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TABLE OF CONTENTS

Page
Cover Page
Table of Contents……………………………………………………………………………..……….…………2
Introductory Message………………………………………………………………..…………….…………3
Quarter I
Lesson I: Clean and Maintain Kitchen Tools, Equipment Including Premises
Learning Outcome 1: Clean, Sanitize, and Store Kitchen Tools
and Equipment………………………………………………….……………7
Learning Outcome 2: Clean and Sanitize Kitchen Tools and Equipment………….….20
Lesson II: Prepare Appetizers
Learning Outcome 1: Perform Mise En Place……………………………………..…………………33
Learning Outcome 2: Prepare A range of Appetizers…………………………….…….……….50
Learning Outcome 3: Present A Range of Appetizers………………………………..….……..63
Learning Outcome 4: Store Appetizers…………………………………………………………….…...82

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INTRODUCTORY MESSAGE
For the facilitator:

This module is an aid for the students in learning the basic concepts of Cookery 9.
Before using this module, kindly orient the student that he/she may use the module with the
help of his/her parents and elder siblings. In answering the following parts of the module,
he/she should use a separate sheet of paper: pre-test, self-check exercises, and post-tests.

For the learner:

Good day learner! This module is intended for you to learn the basic concepts of
Cookery. The module contains four lessons that would be very helpful in studying Cookery.
These are the following:

Lesson 1 – Clean and Maintain Kitchen Tools, Equipment and Premises

Learning Outcome

1. Clean, Sanitize and Store Kitchen Tool and Equipment

2. Clean and Sanitize Kitchen Premises

Lesson 2 – Prepare Appetizers

Learning Outcome

1. Perform Mise En Place

2. Prepare a Range of Appetizers
3. Present a Range of Appetizers
4. Store Appetizers

This module was designed to provide you with fun and meaningful opportunities for
guided and independent learning at your own pace and time. You will be enabled to process
the contents of the learning resource while being an active learner.
This module has the following parts and corresponding icons:

This will give you an idea of the skills or competencies

What I Need to you are expected to learn in the module.
Know

This part includes an activity that aims to check what

you already know about the lesson to take. If you get
What I Know all the answers correct (100%), you may decide to skip
this module.

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What’s In This is a brief drill or review to help you link the
current lesson with the previous one.

In this portion, the new lesson will be introduced to

What’s New you in various ways such as a story, a song, a
poem, a problem opener, an activity or a situation.

This section provides a brief discussion of the

What is It lesson. This aims to help you discover and
understand new concepts and skills.

This comprises activities for independent practice to

solidify your understanding and skills of the topic.
What’s More You may check the answers to the exercises using
the Answer Key at the end of the module.

This includes questions or blank sentence/paragraph

What I Have
to be filled in to process what you learned from the
Learned
lesson.

This section provides an activity which will help you

What I Can transfer your new knowledge or skill into real life
Achieve situations or concerns.

This is a task which aims to evaluate your level of

Assessment mastery in achieving the learning competency.

In this portion, another activity will be given to you

Additional Activities to enrich your knowledge or skill of the lesson
learned. This also tends retention of learned
concepts.

This contains answers to all activities in the module.

Answer Key

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 What I Need to Know
After this module, each learner must be able to:

1. Identify the chemicals to be utilized in cleaning and sanitizing kitchen tools and
equipment;
2. Prepare cleaning agents in accordance with manufacturer’s instruction;
3. Clean and sanitize kitchen tools in accordance with prescribed standards;
4. Store cleaned kitchen tools and equipment safely in designated space.

Activity 1.1. “WHICH is WHICH“

Direction: Observed the pictures below and answer the questions.

1 2 3 4 5

6 7 8 9 10

11 12

Write your answer on the corresponding question.

• Which picture is used in cooking?

• Which picture is a kitchen tool?
• Which tools in the picture is /are equipment?
• Which picture is used in measuring?
• Which picture is used in cutting or chopping?

