleton structure, they are divided into two
types: The Fat Fish and The Lean Fish.
_____5. Baking is great with all kinds of fish and shellfish.
_____6. Shellfish becomes tough and dry when cooked at too high heat.
_____7. Canned fish has a long shelf life, similar to canned vegetables, fruits,
and meats.
_____8. Flat Fish has a flat body structures and swims deep down in the sea
in a horizontal position.
_____9. In cooking fish, the most reliable procedure involves the use of sense
of sight, smell and touch.
_____10. It is found to be of great benefit in healing and preventing a whole
range of physical and mental diseases.
209
Quarter IV
Overview
This chapter discusses hot meal vegetables and meat dishes preparation.
It includes types, selection guidelines, proper storage and appropriate and
varied preparation of vegetables and meat dishes to help increase palatability
of the food served and to stimulate appetite of the recipient of the dishes,
taking into consideration the nutrients or type of food need.
Objectives:
 Discuss principles, procedures , and ingredients in preparing hot
meals - Vegetable Dishes and Meat Dishes
 Prepare and present a range of hot meals; and,
 Store hot meals hygienically.
Pre-Test
I. MULTIPLE-CHOICE
Direction: Read each questions carefully. Using a quiz booklet, write the
letter that corresponds to your answer in each question.
1. This refers to the glossy or shiny appearance of meat when roasted.

A. Appearance
B. Flavor
C. Juiciness
D. Tenderness
2. Which of the following is not an effect of cooking vegetables?

A. It alters/improves flavor
B. It gelatinizes the starch
C. It improves digestibility
D. It softens cellulose
A. A & B only B. A & C C. C & D only D. None of the above
210
3. Which of the following is classified as a root vegetable?

A. Asparagus
B. Broccoli
C. Carrot
D. Garlic
4. Which of the following is a meat dish?
A. Denengdeng
B. Humba
C. Laing
D. Lumpia
5. Which of the following are factors to consider when purchasing

vegetables?
A. Absence of the decay or insect infestation
B. Freshness
C. Lack of any mechanical damage or injury
D. Right degree of maturity
E. Variety
A. A & B only B. A & C C. C & D only D. All of the above
6. In washing and brushing vegetables, which of the following is not

removed?
A. Microorganisms
B. Peeling
C. Pesticides
D. Soil
7. Which of the following is a type of meat from herbivore?

A. Goat B. Swine
C. Horse D. Rabbit
8. Which form of meat can be found in the wet markets which has not
undergone any processing, freezing, chilling or treatment?
A. Chilled meat B. Cured meat
C. Fresh meat D. Canned meat
9. What is the suggested duration for meat to be held in refrigerator?

A. 1-3 days B. 3-5 days
C. 5 days to 1 week D. 1-6 months
10. Which of the following is a vegetable dish?

A. Teppanyaki B. Pochero
C. Fritada D. Chopsuey
211
Test II. TRUE OR FALSE

Direction: Read each statement carefully. If the statement is correct,
______ 1. Vegetables classification is defined by the part from which they
originated
______ 2. Freezing is the best way to store all meat types regardless of
when it will be prepared.
______ 3. In cooking meat dishes, liquid may not be added.
______ 4. ―Isaw‖ is known as the intestine in English language.
______ 5. In choosing vegetables in the market, weight is a great factor to
consider
______ 6. Frozen meat has undergone chilling and freezing and is usually
available in supermarkets.
______ 7. Tough meat cuts should be cooked using moist heat or with
liquid at low temperature over long periods.
______ 8. Liver of pork can be cooked as Adobo.
______ 9. Vegetables taste best when they are cooked tender crisp.
______ 10. ―Twalya‖ is known as tripe in English language.
Test III. IDENTIFICATION A

Direction: Identify least five (5) vegetables that you know of and indicate
its type. Write your answer in your quiz booklet.
Name of vegetable Type of vegetable

1
2
3
4
5
Test IV. IDENTIFICATION B

Direction: Identify least five (5) meat dishes that you know of and
indicate its type of meat. Write your answer in the space
provided below.
Name of meat dish Type of meat

1
2
3
4
5
212
Learning Outcome 1: PREPARE VEGETABLE DISHES

Objectives:
At the end of the period, you are expected to:
 discuss the principles and procedures in preparing vegetable dishes;
 prepare variety of meat dishes based on appropriate techniques;
 present vegetable dishes attractively using suitable garnishes,
condiments and service wares;
 compute the selling price and the nutrient value of a vegetable dish;
and,
 store vegetable dishes hygienically at the proper temperature.
Vegetable is a plant or part of a plant used as food, typically as

accompaniment to meat or fish, such as a cabbage, potato, carrot, or bean
(Oxford dictionaries, 2014).
Activity 1. NAME THAT VEGETABLE

Direction: Identify at least five (5) vegetables that you know of and
indicate its type. Write your answer in your quiz booklet.
Name of vegetable Type of vegetable

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
213
Classification of Vegetables
o Vegetables classification is defined by the part from which they originated.
Roots Stem
o Carrots  Celery
o Beets  Asparagus
o Turnips
o Radishes
Bulb Leaves
 Onion  Spinach
 Garlic  Lettuce
Seeds Flowers
 Beans  Broccoli
 Corn  Cauliflowers
 Peas
FRUITS
Avocado, Cucumber
Eggplant, Okra SEEDS
Pepper Beans
Pumpkin Corn
Snap beans Lentil
Squash Peas
Tomato
FLOWERS
Artichoke
Broccoli
Cauliflower
LEAVES
STEM AND SHOOTS Beet greens, Bok choy (Chinese chard) Brussels
Anise (Fennel) sprouts, Cabbage, Chard, Chinese cabbage,
Asparagus Collards, Dandelion greens, Endive, Escarola, Kale,
Celery Lettuce, Mustard green, Parsley, Romaine,
Kohlrabi Spinach, Turnip green, Watercress
BULBS
TUBERS Chives, Garlic,
Ginger root Leek, Onion,
Potato Shallot
Sunchoke (Jerusalem artichoke)
ROOTS
Beet, Carrot, Celeriac
(Celery root), Jicama,
Parsnip, Radish,
Rutabaga, Sweet potato,
Turnip
http://www.asianonlinerecipes.com/tips/classification-of-vegetables/
214
Powerful Healing Food Combinations
TEN RULES TO LIVE BY...

1. Eat more whole foods.
In terms of your health, whole foods are the best options compared with
processed or refined foods and products. Food in its whole form means
beans, fruits, vegetables, whole grains, nuts and seeds, chicken (take off
the skin), and unprocessed lean meat.
2. Switch to whole grains.

Switching to whole wheat or whole grain bread against white bread makes
a difference in your health.
3. Be voracious for veggies.

Vegetables pump powerful phytochemicals into our bodies along with
vitamins and mineral:
 vegetables high in fiber (eggplant and okra)
 cruciferous vegetables high in anti cancer organosulfur compounds
(kale and broccoli)
 carotenoid family that offers a rich mix of phytochemicals (carrots,
spinach, sweet potato, etc.)
4. Have a handful of nuts everyday.

