He BreadPastry

 

Kto12 BASIC EDUCATION CURRICULUM TECHNOLOGY AND LIVELIHOOD EDUCATION HOME ECONOMICS – BREAD AND PASTRY PRODUCTION (Exploratory)  – One Quarter Grade Level Standard: This a TLE Certificate Home Economics mini-course on on Bread and Pastry Production which leads lead s toisNational Level II (NCII). It focuses the Process and Delivery and the common competencies that a Grade 7 and Grade 8 Technology and Livelihood Livelihoo d Education (TLE) student ought to possess possess namely: 1. using tools, tools, equipment and devices, 2. maintaining tools, equipment and devices, 3. performing mensuration and calculation and 4. practicing occupational occupational health and safety procedures (OHSP.) 

LEARNING COMPETENCIES   Explain basic concepts in Bread and Pastry Production   Discuss the relevance of the course   Explore in op opportunities portunities for Bread and Pastry Production as a c career. areer. 





  CONTENT STANDARD  STANDARD    The learner demonstrates understanding of basic concepts, and un underlying derlying theories in Bread and Pastry Production.

 

PERFORMANCE STANDARD  STANDARD  The learner independently demonstrates common competencies in Bread and Pastry Production  Production as prescribed in the TESDA Training Regulation. I. INTRODUCTION  As facilitator of learning, supply the learners with the knowledge they need about Bread and Pastry Production through the module. Ask them about their experiences of the best baked products they have tasted or bread that makes them want it more. How pies, tarts and donuts please their taste buds, its effect to them and their peers. Let them share how a particular pastry or bread transported them back to their childhood. These experiences will be your take-off to allow them constructs their own meaning of bread and pastry industry and how they can improve their life in the course. Bread and pastry is a process by which food is subjected to dry heat in an enclosed device called oven. It is the result of man ’s discovery of edible grains and learned how to grind grains. Utilize the constructivist approach in teaching the module because the study of Bread and Pastry Production is activity-based, process oriented and student- centered. Use their experiences as their framework in constructing their own meaning of Baking.

II. OBJECTIVES

 

 At the end of this module, the learners are are expected to: 1. Perform the task of a chef or a b baker aker based on market needs and demands. 2. Prepare and produc produce e delicious, quality, profitable and salea saleable ble baked products. 3. Demonstrate understanding of concepts and underlying principles of process and delivery in the exploratory course in breads and pastry production.   production.

III. PRE-ASSESSMENT Process and Guide the learners to accomplish the Pre-Assessment Delivery before going through the module. This will help you provide a benchmark of progress among the learners. IV. LEARNING GOALS AND TARGETS Explain to the learners the objectives of the module and encourage them to think and write their own learning goals. Set procedures and specific standards based on the objectives of the lesson and results of the pre-assessment for the learners to follow as they formulate their personal expected outcomes outcomes..  Ask them to keep their goals/targets on their their journal/portfolio. V. PROCESS AND DELIVERY

Les s on 1

His tory of B aking and Its B as ic Ing red redient ientss

 A. Know

His tory of B aking and Its B as ic Ing red redient ientss  

B. Process

Activity

 – 

Categorizing the materials -  -  Instruct the learners in categorizing the baking ingredients

into by writing the word solid or liquid. C. Reflect and Activity  –  Collect and analyze  –  Learners will collect at Understand least two wrappers of baked products that can be bought at the grocery store. They will locate the list of ingredients on the wrapper or food label. Then, they will write it on the boxes provided in a consecutive order. D. Transfer Activity – Let’s bake – Learners will make some cupcakes. Let them make a list of ingredients (in order from the biggest quantity to the least quantity) they would need. Then, they will write the use of the ingredients for the cupcake they will bake. Lesson 2

B aking Proce Process s and It Itss B as ic P rincip rinciplle

 

 A. Know

The B aking Proce Process s  

B. Process

Activity

 – 

Observe and describe -  -  This activity investigates the crumb structure of bread so that will show the quality of bread, which leads to the basic principles in the baking process. Guide the learners in accomplishing the activity. C. Reflect and Activity  –  Reading time!  –  Learners will go through the Understand succeeding information about Basic Principles of Baking. Then, they will write a five-sentence reflection/reaction of how the narrated principles affect the quality of baking.  baking.  Activity  –  Setting a commitment  –  Learners will write a D. Transfer statement showing their commitment to a set of rules to follow in the laboratory (actual preparation). Lesson 3  A. Know B. Process

B aki ng Tool Toolss and E quipm quipment ent B aki ng Tool Toolss and E Equipm quipment  ent  

Identifying what is and what is it for  –  Learners will will identify the different baking tools and equipments in the laboratory areas and explain their uses in front of the class.  class.   C. Reflect and Activity – Classification – Learners will classify the baking Understand tools and equipment into different categories. Classifying the tools will help them gather and organize the materials during the actual preparation. D. Transfer Activity  – Role Playing  –  The class willl be divided into 5 groups. Each group will prepare a skit demonstrating the proper use of baking tools and equipment. Lesson 4  A. Know