➢ The learners will give 5 tools that commonly found in the kitchen and explain how to
maintain their qualities.

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 What I Know
Activity 1.2
Pre – test: Read the statement carefully then chat your answer.
Choose the BEST answer.
1. What is the best way to maintain cleanliness and sanitation in the kitchen?
a. Physical equipment and kitchen layout should be conducive to good sanitary
practices.
b. Kitchen floors made of slip – resistant materials.
c. Leveled floors are advantages in facilitating movement of mobile equipment likes
carts.
d. Dishes, glasses, utensils, tools and equipment should be thoroughly cleaned and
properly sanitized.
2. What is the best way to prepare tools and equipment to use for cooking?
a. Start gathering all the needed tools and equipment.
b. Always have a schedule for work.
c. It is essential that you know what tools and equipment are appropriate for the
dish.
d. Position of the tools and equipment with reach to save time and travel.
3. When using knives, you should always cut
a. Towards yourself c. Either
b. Away from yourself d. Neither
4. Which of the following is a material used for salad making and dessert that need
great care to ensure long shelf life?
a. Glass c. Cast iron
b. Aluminum d. Stainless steel
5. Which of the following appetizers are made out of thin slices of bread in different
shapes?
a. Relish c. Hors D’ Oeuvres
b. Cocktail d. Canapé
6. Which of the following knife is used for trimming and paring fruits and vegetables?
a. Butcher knife c. Paring knife
b. French knife d. Shears
7. Which of the following should be practiced when using cutting board to reduce the
spread of bacteria?
a. Use the same chopping board for different kinds of food.
b. Keep separate chopping board for your meat and your vegetables.
c. Clean the chopping board if needed
d. Scrape chopping board before using
8. Which tool is used to measure in serving of soft foods, such as filling ice cream, and
mashed potato?
a. Baste c. Scoops or dipper
b. Potato masher d. Skillet
9. Which at the following is the proper order/steps in cleaning kitchen premises?
1. Rinse all surfaces with cold to hot water to remove thorough all remaining
chemical solution and food soil residues

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 2. Remove residual food soils from equipment surfaces
3. Scrape and Pre – rinse
4. Rinse all equipment surfaces sanitizing agent
A. 4 3 2 1 C. 3 2 1 4
B. 2 3 1 4 D. 1 2 3 4
10. If you are preparing food and the knife accidentally drops, what do you do?
a. Try in catch it c. Let it fall
b. Pick it up and continue using it d. Scream and panic
11. Why is kitchen safety important?
a. Spatulas have sharp edge.
b. Turners are hard to use
c. It makes us learn about the dangers in the kitchen.
d. Leave it to go out on it’s own.
12. A cleaning compound that is good at mineral deposit control is;
a. Surfactants c. Acids
b. Chelating d. Basic Alkalis

QUARTER 1
LESSON 1 - Clean and Maintain Kitchen Tools, Equipment and
Premises
Learning Outcome 1 – Clean, Sanitize and Store Kitchen Tools and
Equipment

What’s In
Activity 2.1 “Name Me”
Kitchen Utensils

Can you name the following cooking utensils? Write the name of each kitchen
utensils below its picture.

Blender Garlic Press Meat Cleaver Rolling Pin Can Opener Grater

Mixer Spatula Corkscrew Ladle Mixing Bowl Strainer

Colander Measuring Cup Potato Masher Tongs Frying Pan

Measuring Spoon Roasting Pan Whisk

1 __________2 ____________3 ____________4 ____________ 5 ___________

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6 __________7 ____________8 ____________9 _____________ 10 __________

11 _________ 12 _________ 13 __________ 14 __________ 15 __________

16 _________ 17 __________ 18 __________19 __________ 20 _________

➢ The learners will answer the activity 2.2

DIRECTION: Write the correct name and uses of the tools of the picture in the
column B.