Nuts (such as pistachio nuts and sunflower seeds) contain mostly
monosaturated fats and mostly contribute phytosterol when sufficient in
amount help lower blood cholesterol. It enhances also the immune system
and thereby decreasing the risk of some cancers. Furthermore, the two
forms of vitamin E (alpha and gamma tocopherols) work best together with
almonds, cashew, and walnuts.
5. Drink tea.
Drinking green tea everyday has health benefits such as flavonoids
(anthocyanin and proanthocyanichin) which may enhance the antioxidant
activity of vitamin E (alpha tocophenol) and trigger weight loss by
stimulating the body to burn calories and thereby decrease body fat.
Green tea is loaded with EGCG (epigallocatechin) which has the ability for
binding to a certain procancer protein. Furthermore, green tea and black
tea contain antioxidant polypehnols that thought to block cell damage.
6. Be a dire oil aficionado.

There are 30 (or more) precious phytochemicals in dire oil. Many of which
have antioxidant and anti-inflammatory action in the body that promote
heart health against cancer.
215
7. Eat fish several times a week.

Fish offers powerful Omega 3s along with a dose of potassium and a rare
natural food source of vitamin D. But be warned not to overlook other
types of seafood such as crab which is rich in three forms of vitamin B
(folic acid, B1, and B12).
8. Seek out tomatoes.

Tomatoes contain all four major carotenoids which are rich in synergy as a
group (alpha and beta carotene, lutein, and lycopene), high in powered
antioxidants (beta carotene, vitamin E, and vitamin C), and rich in
potassium.
9. Go crazy for citrus.

The whole citrus family is loaded with awesome amounts of phytochemical
sub group flavones which are believed to have antioxidants, anti-
inflammatory, anti-thrombotic, and antiathenogenic action in the body.
10. Learn to love low-fat dairy.

Dairy foods deliver a team of players that are all important for healthy
bones (calcium, vitamin D, protein, phosphorus, magnesium, vitamin A,
and B6)
Recommended intake of vegetables
 The recommended daily intake of vegetables varies according

to the patient‘s caloric need, the type of vegetables, and
whether the vegetables are eaten cooked or raw.
 Food guide/food pyramid recommended serving of vegetables:
2 cups/day for a 1,600-calorie (kcal) diet and up to 4 cups/day
for a 3,000-calorie (kcal) diet, including dark-green, orange/deep
yellow, and starchy vegetables and legumes each week.
Important consideration when buying fruits and vegetables

 Weight, rather than size should be the basis of selecting fruits and
vegetables. Heavier items are much better than lighter ones.
Factors to consider in relation to the choice quality use fresh

vegetables:
 freshness
 absence of the decay or insect infestation
 lack of any mechanical damage or injury
 right degree of maturity
 variety
216
Tips in preparing vegetables

 Wash vegetables carefully and thoroughly under cool, running water. A
vegetable brush may be used when appropriate to remove soil,
microorganisms, pesticides, and herbicides. Washing should be quick,
because most vegetables absorb excess water when soaked.
 Many root vegetables, except beets and baked potatoes, are peeled of the
outer layer that is normally washed.
 For a maximum retention of nutrients, peel and slice vegetables just
before cooking.
 Soaking vegetables in water is not advisable as it could result to nutrient
loss
 Thoroughly inspect and remove blemishes.
 Adjust the preliminary preparation like trimming and cutting according to
the variety and use of the vegetables.
 Cook vegetables only for a short time. Vegetables taste best when they
are cooked tender crisp.
 Serve vegetables as soon as they are cooked for appeal and nutrient
retention
 Purchase only the freshest possible vegetables in amount that will be
used within a few days.
 Store vegetables right away at the appropriate temperature and do not
leave them out of storage for any length of time unless they are being
prepared. Leftovers should be refrigerated immediately and used within 3
days.
Guidelines in Vegetable Cookery

1. Cooked vegetables until slightly crisp and tender. Do not overcook green
leafy vegetables to preserve the green color.
2. Cook the vegetables in minimal water to avoid excessive nutrient loss
3. When cooking vegetables with meat, add the vegetables after the meat
becomes tender.
4. Save the cooking fluid of vegetables so that it may be reused for stocks,
sauces, and gravy.
5. Allow the starches of starchy vegetables such as potatoes to gelatinize by
cooking them long enough.
6. For best results, cook frozen vegetables according to package direction.
Effects of Cooking Vegetables

1. It softens cellulose
2. It alters/improves flavor
3. It improves digestibility
4. It gelatinizes the starch.
217
Types of vegetable preparation

 Dry heat – baking, roasting, sautéing, or deep frying.
 Moist heat – simmering, steaming, braising, or microwaving
Serving styles of vegetables
Plain Buttered Creamed Au gratin

Glazed Scalloped Stuffed
Planning Tips in Including Vegetables in a Meal
When planning for a meal that consists of vegetables, it is important to

consider the other dishes that will go with it. Buttered vegetables, for
example, would go well with steak. For a Filipino fare, a simple meal of fried
fish would be perfect with pinakbet.
Other factors to be considered are shape, color, texture and flavor of the
vegetable dish in relation to the rest of the meal. Such characteristics should
not clash with the characteristics of the other dishes. Instead, the shape,
color, texture, and flavor of the vegetable dish should enhance the desirable
qualities of the meal it is served with.
Sample of Vegetable dishes
 Fresh lumpia  Ginisang gulay

 Chopsuey  Ginataang dahon ng malunggay
 Pinakbet  Sitaw at kalabasa sa gata
 Laing  Denengdeng
218
Activity2. KNOW YOUR KITCHEN PROWESS - VEGETABLE DISHES

Direction: Recall any vegetable dish that your family is preparing
during especial or ordinary occasion at home. Present the
recipe in class.
Let’s Do it!

Direction: Form a group. Each group will prepare variety of vegetable
dish from the different recipes considering the cultural
Direction: Create and present vegetable dish attractively using
appropriate accompaniment, garnishing, and serving
portion.
Activity 5.COMPUTATION OF THE SELLING PRICE

AND NUTRITIVE VALUE
Direction: Compute the selling price of the presented vegetable dish
(Activity 4) and its nutritive value. Preset the output in class.
219
Learning Outcome 2: PREPARE MEAT DISHES

Objective:
 discuss the principles and procedure in preparing meat dishes;
 prepare variety of meat dishes based on appropriate techniques;
 present meat dishes attractively using suitable garnishes, condiments
and service wares;
 compute the selling price and the nutritive value of a meat dish; and,
 store meat dishes hygienically at the proper temperature.
Meat is regarded as the most expensive item in a meal. Despite this,

universal preference for meat has spawned its popularity among food service
establishments. Nearly every home has meat as main dishes, owing to its
palatable appeal. In addition, meat is a prime source of nutrients, with protein
at the forefront. It also contain significant amount of fat, phosphorous, and
iron.
The most widely used type of red meat is pork, beef and lamb. Other type
of red meat includes carabeef, chevon, horsemeat, rabbit, and venison.
Activity 1. NAME THAT MEAT

Direction: Identify at least five (5) meat dishes that you know of and
indicate its type of meat. Write your answer in the space
provided below.
Name of meat dish Type of meat