Activity

 – 

 Meas urin  Measur ingg Ing In g redi ents C orr or r ectly  Measur  Meas urin ingg Ing In g redi ents C orr or r ectly  

B. Process

Activity  –  Conversion  –  Learners will convert the given ingredients and corresponding equivalent.  equivalent.   C. Reflect and Activity  –  Investigate  –  Learners will compare the Understand standard measuring devices to that of the common household measuring devices. D. Transfer Activity  – Building together  –  Learners will assemble  assemble  the measuring tools available in the laboratory. They will also demonstrate proper way of measuring dry and liquid ingredients.  ingredients.   Lesson 5

Occupationa Oc cupationall Healt Health h and S afet afetyy

 

 A. Know

Occupational Health and Safety  

B. Transfer

Activity  –  Poster Making  –  Learners will create a poster that features good laboratory and food safety.  safety.  

Lesson 6  A. Know

Types of B aked Pr od Types oduct uctss Types of B aked Pr od oduct uctss  

Activity – Jot it down! – Learners will list down at least five f ive varieties of different baked products that are present at bakeshops based on the categories listed in each box. C. Reflect and Activity  –  It’s time to reflect!  –  Learners will be given a guide questions to answer. The output will be Understand presented in class. D. Transfer Activity  – Fill in the table!  –  Learners will fill out the table with the necessary information. Guide them by giving examples. B. Process

Lesson 7  A. Know

P roduction roduction of Different Types of B aked Pr odu oducts cts G eneral eneral Pr Procedure ocedure fo forr P repa reparat ration ion an and d B aki ng  

B. Process

Activity  –  Baking Activity Plan  –  In order to help the learners perform the activity efficiently and to ensure that nothing is forgotten and everything will go smoothly, learners will accomplish the baking activity plan. C. Reflect and Activity – Checking your list! – Learners will accomplish a Understand checklist of baking/production performance. This will be a guide for the future bakers to be organized. D. Transfer Activity  –  Getting involved!  –  Learners will perform sensory evaluation on a given product. Guide the learners in using the tool. Lesson 8  A. Know B. Process

Opportunities Opportu nities iin n Hom Home e B aking ki ng Home Hom e B aki ng   Activity

 – 

Interview  –  Learners will interview at least three students (from other sections and year levels) about their experiences in baking at home.

C. Reflect and Activity  –  Reflection!  –  Learners will write a summary of what has transpired in the interview. Class Understand presentation is encouraged. Activity  –  Challenge!  –  Learners will perform baking at D. Transfer home. They will accomplish a form to ensure the activity is being administer at home. Lesson 9 Career Opportunities and Further Education in Baking

 

 A. Know B. Reflect and Understand

and B akes hop Pr odu oduction ction  J ob Oppor Opportuniti tunities es in the Baki B aking ng Indus In dus try   Activity – Interview – Learners will interview a successful baker in the community. Explain the guide questions to achieve smooth flow of the activity.

VI. SUMMARY Satisfying the needs and wants of the customers will require a thorough analysis of his/her personal profile, purchasing power, and product or services preference. Job opportunities have its risk and rewards. Strict validation and evaluation of information gathered is a must to ensure the return of investments. Doing a well prepared plan will guide you to the right path of taking the plunge in the baking industry at the right time. Mastery of the tools, instruments, proper calculation and mensuration, and actual reparation of the different recipes is necessary in either putting up a specialty store hat provide baked products ,shop owner or performing the task of a baker or bakery ide.

VII. GLOSSARY The glossary is your guide and the learners to be equipped with the technical terms and be familiar with its meaning. This is very useful whenever you and the learners need to quickly cover a wide range of concepts and concise definitions. This will serve as a mini dictionary of baking terms and concepts. It will help you and the learners to read the terms first to get a basic review of the concepts that will be covered, and then to read the chapter with the definitions fresh in the mind.  mind.  VIII. REFERENCES Cruz, Duran, et.al Home Economics IV pp. 76- 82 Diaz Eden, Soriano Nora, Home Technology, Claudio, Virginia S. et al. Basic Nutrition for Filipinos. Manila. Merriam School and Office Supplies Corp., 1982 De Guzman, Matilde P. et al. Basic Foods for Filipinos. Manila. Merriam School and Webster Inc.., 1989 Carino, Celia E., Lazaro, Amor S.,Experience Baking Gonzales, Gene R. Fundamentals of Professional Cooking, Manila. Anvil Publishing., 2012 Mavantas, Victoria T. Food Management and Service II., Quezon City. Phoenix

 

Publishing House Inc., 2002 Talde, Julieta D. Culinary Arts. Quezon City. Phoenix Publishing House Inc., 1995 Other Printed Materials Food Service and Catering Management, A Practical Guide, Liberty Commodities Corp., Manila, Anvil Publishing., 2004  _____.(1970). Best Recipes Recipes for the Home. Manila: Philippine Publishing House House