COLUMN A COLUMN B
Tool - ____________________
Uses - ___________________
_________________________
1.
Tool - ____________________
Uses - ___________________
_________________________

2.
Tool - ____________________
Uses - ___________________
_________________________

3.
Tool - ____________________
Uses - ___________________
_________________________
4.
Tool - ____________________
Uses - ___________________
_________________________
5.

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 Tool - ____________________
Uses - ___________________
_________________________
6.
Tool - ____________________
Uses - ___________________
_________________________
7.
Tool - ____________________
8. Uses - ___________________
_________________________

Tool - ____________________
9 Uses - ___________________
_________________________

10 Tool - ____________________
Uses - ___________________
_________________________

What is It
Cleaning and Sanitizing Tools and equipment

➢ Cleaning and sanitizing kitchen tools and equipment must be part of the standard
operating procedures that make up your food safety program. Improper cleaning and
sanitizing kitchen surfaces allow harmful microorganisms to be transferred from one
to another.

➢ CLEANING - the complete removal of food soil using appropriate detergent

chemicals under recommended conditions. It is also a process which will
remove soil and prevent accumulation of food residues which may decompose
or support the growth of disease-causing organisms or the production of
toxin. The right cleaning agent must be selected because not all cleaning
agents can be used on food contact surfaces. (A food – contact surface is the
surface of equipment or utensils that food normally comes into contact.) For
example, glass cleaners, some metal cleaners, and most bathroom cleaners
cannot be used because they might leave an unsafe residue on the food
contact surface. The label should indicate if the product can be used on a food
– contact surfaces. The right cleaning agent must also be selected to make
cleaning easy.

Cleaning Compound

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 1. Detergents – These are cleaning agents, solvent or any substance used to wash
table wares, surfaces, and equipment.
2. Solvent Cleaners – commonly referred to as degreasers used on surfaces
where grease has burned on.
3. Acid Cleaners – Used periodically in removing mineral deposits and other soils
that detergents cannot eliminate such as scale in washing machines and steam
tables, lime buildup on dishwashing machines and rust on shelving.
4. Abrasives – are generally used to remove heavy accumulations of soil that are
difficult to remove with detergents, solvents and acid.

➢ SANITIZING – to adequately treat cleaned surfaces by a process effective in

destroying vegetative cells of pathogens, and in substantially reducing numbers
of other undesirable microorganisms. It is a process either by using heat or a
chemical concentration that will reduce the bacterial count, including pathogens
to a safe level on utensils and equipment after cleaning. The primary reason for
the application of effective sanitizing procedures is to destroy those disease
organisms which may be present on equipment or utensils after cleaning, and
thus prevent the transfer of such organisms to the ultimate consumer. In
addition, sanitizing procedures may prevent spoilage of foods or prevent the
interference of microorganisms in various industrial processes which depend on
pure cultures.

There are two generally accepted methods of providing for the final sanitization of
utensils after effective removal of soil, heat and chemical.

1. HEAT
a. Hot water –the use of hot water has several advantages in that it
is readily available, inexpensive and nontoxic.
b. Steam – is an excellent agent for treating food equipment.
2. Chemical – there are wide variety of known chemicals whose properties
destroy or inhibit the growth of microorganisms. Many of these chemicals,
however, are not suitable for use on food – contact surfaces because they
may corrode, stain or leave a film on the surface.

What’s More
Activity 3.1: Kitchen Safety
Cooking can be fun, but your kitchen can be a very dangerous place. You are more
likely to get injured or sick in your kitchen than any other room in your house.

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 The kitchen items below can cause injuries. Can you name each item below?

1._____ 2._____ 3._____ 4._____ 5._____ 6._____ 7._____

There are many accidents that can happen in the kitchen. Here are some of the most
common.

➢ Burns – when a part of your body touches something that is hot causing injury.