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
220
Types of meat
Meat from herbivores: Meat from other animals:
 Beef cattle  Goat
 Sheep  Rabbit
 Swine  Deer
 Moose
 Horse
 Squirrel
 Kangaroo (in Australia)
Principles of cooking meat

1. The ideal cooking temperature range of meat is from low to moderate
heat. Such temperature improves the palatability and texture of the
meat. This results in minimal shrinkage and minimal nutrient loss.
2. Tough meat cuts should be cooked using moist heat or with liquid at
low temperature over long periods.
3. To prevent bacterial growth, meat should not be removed from its
wrapping when thawed. In addition, defrosted meat should be
immediately cooked and should never be refrozen.
4. Because pork may contain high levels of pathogens or parasites, it
should be cooked thoroughly.
5. When roasting or broiling meat, its internal temperature must be
maintained at a safe level to ensure its safety.
Importance of fats in meat cookery

Fat contributes to the texture, flavor, and appearance of the prepared
meat thus the inclusion of fats in several dishes.
1. Tenderness - in cookery, fatty tissues separated from the meat

becomes tenderer.
2. Juiciness – during cooking, the fat melts, penetrates or coats the meat
surface, preventing it from losing its juiciness.
3. Flavor – fat makes the food more flavorful since fat reacts with the
carbohydrate and protein components in food. This reaction produces
unique flavors and odors.
4. Appearance – the sheen from oil or fat imparts the shiny or glossy
appearance of meat when roasted.
Market forms of meat

Meat is available in several forms.
Fresh meat – found in the wet markets, fresh meat has not undergone any
processing treatment, chilling, or freezing.
221
Frozen meat – frozen meat has undergone chilling and freezing and is
usually available in supermarkets.
Chilled meat – this form of meat has just been cooled at 1-3o C (34-36oF)
within four hours after slaughter.
Canned meat – canned meat is meat, which has been processed by the
addition of preservatives and then canned. Liver spread, meat loaf and
corned beef are examples of canned meat.
Cured meat – this is meat to which preservatives such as salt, sugar, sodium
nitrate and spices have been added. Examples of these are longaniza,
tocino, corned beef and hotdog.
Beef cuts
Beef cuts, suggested cooking methods and dishes
Suggested cooking
Local term English term method
Suggested dishes
Punta y pecho Brisket Simmer Pares, Korean Beef Stew
Paypay Chuck Braise Beef Roast Pot
Kamto/Kabilugan Flank Stew Beef Roulade
Kenchi Fore Shank Braise, stew Beef with Mushroom
Kenchi Hind Shank Braise, stew Kare-kare
Kadera Loin End Steak, roast, braise Roast Beef; Steak
Crispy Tadyang; Korean
Liempo/Tadyang Plate Fry, stew, braise
Ribs
Leeg Neck Braise, stew Pochero, Kare-Kare
Kortillas Ribs Braise, roast Korean Beef Stew
Tapadera Rump Braise, roast Roast Beef
Kaldera Short Loin Braise, steak Beef with Broccoli
Lomo Tenderloin Steak Teppanyaki, Steak alaPobre
222
Pork cuts
http://www.cfs.purdue.edu/class/f&n202/Pork_slides/Pork_Cut_ID_Tutorial.html
Pork cuts, suggested cooking methods and dishes
Local term English term Suggested cooking Suggested dishes

method
Ulo Head Simmer Dinugan,Sisig, Lechon
Kalamnan Jowl Pan-fry; stew Nilaga, Fritada
Kasim Picnic Simmer;fry; roast Tocino,Adobo, Fritada
Paypay Shoulder or Braise; stew; Barbeque, Adobo
Boston butt barbeque
Costillas Pork chops Braise; fry; barbeque Stuffed Pork Chops
Liempo/tiyan Side Bacon/Belly Braise Adobo Roll;
LechonKawali
Tadyang Spareribs Barbeque, roast Grilled Spareribs
Lomo Loin Pan-fry; braise BreadedFriedPorkloin
Pigue Ham Ham; Braise Pork Italianne
Pata Leg Stew Pata Tim
223
Variety Meats, suggested cooking methods and dishes
Local term English Suggested Suggested dishes

term cooking method
Utak Brain Simmer Sisig, Soup, Omelet
Balun-balunan Heart Braise Dinuguan, Batchoy
Isaw/Bituka Intestine Barbeque Ihaw, Dinuguan
Bato Kidney Simmer Dinuguan,Batchoy, Lugaw
Atay Liver Pan-fry Fritada, Adobo, Steak
Baga Lungs Simmer Bopis
Librillo Omassum Simmer Kilawin, Goto, Kare-Kare
Lapay Pancreas Simmer Lugao, Dinuguan
Nguso Snout Broil Dinuguan, Sisig
Buntot Tail Simmer Kare-Kare
Dila Tongue Simmer Pastel; Estofado
Twalya Tripe Simmer Arroz Caldo; Lugaw
Bahay-guya Uterus Simmer Arroz Caldo
Sikmura Stomach Simmer Kilawin; Dinuguan; Arroz Caldo
Methods of meat cookery
1. Dry heat method

The food is cooked either by the direct or indirect application of
heat in a closed environment, dry heat method involves cooking meat
without the addition of liquid to it during cooking, result in a moist
interior and a flavorful exterior. This is suitable for natural tender cuts
of meat which are low in connective tissue and do not require water to
solubilize collagen. The dry heat technique includes grilling and
broiling, roasting, sautéing, pan-frying, and deep-frying.
2. Moist heat method

This involves cooking the food in a flavorful liquid bath. The
amount of liquid used varies with the technique employed. This method
does not cause food to be sealed during the initial step of cooking
process. The result is that a certain amount of flavor is transferred to
the cooking liquid from the food. Generally, food cooked using the
moist heat method has a delicious flavor and a pale color.
The moist heat technique includes steaming, shallow poaching,
simmering, stewing, and braising.
Liquid of meat in this cooking method comes from any of the following:
 It may be added
 It may come from vegetable extracts where meat is cooked.
 It may come from the liquid released from the meat itself.
224
Storage of meats
 All meats must be refrigerated or frozen according to recommended
temperatures. They should be held in the refrigerator no longer than
suggested maximum times, usually 3-5 days although ground and
variety meats will only last 1 or 2 days.
 Most meats can be kept frozen for 6-12 months if properly wrapped to
avoid freezer burn caused by moisture loss.
Sample of meat dishes
Beef Pork
 Calderetang baka  Pork Sinigang
 Pochero  Kare-kareng pata
 Tinolang baka at mais  Sisig
 Beef and mushroom salpicao  Binagoongang baboy
 Bistek tagalog  Humba
 Mechado  Menudo
 Meatloaf  Dinuguan
Prepare Meat Dishes
Calderetang Baka
http://www.google.com.ph/imgres?imgurl=http%3A%2F%2Fwww.pinoyrecipe.net%2Fwp-
content%2Fuploads%2F2007%2F12%2Fkalderetang-baka-pinoy-
recipe.jpg&imgrefurl=http%3A%2F%2Fwww.pinoyrecipe.net%2Fkalderetang-baka-recipe-beef-
kaldereta%2F&h=333&w=500&tbnid=OJqev-
p_hTnIYM%3A&zoom=1&docid=GtIEOtHh6rsksM&ei=bSl7U6mxOYmkkgWwvYGAAw&tbm=is
ch&client=firefox-
 1/2 kilo beef brisket, cut into cubes

 4 cups water
 1 cup red bell pepper, seeded and cut into Julienne strips
 1 cup tomato sauce
 1/2 cup liver spread or liver paste (processed using blender)
 1 tsp. crushed chili
 3 pcs bay leaves
 4 garlic cloves, crushed
 1 onion, finely chopped
 2 cups potatoes, peeled and sliced
 2 cups carrots, sliced
 1 cup Canola cooking oil
 2/3 cup green olives
 salt and pepper to taste
225
Cooking Procedure
1. In large cooking pan add in the canola oil, heat the pan and fry the carrots and potatoes
until it turns light brown.
2. Remove from the pan the fried potatoes and carrots then set aside
3. In the same pan, sauté the garlic and onions
4. Next add the beef and saute for 5 minutes
5. Add water and let the beef boil until tender about 2 hours (for shorter time in cooking use
pressure cooker to soften the beef for only 30mins)
6. Once the beef is already tender add the tomato sauce and liver spread then simmer for
10 minutes
7. Add green bell pepper, crushed chili, olives, carrots, bay leaves and potatoes then
simmer for another 8 minutes
8. Add salt and pepper to taste.
9. Serve hot with rice.
Pochero
Ingredients
 1 lb pork belly, chopped
 2 medium tomatoes, diced
 1 medium onion, diced
 1 teaspoon garlic, minced
 2 to 2 1/2 tablespoons patis (fish-sauce)
 1 tablespoon whole pepper corn http://www.google.com.ph/imgres?imgurl=http://www.cwargentina.com/blog/wp-
 1 small can tomato sauce content/uploads/2013/07/110527680.jpg&imgrefurl=http://www.cwargentina.com/blog/tag/
puchero/&h=197&w=256&tbnid=DhcZPCvTMj0PxM:&zoom=1&tbnh=154&tbnw=199&
 1 cup chick peas (garbanzos) usg=__nFcOY00qKixZYx4ULuLybWI29Ls=&docid=Pmf-
 1 large plaintain banana (ripe), chopped uP79UM5v7M&itg=1&client=firefox-a&sa=X&ei=QCh7U-

e4AYOakAWU3YHACw&ved=0CJIBEPwdMAo
 1 medium sized potato, cubed
 1 small cabbage, quartered
 1/4 lb long green beans
 1 bunch bokchoy (pechay)
 1 cup water
 2 tablespoons cooking oil
Cooking Procedure
1. Heat cooking oil in a cooking pot.
2. Sauté garlic, onions, and tomatoes
3. Add pork and cook until the color turns light brown.
4. Put-in fish sauce, whole pepper corn, and tomato sauce. Stir.
5. Add water and let boil. Simmer until pork is tender (about 30 to 40 minutes).
6. Put-in potato, plantain, and chick peas. Cook for 5 to 7 minutes.
7. Add cabbage and long green beans. Cook for 5 minutes.
8. Stir-in the bokchoy. Cover the pot and turn off the heat.
9. Let the residual heat cook the bokchoy (about 5 minutes).
10. Transfer to a serving plate and serve.
226

Activity2. KNOW YOUR KITCHEN PROWESS
Direction: Recall any meat dish that your family is preparing during
class.
Let’s Do it!

Direction: Form a group. Each group will prepare a meat dish from the
different recipes considering the cultural background and
condition of the patient.
Direction: Create and present meat dish attractively using appropriate
accompaniment, garnishing, and serving portion.
Individual Activity
1. Watch the following video on how some vegetables and meat dishes are
prepared.
a. vegetables
 kare-kareng gulay:
http://www.youtube.com/watch?v=lKUuUdnWG6s
 Mongolian Togue:
http://www.youtube.com/watch?v=80532RpRnxw
b. meat
 Beef tenderloin medallion steak:
http://www.youtube.com/watch?v=vrg6TUzJ0Q8
 Pork belly: http://www.youtube.com/watch?v=0wDyFuwfybY
2. Answer the following questions after watching the videos. Choose one
dish from vegetable and one dish from meat.
a. What are the ingredients needed to prepare the dish?
b. What are some important things to take note when preparing
the dish?
c. What do you think are other ways to make dish healthier for the
consumer?
227
Group Activity
Prepare dishes that are appropriate for a person who needs to have a low
protein, low fat and low salt diet/meal (breakfast, lunch and dinner) using
vegetables and meat.
Directions:
1. Grouping should be 5-8 students per group.
2. Create dishes which are appropriate for patients who need to have low
protein, low fat and low salt diet/meal (breakfast, lunch and dinner)
using vegetables and meat.
3. Compute for the caloric content of the planned meal.
Grading Rubrics
5 4 3 2 1
Performance Excellent Very Satisfactory Fair Needs
criteria satisfactory improvement
Prepares, Prepares, Prepares, Prepares, Prepares, No attempt to
checks and checks and checks, and checks and checks, and prepare, check
uses needed uses all uses most uses some uses none of and use
material, needed needed needed the needed needed
ingredients materials, materials, materials, materials, materials,
prior to actual ingredients ingredients ingredients ingredients ingredients
activity. prior to actual prior to actual prior to actual prior to actual prior to actual
activity. activity. activity. activity. activity.
Work Systematic Systematic Systematic Never follows No attempt to
Application application of application of application of systematic apply
Procedure all work work work application of procedure to
procedure all procedure procedure procedure and the Activity
the time even most of the some of the highly given
without proper time with time with development
supervision minimum constant on
supervision supervision supervision
Safety and Highly self- Self- Self- Needs to be Not motivated
security work motivated and motivated and motivated and motivated and and totally
habits observes all observes observes does not disregards
safety and most safety sometimes observe safety safety and
security and security some of the and security
precautions all precautions safety and security precautions in
the time most of the security precaution in work
time in work precautions in work
work
Speed/Time Finished the Finished the Finished the Finished the No work at all
work ahead of work on work close to work beyond
time time given time the given time.
Integration
In this module, you have learned some important information about good
nutrition. You can share some of the information with your family. For example, you
might talk with your family about ways to get enough of the right kinds of foods. You
could tell your family what you have learned about vegetable dishes and meat
dishes.
228

Post Test IV
Test 1. MULTIPLE-CHOICE
Direction: Read each question carefully. Choose the letter that best
describes the statement. Write the letter of your answer on
your quiz notebook.
1. Which of the following is not an effect of cooking vegetables?
A. It softens cellulose
B. It alters/improves flavor
C. It improves digestibility
D. It gelatinizes the starch.
A. A & B only B. C & D only C. A and C D. None of the
above
2. Which of the following is classified as a root vegetable?
A. Asparagus B. Carrot
C. Broccoli D. Garlic
3. In washing and brushing vegetables, which of the following is not
removed?
A. Microorganisms B. Soil
C. Peeling D. Pesticides
4. Which of the following is a meat dish?
A. Caldereta B. Denegdeng
C. Laing D. Lumpia
5. Which of the following are factors to consider when purchasing
vegetables?
A. freshness
B. absence of the decay or insect infestation
C. lack of any mechanical damage or injury
D. right degree of maturity
E. variety
A. A & B only B. C & D only C. A and C D. All of the above
6. What is the suggested duration for meat to be held in refrigerator?
A. 1-3 days B. 3-5 days
C. 5 days to 1 week D. 1-6 months
7. Which of the following is a type of meat from herbivore?
A. Rabbit B. Swine
C. Horse D. Cattle Beef
8. Which form of meat can be found in the wet markets which has not
undergone any processing, freezing, chilling or treatment?
A. Chilled meat B. Cured meat
C. Fresh meat D. Canned meat
229
9. Meat that has undergone chilling and freezing and is usually available in
supermarkets
A. Fresh meat B. Juicy meat
C. Frozen meat D. Roasted meat
10. Which of the following is a vegetable dish?