Name some things in your kitchen that can cause a burn:

7._____________________ 8._______________________
9._____________________
➢ Cuts – an open incision wound made with a sharp-edged tools or object.
Name some kitchen items that can cause a cut:
10.____________________ 11._______________________
12._______________________
➢ Falls – moving downward without any control to the ground.
Name some things in your kitchen that could cause you to fall:
12._____________________ 13.________________________
14._______________________
➢ Bacteria – tiny organisms that live on a food and unsanitary items in your kitchen.
Name some items in your kitchen that could harbor bacteria:
15._____________________ 16.________________________
17._________________________

Fill in the blanks on the sentences below that show how to prevent kitchen accidents:

1. Always use a ___________ when removing hot items from the oven.

2. Make sure your smoke ___________ is working.

3. Know how to use your ____________ so you do not cut yourself.

4. Clean up _________ quickly to prevent slipping and falling.

5. Wear ___________ and safe clothes while cooking.

6. Wash your __________ after touching raw meats to prevent the spread of bacteria.

7. Have a ____________ extinguisher handy to put out any kitchen fires.

Shoes Detector Fire Spills Hands Oven Mitt Knife

Activity 3.2
Direction: On the third column draw a star, if the statement/s in column A matches
with column B and if not, write the correct word/s that best describe the statement/s. You
can also use dictionary or google search for the meaning.

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 A B C
Is mostly used in the kitchen and most popular 1.Aluminum
because it is lightweight, attractive and less expensive
Is a special coating applied inside aluminum or steel 2.Cast iron
pots and pans .
Is durable but must be kept oiled to avoid rusting 3.Double boiler
Are used to fill jars ,made of various sizes of stainless 4.Graters
steel, aluminum, or of plastic
Are used to grate, shred, slices and separate foods 5.Funnels
such as carrots, cabbage and cheese
Is used to level off ingredients when measuring and to 6.Spatula
spread frostings and sandwich fillings
It is used for blending, mixing, whipping eggs or 7.Whisk
batter, and for blending gravies, sauces and soups.
Come in variety of sizes, shapes, materials and colors. 8.Measuring spoons
Are used to measure smaller quantities of ingredients 9.Scoop or dippers
A chamber or compartment used for cooking, baking, 10.Oven
heating, or drying
Are used to chop, blend, mix, whip, puree, grate, and 11.Microwave oven
liquefy all food
Solid, slotted, or perforated which are made of 12.Spoons
stainless steel or plastic
Are made of hard wood which are for creaming , 13.Garlic press
stirring, and mixing
Used for beating small amount of eggs, or batter 14.Rotary egg
beater

Activity 3.3
Are you ready to clean kitchen tools and equipment? Below are procedures on how to wash
dishes.

Direction: Write the steps in Washing Dishes.

No. 1 No. 2 No.3 No.4

No.5 No.6 No.7 No.8

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 No.9 No. 10 No. 11

Guide Questions: Kindly answer the questions in 5 sentences.

➢ Have you done any work with delicate glassware or other fragile dishes?
➢ How often do you spend time washing pots, dishes, glassware, silverware and other
kitchen instruments?
➢ Do you have experience working with commercial dishwashing machine in a
professional kitchen setting?

What I Can Achieve

Activity 3.4 “Test Yourself”
Time to check your understanding.

Directions: Below is a list of competencies in cleaning and maintaining kitchen tools,

equipment and kitchen premises. Check the number that corresponds to the extent of
knowledge and skill learned. Write your answer in your test paper.

3 a lot 2 a little 1 not much

Competency How much do I How skilled am I How interested

know about in am I in learning
this? using/performing more about
this? this?
1 2 3 1 2 3 1 2 3

Tools and equipment used in the

preparation of foods
Use of chemicals in cleaning and
sanitizing kitchen tools, equipment
and working premises
Clean and sanitize kitchen tools,
equipment and premises
Store kitchen tools and equipment
in the designated place
Kitchen premises to be cleaned
Safety and first aid procedure

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Activity 3.5 “Narrate Me A story”
Situation: Your mother assigned you to clean all the tools and kitchen utensils used in the
preparation of food for lunch. In two or three paragraphs, narrate your experiences in
accomplishing the different tasks to be fulfilled/accomplished. Write your answer in your
test notebook.