A. Teppanyaki B. Pochero
C. Fritada D. Pinakbet
II. TRUE OR FALSE

Direction: Read each statements carefully. If the statement is correct, write
the word TRUE and if the statement is incorrect, write FALSE. Write your
answer in your quiz booklet.
______ 1. Freezing is the best way to store all meat types regardless of
when it will be prepared.
______ 2. ―Twalya‖ is known as tripe in English language.
______ 3. In cooking meat dishes, liquid may not be added.
______ 4. Vegetables classification is defined by the part from which they
originated
______ 5. Tough meat cuts should be cooked using moist heat or with
liquid at low temperature over long periods.
______ 6. Frozen meat has undergone chilling and freezing and is usually
available in supermarkets.
______ 7. ―Isaw‖ is known as the intestine in English language.
______ 8. Liver and thigh of chicken can be cooked as Adobo.
______ 9. Vegetables taste best when they are cooked tender crisp.
______ 10. In choosing vegetables in the market, weight is a great factor to
consider
III. ESSAY
Direction: Write a reflection by answering each given the question
below. Write your answer in your quiz booklet.
1. What is the importance of including vegetables in the daily diet and

approximately how may cups is recommended to be taken each day?
2. What is your favorite meat dish and why? What important nutrients can
you derive from this particular dish?
230
ACTIVITY: SKILL DEMONSTRATION
A. Activity Sheet 1 - Meal Planning

The list below shows the four food groups and the recommended daily
serving from each group.
 Bread - cereal : 4 servings

 Vegetable - fruit : 4 servings
 Milk - cheese : 3 servings
 Meat - fish - poultry - bean : 2 servings
Prepare a meal plan for one day. Your meal plan should include the
recommended number of servings from each of the four food groups.
Ask: How did you decide what foods to choose?
B. Activity Sheet 2 - Mock NC I Assessment (Skill Demonstration)
PREPARING COLD MEALS 5 4 3 2 1

1. Preparing Appetizers
a) Methods of preparing appetizers
b) Tools, equipment, utensils needed in preparing appetizers
c) Safe Food Handling
d) Standard serving portion
e) Presentation of the appetizers
f) Safety and hygienic practices in storing appetizers
2. Preparing Sandwiches
a) Methods of preparing sandwiches
b) Tools, equipment, utensils needed in preparing sandwiches
e) Presentation of the sandwich
f) Safety and hygienic practices in storing sandwiches
3. Preparing Salad and Desserts
a) Methods of preparing salad and desserts
b) Tools, equipment, utensils needed in preparing salad and
desserts
e) Presentation of salad and desserts
f) Safety and hygienic practices in storing salad and desserts
231
PREPARING HOT MEALS 5 4 3 2 1

1. Preparing Egg Dish
a) Methods of preparing egg dish
b) Tools, equipment, utensils needed in preparing egg dish
e) Presentation of egg dish
f) Safety and hygienic practices in storing egg dish
2. Preparing Pasta Dish
a) Methods of preparing pasta dish
b) Tools, equipment, utensils needed in preparing pasta dish
e) Presentation pasta dish
f) Safety and hygienic practices in storing pasta dish
3. Preparing Grain
a) Methods of preparing grain dish
b) Tools, equipment, utensils needed in preparing grain dish
c) Food and Safety Hazard
d) Safe Food Handling
e) Standard serving portion
f) Presentation grain dish
g) Safety and hygienic practices in storing grain dish
4. Preparing Farinaceous/Cereal Dish
a) Methods of preparing farinaceous/cereal dish
b) Tools, equipment, utensils needed in preparing
farinaceous/cereal dish
f) Presentation farinaceous/cereal dish
g) Safety and hygienic practices in storing farinaceous/cereal
dish
5. Preparing Seafood Dish
a) Methods of preparing seafood dish
b) Tools, equipment, utensils needed in preparing seafood
dish
e) Presentation seafood dish
f) Safety and hygienic practices in storing seafood dish
232
6. Preparing a Soup
a) Methods of preparing a soup
b) Tools, equipment, utensils needed in preparing a soup
e) Presentation of a soup
f) Safety and hygienic practices in storing a soup
7. Preparing Garnishes
a) Methods of preparing garnishes
b) Tools, equipment, utensils needed in preparing garnishes
f) Presentation garnishes
g) Safety and hygienic practices in storing garnishes
8. Preparing Poultry Dish
a) Methods of preparing poultry dish
b) Tools, equipment, utensils needed in preparing poultry dish
f) Presentation poultry dish
g) Safety and hygienic practices in storing poultry dish
9. Preparing Vegetable Dish
a) Methods of preparing vegetable dish
b) Tools, equipment, utensils needed in preparing vegetable
dish
f) Presentation vegetable dish
g) Safety and hygienic practices in storing vegetable dish
10. Preparing Meat Dish
a) Methods of preparing meat dish
b) Tools, equipment, utensils needed in preparing meat dish
f) Presentation meat dish
g) Safety and hygienic practices in storing meat dish
233
SUMMATIVE ASSESSMENT
Test I. Multiple-Choice
Direction: Choose the letter that best describes the statement. Write
the answers on your quiz notebook.
1. These are the elements found in Carbohydrate.

2. Glycogen is also known as_____________.
A) malt sugar
B) animal starch
C) high fiber
D) glycosidic bond
3. This is used as substitute to reduce the sucrose intake.
A) maltose
B) lactose
C) glycogen
D) fructose
4. Liver converts galactose into substance known as ______________.
A) maltose
B) lactose
C) sucrose
D) glucose
5. A substance found in the cell walls and woody fibers of all plants.
A) cellulose
B) dextrin
C) glucose
D) sucrose
6. A yellowish, fatlike substance produced mostly in the liver
A) HDLs
B) LDLs
C) Cholesterol
7. Classification of polyunsaturated fats that is regarded as the most highly-
discovered.
A) Omega-3 Oil
B) Triglycerides
234
8. Ingestion of carrots, alfalfa sprouts, and oatmeal in the body have been
found to eliminate a type of bad cholesterol
A) HDLs
B) LDLs
C) Omega-3 Oil
D) Triglycerides
9. It reduces LDLs but have no effect on HDLs.
A) Unsaturated Fats
D) Omega-3 Oils
10. There are fats that can be derived from safflower, corn, and sunflower oils
A) Monounsaturated
B) Unsaturated
C) Saturated
D) Polyunsaturated
11. This is the economical way to ensure adequate and balanced vitamin
intake
C) eat a well-balanced diet
12. The effect of vitamin C deficiency is known as _________.
A) scurvy
C) rickets
D) beriberi
13. It is the purpose of vitamin C to the human body tissues
14. A vitamin C deficiency is characterized by __________________.
15. One of the following set of lunch is a good source of vitamin C
235
16. This period is simply defined as a child not over two years of age.
A) Infant
B) Adult
C) Teenager
development.
A) Infant
B) Adult
C) Teenager
A) Infant
B) Adult
C) Teenager
A) Infant
B) Adult
C) Teenager
20. The FNRI recommends that this stage consumes six to eight glasses of
water and other beverages, daily.
A) Infant
B) Adult
C) Teenager
21. Mr. Lara is working more than eight hours. He arrives usually at the office
one hour before his official time to work. He goes off the office late night
finishing all the Tests assigned to him. What entrepreneurial trait is shown by
Mr. Lara?
A) Hard Working
B) Profit-oriented
C) Demonstrate Initiative
D) Risk-taker
22. In an organization, different personalities are packed. Clashing of ideals
and self-interest are very noticeable among the members. In this case, what
entrepreneurial skill is appropriate to handle this case?
A) Self-confidence
B) Committed
D) Risk-taker
236
23. Tino is working in a Caregiving Center. He completes the activities

assigned to him ahead of time. He works though his employer is not around.
What entrepreneurial trait is shown by Tino?
A) Persistent
B) Sets own standards
24. Florentino is known to have strong personality. He believes that if you
want something badly enough and are prepared to work at it, you‘ll usually
get it.‖ What entrepreneurial trait is shown by Florentino?
A) Self-confidence
B) Committed
25. All businesses have their problems and disappointments. Being persistent
in solving a problem is one of the keys to being a successful entrepreneur.
What entrepreneurial trait is described?
A) Hardworking
B) Persistent
D) Risk-taker
Test II. IDENTIFICATION

Direction: Name the word or words that best describes the statement.
Use quiz notebook to accomplish the Activity.
__________1. The element that is responsible to turn the turbines of
hydroelectric plants which produce electricity for light, heat,
and power for many factories and communities.
__________2. The possible reason of speeding up the clogging of arteries
and producing the damage that result to heart attacks.
__________3. The substance that is necessary for the metabolism of DNA
and RNA.
__________4. The substance that is essential for developing and
maintaining healthy bones and teeth.
__________5. Substance that is very vital in maintaining fluid balance to
human body.
__________6. A kind of diet consisting of foods that are generally soft, low
in dietary fiber, cooked rather than raw, and not spicy.
__________7. The hard outer layers of cereal grain.
__________8. A meal plan that controls the intake of certain nutrients.
__________9. The meat of young cattle (calves).
__________10. The term for the glossy appearance of meat when roasted.
237
Test III. MATCHING TYPE

A. Direction: Match Column A (Characteristics) with Column B
(Function). Write the letter of your answer in your quiz
notebook.
COLUMN A COLUMN B
B. Direction: Match Column A (Characteristics) with Column B

(Example). Write the letter of your answer in your
quiz notebook.
COLUMN B
COLUMN A A) Humba
1. Type of meat from this herbivore animal B) Motion
2. A meat dish C) Chopsuey
3. A vegetable dish D) Regulatory
4. A root vegetable E) Carrot
5. A good source of fiber. F) Sheep
G) Wheatgerm
Test IV. Situational Analysis

Direction: Read the following statements. Write TRUE if the statement
is correct and FALSE if it is incorrect. Use answer sheet to
accomplish this activity.
1. Food must be served attractively to stimulate the appetite of a sick
person.
2. You have to convince the sick person to eat on time because you
have something else to do.
4. Eggs are also of great value, not only as poached or dropped and
served on toast, but also as dainty omelets, or in beverages, as
eggnog, egg lemonade, and orangeade.
5. Fasting and taking a very little amount of food during the first two days
of illness is helpful towards recovery.
238
Rubric for Oral Presentation of Output
Very good
Satisfactory Poor
Indicator (has no more
(has four to (has more than
than three
seven errors) seven errors)
minor errors)
(7 – 4) ( 3 – 1)
(10 – 8)
1. Gave an interesting
introduction
2. Presented clear explanation
of topic
3. Presented information in
logical manner
4. Used complete sentence
5. Offered a concluding
summary
6. Spoke clearly, correctly,
distinctly, and confidently
7. Maintained eye contact
8. Maintained acceptable
posture.
9. Utilized audio-visual aids
10. Handled questions and
comments
Total
SYNTHESIS
As you go through this module, you will be able to assess yourself with the
characteristics and competencies of a successful caregiver as health support
services provider.
Personal Entrepreneurial Competencies (PECs) and Business
Environment and Business Ideas open the module with vast world of
possibilities in putting up own health-care related opportunities.
This module furthers its lessons on the application of principles and key
concepts in the preparation of cold meals (appetizers, sandwiches, salad, and
desserts) and preparation of hot meals (egg dishes, pasta grain, farinaceous
dishes, sea foods dishes, soup, sauces, garnishes, poultry dishes, vegetables
dishes, and meat dishes).
Furthermore, this module focuses on the procedures, selection of
ingredients, serving, presentation, computation of selling price, and proper
storage.
Before the end of Quarter IV, On-the-Job (OJT) training shall be

undertaken as part of the requirements for COC.
239
GLOSSARY
Apricots. Orange colored fruits full of beta-carotene and fiber that are one of
the first signs of summer. Although dried and canned apricots are
available year-round, fresh apricots with a plentiful supply of vitamin
C and are in season in North America from May through August.
Beet greens. Beets, along with their greens, belong to the Goosefoot family,
known as Chenopodiaceae. It‘s best to use beet greens within two
or three days after refrigeration. Enjoy beet greens by themselves as
a salad or with other leafy vegetables, or sauté them in a bit of olive
oil or balsamic vinegar and salt for a delicious side dish.
Bland Diet. A bland diet is a diet consisting of foods that are generally soft,
low in dietary fiber, cooked rather than raw, and not spicy. Bland
diets are often recommended following stomach or intestinal
surgery, or for people with ulcers, heartburn, nausea, vomiting,
and gas. It allows the digestive tract to heal before introducing
more difficult to digest foods.
Bran. Known as miller's bran, is the hard outer layers of cereal grain. It
consists of the combined aleurone and pericarp. Along with germ, it
is an integral part of whole grains, and is often produced as a by-
product of milling in the production of refined grains.
Canapé. Is a bite-size, open-faced finger food consisting of a bread-type