Criteria 4 3 2 1
Organization Exceptionally Generally clear, Lacks clarity, Unclear,
clear, easy to able to difficult t impossible to
understand understanding understand understand
Statement of Given complete One procedure is Two procedures Have not mention
Procedures procedures in lacking in are missing in the any correct
accomplishing the accomplishing the narration procedure in
task task accomplishing
task
Completeness of Able to finish the Able to finish the Able to finish the Was not able to
Task task ahead of task on time task late finish the task
time

Enrichment
Activity 3.6
Direction: Below are ingredients necessary in cooking, good taste can be achieved through
accurate measurements. Choose among the measuring tools needed to measure the given
ingredients. Write the answer in your answer sheet.

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Activity 3.7

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 What I Have Learned
Activity 3.8
Direction: Write the movement of equipment and utensils through the ware washing
cycle. Pick a word in the box to make the cycle complete.

Guide Question:
➢ Have you done any work with delicate glassware or other fragile dishes?
➢ How often do you spend time washing pots, dishes, glassware, silverware and other
kitchen instrument?

Activity 3.9: Create and Post

Make a slogan on proper cleaning and sanitizing kitchen tools, utensils, equipment and
working premises using Oslo paper, coloring materials, pencil, pentel pen and ruler.

Your slogan will be rated using the scoring rubric below:

SCORE CRITERIA
5 Creatively and neatly done showing much relevance to the given topic
4 Creatively done and neat enough with relevance to the given topic
3 Creatively done and neat enough but no relevance to the given topic
2 Simply done and neat enough but not so relevant to the given topic
1 Poorly done with erasure and irrelevant to the given topic

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 What I Can Achieve

➢ The learners will answer the question based on what they have learned about
the kitchen tools, equipment.

Assessment
Direction: Read the statement carefully. Choose the Best answer.

1. What do have to do first when you wash dishes?

a. Clean the sink b. Put soap and water c. Put in dishes
2. What can you scrub dishes with?
a. A toilet brush b. A dusting brush c. A dish brush
3. What can you dry your dishes with?
a. A dirty rag b. A dirty towel c. A clean towel
4. What do you do after you scrub the dishes?
a. Dry them b. Put them in dirty water c. Rinse them off
5. Why do people use a disk rack?
a. To wash dishes b. To hold dirty dishes c. To dry dishes
6. How long do you soak a very dirty dish?
a. 10 seconds b. 10 hours c. 10 minutes
7. What temperature water do you add to the sink?
a. Cold b. Warm c. Hot
8. What do you put in the sink so that water doesn’t go down the drain?
a. A rag b. A sponge c. A plug
9. Where do you put the dish soap?
a. In the drain b. On the side of the sink c. By the top
10. What type of cleaning product do you use when washing dishes?
a. Dish washer detergent b. All-purpose cleaner c. Dish soap
11. If I need to measure a small amount of baking powder for my cookie recipe, which piece
of measuring equipment should I use?
a. Dry measuring cups c. Liquid measuring cups
b. Measuring spoons d. none of these are correct
12. Janie needs to mix her butter cream icing for 5 – 10 minutes to accomplish the correct
consistency. Which piece of equipment listed below would be the BEST choice to use for
this task?
a. Whisk c. Electric hand mixer
b. wooden spoon d. Teaspoon
13. What piece of equipment is used to place under hot dishes to cool food safety and
evenly, as well as, to protect counter – tops?
a. Cooling rack c. Oven mitt
b. Cooling mat d. Drying rack
14. The first step to putting out a fire is?
a. Deprive of oxygen c. Call 911
b. turn off the heat source d. Use a fire extinguisher
15. When using knives, you should always cut.
a. Toward yourself c. Either
b. Away from yourself d. Neither