base, a spread or topping, and a garnish.
Cereals. A grain used for food, for example wheat, maize, or rye.
Croutons. Buttered bread shapes baked in the oven until crisp and brown.
Crustaceans. These are also from the shellfish family and have hard outer
crust body with other body parts like legs and claws joined to
it.
Cutting Board. This is the only surface on which you should do cutting or
chopping.
240
Egg. Refers to poultry or fowl products, eggs may be prepared in various

ways. Eggs may be beaten cooked in its shells, fried or poached or
may be combined with other dishes. In baking it acts both as a
emulsifier and leavener.
Eggnog. A sweetened dairy-based beverage traditionally made with milk and /

or cream, sugar, and whipped eggs (which gives it a frothy texture).
Sweet spirits such as brandy, rum or bourbon are often added. The
finished serving is often garnished with a sprinkling of
ground cinnamon or nutmeg.
Farinaceous. These are dishes consisted or made of meal or flour.
Finger food. Meant to be eaten directly using the hands, in contrast to food
eaten with a knife and fork, chopsticks, or other utensils.
Frankfurters. Also called wiener, or (in the United States) hot dog, highly
seasoned sausage, traditionally of mixed pork and beef.
Frankfurters are named for Frankfurt am Main, Ger., the city of their
origin, where they were sold and eaten at beer gardens.
Garnishes. The word garnish comes from French and means 'to grace or to
provide'.
Hors d‘Oeuvres ( r-ˈdərv\). Used in meals for the same reason as

canapés.
Meat. Is animal flesh that is eaten as food. The most widely used type of
red meat is pork, beef and lamb. Other type of red meat includes
carabeef, chevon, horsemeat, rabbit, and venison.
Molasses. (American vernacular) or black treacle (British, for human

consumption. It is also known as molasses otherwise) is
a viscous by-product of the refining of sugarcane or sugar
beets into sugar.
Mollusks. These are shellfish which have a soft meat without any bones
with a hard outer shell.
Nectarines. Smaller and smooth skinned golden yellow with large blushes of
red. Their yellow flesh has a noticeable pink tinge, with a distinct
aroma and a more pronounced flavor.
Pasta. Food made from a mixture of flour, water, and sometimes eggs that
is formed into different shapes.
241
Poultry. Refers to any domesticated bird used for human consumption.
Quiche. Essentially a baked custard (savory rather than sweet) in a pie shell.
Salad. A combination of well-chosen crisp vegetables or fruits with other

ingredients served with a dressing.
Sandwich. Is broadly defined as ―any filling on top of or between any outer

coverings.‖
Sauce. A wide range of flavored liquids that are served as part of the meal,
or dish.
Seafood. Any form of sea life regarded as food by humans.
Skewer. A pointed wood or metal rod used for trussing joints of meats and
poultry or for holding meat, fish or pieces of vegetables.
Skillet. A very heavy, thick bottomed frying pan used for pan-frying when
a very steady, even heat is needed.
Strainer. Made of medium to fine metal mesh and is used to separate solid
ingredients from liquids.
Stratas. Composed of egg, cheese, and bread casseroles that puff up when
baking.
Therapeutic Diet. A therapeutic diet is a meal plan that controls the intake of
certain foods or nutrients. It is part of the treatment of a medical
condition and are normally prescribed by a physician and planned
by a dietician. A therapeutic diet is usually a modification of a
regular diet. It is modified or tailored to fit the nutrition needs of a
particular person.
Veal. The meat of young cattle (calves), in contrast to the beef from older
cattle. Though veal can be produced from a calf of either sex or any
breed, most veal comes from male calves (bull calves) of dairy
cattle breeds. Generally, veal is more expensive than beef from
older cattle.
Vegetable. A plant or part of a plant used as food, typically as

accompaniment to meat or fish, such as a cabbage, potato,
carrot, or bean.
242
Wheatgerm. A concentrated source of several essential nutrients including

vitamin E, foliate (folic acid), phosphorus, thiamin, zinc,
and magnesium, as well as essential and fatty alcohols. It is a
good source of fiber.
Definition of terms: (Cooking definitions for the recipe)
Bake – To cook in an oven.
Beat – To thoroughly combine ingredients and incorporate air with a

rapid, circular motion. This may be done with a wooden spoon,
wire whisk, rotary eggbeater, electric mixer or food processor.
Bind – To add a liquid ingredient to a dry mixture to hold it together.
Blend – To process food in an electric blender or mixer.
Boil – To cook a liquid at a temperature of at least 100ºC.
Brown – To cook food until it has a brown-colored appearance, this is

usually achieved by grilling, frying or baking.
Bruise – To apply pressure to an ingredient to help release its flavor, e.g.

Peel the lemon grass and pound it with the end of a wooden
spoon or with a rolling pin to bruise it and add it to the frying pan.
Brush – To cover food with an even layer of liquid by applying it with a

pastry brush, e.g. Brush the pastry with beaten egg or milk to
glaze.
Caramelize – To caramelize sugar, heat sugar over low heat until it melts
and develops a flavorful, golden-brown color.
Chop – To cut food into small even-sized pieces using a knife or food
processor.
Coat – To cover something with a layer of something else.
Core – To remove the core or center of something.
Cream – To mix fats and sugar together until creamy in appearance.
Crush – To break into uneven pieces.
243
Dice – To cut small uniform cubes of any solid ingredient e.g. cheese or
carrots, first cut the food into even-sized thick strips and then
slice crosswise into cubes.
Dissolve – To mix dry ingredient(s) with liquid until in solution.
Divide – To separate into parts or portions.
Drain – To remove water from ingredients cooked in liquid or from raw

ingredients that have been washed in water by placing them in a
sieve or colander.
Drizzle – To pour a liquid over the ingredients, usually in a random design

and often as a finishing decorative touch.
Dust – To sprinkle lightly with a powder i.e. icing sugar.
Flake – To break cooked fish into individual pieces.
Fold – To mix gently, bringing spatula or other cooking utensil down

through the mixture, across the bottom, and then back up over
the top, until blended. You can also you an electric mixer on the
lowest speed.
Fry – To cook in hot fat.
Garnish – To add a small decoration, often edible, to a savory dish just

before serving to enhance its finished appearance.
Glaze – A glaze is used to give desserts a smooth and/or shiny finish.
Grate – To rub food downwards on a grater to produce shreds or slices of

varying thicknesses.
Grease – To apply a layer of fat to a surface to prevent food from sticking,

e.g. grease the baking tray with butter.
Grill – To cook by direct radiant heat.
Knead – To work a dough by hand, using a folding-back and pressing-

forward motion.
244
Line – To place a layer of Clingfilm, foil, greaseproof paper or

baking parchment, often lightly greased, in a baking tin or
on a tray to prevent food from sticking to the surface.
Marbling – Marbled meat is meat (especially red meat) that contains

various amounts of intramuscular fat, giving it a marbled
pattern.
Marinate – To soak food in a prepared liquid to add flavor and

tenderize. e.g. soy sauce, olive oil, etc.
Mash – To break down a cooked ingredient such as potatoes into a

smooth mixture using a potato masher or fork.
Melt – Use a high temperature to turn a solid fat into a liquid.
Mince – To cut into very fine, even pieces using a sharp knife, a food
processor or a mincer.
Mix – To beat or stir food ingredients together until they are

combined.
Moisten – To make something slightly wet.
Pat – To lightly tap or slap something with the hands.
Peel – To remove the outer layer of a food.
Pour – To transfer a liquid from one container to another.
Press – To apply pressure.
Prick – To make a single small hole or several small holes, often with
a fork, e.g. to bake blind, first prick the pastry base with a
fork.
Puree – To press raw or cooked food through a fine sieve or blend in

a food processor or liquidizer to produce a smooth mixture.
Reduce – To boil a liquid in an uncovered pan until it thickens.

Reducing concentrates the flavor of the liquid. We say the
liquid has been reduced.
Rinse – To clean under running water.
245
Roast – To cook in the oven, usually with the addition of fat or oil.
Roll out – To reduce the thickness of pastry or dough by applying equal

pressure with a rolling pin.
Rub in – A method of incorporating fat into flour by rubbing the fat with
the fingertips until it combines with the flour to form a mixture
with a breadcrumb-like consistency, e.g. rub the butter into
the flour and add enough cold water to form smooth dough.
Pastry, scones, cakes and biscuits are made using the rub in
method.
Scoop – A hand held toll with a small semi-circular bowl at one end to
scoop portions of foods such as ice cream, sorbet, mashed
potato or rice.
Spread – To apply on a surface in an even layer.
Sprinkle – To scatter a powdered ingredient or tiny droplets of a liquid,

e.g. Sprinkle the caster sugar over the fruit or sprinkle the
brandy over the fruit cake.
Stir – To agitate an ingredient or a number of ingredients using a

hand held tool such as spoon.
Whisk – To beat a mixture vigorously with a whisk.
246
Bibliography
Books
Alvarez and Cabuhal.Food, Safety, Sanitation, and Hygiene
Brown, A. (2011). Understanding Food: Preparation and Principles.

Philippines: Cencage Learning.
Cruz, Julia G., et.al. (2003). Home Economics IV. Quezon City: Adriana
Publishing Co., Inc.
Richmond, Julius B., et.al. (1990) Health for Life. US: Scott, Foresman and
Company
Magee, Elaine. (2007). Food Synergy. US: Rodale, Inc.
Quick N Easy Budget Meals. (2005). Quezon City: Atlas Publishing.
Sizer and Whitney. (2000). Nutrition, Concepts, and Controversies. US:
Wadsworth, Thoma Learning
Strand, Ray (2007). ―What your Doctor Doesn‘t Know about Nutritional
Medicine Maybe Killing You‖. US: Thomas Nelson Inc.
Zucker, Elana D.(2006). The Caregiver’s Resourcebook.New Jersey: Pearson
Prentice Hall
Journal
Blaylock, Russel (September 2007). ―Eating Fish: What you need to know‖
Blaylock Wellness Report. Vol. 4, No. 9
Internet
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www.menumakerfoods.com/wp-content/.../Basics-of-Therapeutic-Diets
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%20ASEAN%20RDAs.pdf
http://www.fnri.dost.gov.ph/index.php?option=com_content&Activity=view&id=883
http://kidshealth.org/teen/misc/vitamin_chart.html
http://www.babyzone.com/baby/breastfeeding/nursing-mothers-diet_68248
http://healthtoday.net/Feature/2012/07Jul/SportsNutrition101.aspx
http://www.ndap.org.ph/obesity
http://www.philstar.com/health-and-family/2013/08/06/1055171/18-foods-losing-
weight-part-1
http://www.pchrd.dost.gov.ph/index.php/2012-05-23-07-46-36/2012-05-24-00-03-
06/5281-good-nutrition-for-filipino-adults
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http://chestofbooks.com/food/household/Foods-And-Household-
Management/Feeding-The-Sick.html#.UxSPBONdWI8
http://raisingchildren.net.au/articles/physical_changes_teenagers.html (Teenagers)
http://www.nscsd.org/webpages/ahysick/files/nutrition%20label%20worksheet.pdf
http://smartekits.com/nutritional-calculator-complete-solution/
http://www.peelregion.ca/health/eating/pdfs/canadafg-educators_e[1]-final.pdf
http://www.webmd.com/food-recipes/guide/vitamins-and-minerals-good-food-sources
http://www.kbteachers.com/nutrition-worksheets/free-worksheet-nutrition.html
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http://medical-dictionary.thefreedictionary.com/Empty+Calories
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248

LM Caregiving G10

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TABLE OF CONTENTS

Quarter I Food Components Preparation Of Cold Meals

Lesson 2 Prepare Cold Meals - Appetizers, Sandwiches, Desserts

Quarter II Preparation Of Hot Meals

Quarter III Preparation Of Hot Meals

Quarter IV .... PREPARATION OF HOT MEALS

Activity: SKILL DEMONSTRATION ....................................... 231

Technology and Livelihood Education (TLE) is one nomenclature in the

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 key concepts and principles in

The learner independently performs the core competencies in Caregiving

Grade 10 – Caregiving should have successfully completed the Grade 7/8

The learners of this course must possess the characteristics of a person

A two-phase on-the-job (OJT) training is included in this course as

Quarter I provides lessons on the application of principles in the

Quarter II deals with the application of principles in preparing hot meals

HOW TO USE THIS LEARNING MATERIAL?

Here are some reminders on how to use this material.

Test I. Multiple Choice

1. These are the elements found in Carbohydrate.

2. Glycogen is also known as_____________.

3. This is used as substitute to reduce the sucrose intake.

4. Liver converts galactose into substance known as ______________.

6. It is a yellowish, fatlike substance produced mostly in the liver

7. The classification of polyunsaturated fats that is regarded as the most

9. It reduces LDLs but have no effect on HDLs.

11. It is an economical way to ensure adequate and balanced vitamin intake

12. The effect of vitamin C deficiency is known as _________.

13. This is the purpose of vitamin C to the human body tissues

14. A vitamin C deficiency is characterized by __________________.

15. One of the following set of lunch is good sources of vitamin C.

17. This is a period of rapid growth, mental changes, and emotional

18. This period tends to be independent in terms of their food choices.

Test II. IDENTIFICATION

Test III. MATCHING TYPE

B. Direction: Match Column A (Characteristics) to Column B (Example).

Test IV. Situational Analysis

1. Food must be served attractively to stimulate the appetite of a sick

Personal Entrepreneurial Competencies (PECs)

Content Standards Performance Standards

The learner demonstrates The learner independently

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 your improvement, development and growth;

Task 1: Matching Type

Task 2: Guide Questions

LEARNING GOALS AND TARGET

After understanding the objectives of this module, having gone

Goals and Learning Ultimate

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

READING RESOURCES AND INSTRUCTIONAL ACTIVITIES

Task 3: Group Activity

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

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

How was your experience in answering the guide questions with

Assessment of Personal Entrepreneurial Competencies (PECs)

Below are few important characteristics / traits / attributes of a

 Hardworking: One of the important characteristics of a good

 Self-confidence: Entrepreneurs have belief in one‘s ability and

 Discipline: Successful entrepreneurs always stick on the plan and

 Committed: A good entrepreneur accepts full responsibility of