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16. You should wash dishes in
a. Hot soapy water c. Hot clear water
b. Warm soapy water d. Warm clear
17. What procedures will help prevent burns in the kitchen?
a. Use oven mitts
b. stand to the side when opening the oven
c. Pull oven racks out instead of reaching in
d. All of the above
18. If you are preparing food and the knife accidentally drops, what do you do?
a. Try and catch it c. let it fall
b. Pick it up and continue using it d. Scream and panic

19. Spray a fire extinguisher at the:

a. Most intense point c. Top of the fire
b. Base of the fire d. bottom of the fire
20. Generally used in heating frozen foods and finished cooked food.
a. Auxiliary cooking equipment c. Primary cooking tools
b. Primary cooking equipment d. Auxiliary cooking tools

REFLECTION
Finally, learners will give a critical review of the project determining some points regarding
good thoughts, what could have been done differently and other suggestions to make the
experience better.

I understand that
_________________________________________________________________________
___________________________________________________________

I realized that
_________________________________________________________________________
___________________________________________________________

CRITERIA 4 3 2 1
Organization Exceptionally Generally clear, Lacks clarity, Unclear,
clear, easy to able to difficult to impossible to
understand understand understand understand
Statement of Given complete One procedure Two procedures Have not
Procedure procedures in is lacking in are missing in mention any
accomplishing accomplishing the narration correct
the task the task procedure in
accomplishing
task
Completeness Able to finish Able to finish Able to finish Was not to
of Task the task ahead the task on time the task late finish the task
of time

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 What I Need to Know
After this module, each learner must be able to:

a) Recognize kitchen premises to be cleaned and sanitized;

b) Classify and describe the uses of cleaning agents;
c) Clean the kitchen area in accordance with food safety occupational health
regulations;
d) Use cleaning agents in sanitizing kitchen premises;
e) Follow safety and first aid procedures.

Activity 1.2 Pretest: Read the statement carefully. Choose the letter
of the correct answer and write it in your quiz notebook.
1. Anne finds it hard to remove tough soils from the used pots and pans.
It does not respond to the different cleaning agents that she has used.
If you will help her, which of the following will you recommend that will
surely solve the problem?
a. abrasive c. detergent
b. acid cleaner d. solvent cleaner
2. Your younger brother accidentally swallowed poison. What first aid treatment
should you do?
a. Read the label of the poisonous material
b. Remove anything remaining in the mouth.
c. Give her a glass of water or any fruit juice.
d. Give her a spoonful of sugar or any kinds of sweets
3. Which of the following is the proper order / steps in cleaning kitchen
premises?
1. Rinse all surfaces with cold to hot water to remove thoroughly all remaining
chemical solution and food soil residues
2. Remove residual food soils from equipment surfaces
3. Scrape and pre-rinse
4. Rinse all equipment surfaces sanitizing agent

a. 4321 b. 2314 c. 3214 d. 1234

4. Which of the following should be practiced when using cutting board to reduce the
spread of bacteria?
a. Use the same chopping board for different kinds of food.
b. Keep separate chopping board for your meat and your vegetables.
c. Clean the chopping board if needed.
d. Scrape chopping board before using.
5. Which of the following situations is good housekeeping practice best shown?
a. Emptying the garbage can every other day.
b. Using imported sanitizing and disinfecting materials.
c. Spraying air freshener before and after leaving the room.
d. Planning and implementing a program of regular cleaning of fixture, furniture
and home appliances.

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 LESSON 1 - Clean and Maintain Kitchen Tools, Equipment and
Premises
Learning Outcome 2 – Clean and Sanitize Kitchen Premises

What’s In
The lesson deals with the various types of chemicals and equipment for cleaning and
sanitizing premises and first aid procedure for accidents caused by chemicals.

Types of sanitizers and Disinfectants

There are various types of chemicals use for sanitizing and disinfecting equipment,
and first aid procedures for accidents caused by chemicals.

1. Chemical
A. chlorine F. timsen
B. carbolic acid G. soap
C. ammonia H. alcohol
D. detergents I. boric acid
E. dishwashing liquid

2.Heat Sanitizer
A. Hot water
B. Steam
C. Dry heat
D. UV light (ultraviolet light)
E. Filtration

Chemicals used in cleaning and sanitizing kitchen tools and equipment

Cleaning is the process of removing food and other types of soil from surface, such
as dish, glass, or cutting board. Cleaning is done with a cleaning agent that removes food,
soil or other substances. The right cleaning agent must be selected because not all cleaning
agents can be used on food-contact surfaces.

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 Cleaning Compounds

Detergents- these are cleaning agents, solvents or any substance used to wash
tableware, surfaces and equipment. Example: soap, soap powders, cleaners.

Solvent Cleaners- commonly referred to as degreasers, they are used on surfaces where
grease has burned on.

Acid Cleaners – used periodically in removing mineral deposits and other soil detergents
cannot eliminate such as scale in washing machines and steam tables

Abrasives – are generally used to remove heavy accumulations of soil that are difficult to
remove with detergents, solvents and acid cleaner.

Procedure for disinfecting Premises

A. Preliminary cleaning is required.

B. Apply solution to hand, non-porous surface thoroughly wetting it with cloth,

mop, and sponge. Treated surface must remain wet for 10 minutes. Wipe with dry cloth.

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C. Sponge on mop or allow to air dry.

D. Use a spray device for spray application, spray 6-8 inches from the surface, rub with a
brush, sponge or cloth. Avoid inhaling sprays.

E. Rinse all surfaces that come in contact with food such as exterior of appliances, tables
and stove top with potable water before rinse.

First aid procedure caused by chemical poisoning.

What to do?

➢ If the person has been exposed to poisonous fumes, such as carbon monoxide, get
him or her into fresh air immediately.
➢ If the person swallowed the poison, removed anything remaining in the mouth.
➢ If the suspected poison in household cleaner or other chemical, read the label and
follow instructions for accidents poisoning. If the product is toxic, the label will
likely advise you to call the hospital/doctor.
➢ Follow treatment directions given by poison centers.
➢ If the poison is spilled on the persons clothing, remove the clothing and pour the
body with continuous tap water.

Ref: First Aid, Fourth Edition, American College of Emergency Physicians

Precaution: Don’t administer Ipecac syrup (a medicine that causes vomiting used to
partially empty a person stomach after a poison).

How to Keep your Kitchen Clean and Safe

1. Remove unnecessary clutter from surfaces. Discards appliances and gadgets

that you don’t use anymore, as unused appliances would only tend to gather dust.
Be sure that any appliances which are still maintained and used are stored in a safe
place that is out of reach of children.
2. Keep your refrigerator clean and tidy. Before you do your weekly shopping,
remove old and rotten food and clean shelves and racks.
3. Use a rubbish bin with lid to keep odors out that attracts flies and other
insects. Empty it as soon as it smells, even if it is not yet full. You should ideally do
this every day.
4. Wash and disinfect your rubbish bin once a week. This will ensure that any
germs which might have remained even after you emptied out the rubbish will die
and cannot multiply.
5. Use separate chopping boards for different kinds of food. Keep separate
chopping boards for your meat and vegetables to reduce the spread of bacteria.
Clean the meat chopping board extra carefully, especially after cutting chicken, as
raw food has a higher tendency of containing bacteria.
6. Change the dishcloth you wipe surfaces with every day. Use different cloth for
surfaces than for dishes. Wash the cloth with hot water and, as appropriate, bleach.
Use separate towels for hands and dishes, and change both of those regularly, too.

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 7. Use paper towel for any mess that is particularly likely to cause
contamination, such as raw meat or eggs, and anything that has fallen on
the floor. It is better to use cleaning material that you can easily throw out after
and prevent from contaminating other food, instead of using towels or sponges which
you would still be likely to use again afterwards.
8. Keep kitchen floors free from debris and grease by sweeping and washing
regularly. If something has spilled, make sure to mop it right away instead of
letting the mess stay there.
9. Don’t leave dirty crockery and pans to fester where they can attract harmful
bacteria. Wash dishes with hot water and soap as soon as you’re done using them.
10.Wash surfaces that get touched. Periodically wipe doorknobs, handles,
buttons and controls, and light switches in and around your kitchen with cleaning
agents. Even if they seem clean to the naked eye, that may already harboring
bacteria.
11.Wash your hands before handling food and again if you sneeze or cough, blow
your nose, go to the bathroom, or touch high -use surfaces.

Safety measures:

The following are safety measure that you should do when using cleaning
agents:

1. Ensure adequate ventilation.

2. Have knowledge of basic first aid.
3. Wear cotton clothing to cover your limbs and other parts of the body that might be
exposed to the cleaning agents.
4. Wear suitable footwear-it should be closed in and have steel toe
5. Wear industrial strength, thick plastic or rubber gloves.
6. Wear protective eye and face wear
Storage and security of chemicals

The followings are recommendations for the storage and security of the chemicals:

• Keep them in separate area, away from food and other products
• Keep on lower shelves to prevent accidents and to keep chemicals from falling to
food products
• Store in a cool, well-lit and well-ventilated room
• Do not store near heat
• Do not keep punctured aerosol cans
• Store chemicals with lids tightly on
• Make sure chemicals and other cleaning agents are clearly labelled, specifying their
content and use
• Ensure that the use by date or manufactured date is clearly readable
• Storage containers should be free of corrosion and moisture
• The storage area should be kept secure and locked when not in use
• Always store chemicals in designated container
• Do not mix chemicals

23
A Reminder!

When you accidentally splashed a liquid detergent in your classmate’s eye, you
should let running water flow in your classmates affected eye or use an eye wash
for at least 15 minutes. Then cover the eye with a light gauze patch. Bring the
person to an eye doctor for check-up.

“pictures of cluttered kitchen”

the students will write their reaction or opinion regarding with the picture in their journal

Activity 1.1 Answer the following question. Write your answer in

your journal.

1. What can you say about the picture?

2. Is it important to clean and sanitize the kitchen tools, equipment, and kitchen
premises? Why?

CRITERIA 4 3 2 1
Organization Exceptionally Generally clear, Lacks clarity, Unclear,
clear, easy to able to difficult to impossible to
understand understand understand understand
Statement of Given complete One procedure Two procedures Have not
Procedure procedures in is lacking in are missing in mention any
accomplishing accomplishing the narration correct
the task the task procedure in
accomplishing
task
Completeness Able to finish Able to finish Able to finish Was not to
of Task the task ahead the task on time the task late finish the task
of time

Activity 2.1 Answer the following question based on the topic.

1. Describe the process of cleaning.

2. Differentiate the four cleanings compound.

24
 3. Give other chemicals /sanitizing agents used for cleaning kitchen premises.

CRITERIA 4 3 2 1
Organization Exceptionally Generally clear, Lacks clarity, Unclear,
clear, easy to able to difficult to impossible to
understand understand understand understand
Statement of Given complete One procedure Two procedures Have not
Procedure procedures in is lacking in are missing in mention any
accomplishing accomplishing the narration correct
the task the task procedure in
accomplishing
task
Completeness Able to finish Able to finish Able to finish Was not to
of Task the task ahead the task on time the task late finish the task
of time

Activity 2.2 “Name Me”

The learners will write the proper name of the pictures.

1. __________ 2.__________ 3. _____________

4. _____________ 5.______________

What’s More
Activity 3.1 “Word Hunt” – 15 Examples /Types of sanitizers and
Disinfectants” Find and circle all the 15 words listed pertaining in cleaning and sanitizing
kitchen premises. You can write your answer in any order.
1. 6. 11.
2. 7. 12.
3. 8. 13.
4. 9. 14.
5. 10. 14.

25
Activity 3.2: Skills Trial
At home, observe how your mother or any member of the family on how they keep
your kitchen tools and premises clean. Note the cleaning agents they used and list five
steps on how they clean kitchen tools and premises.

Cleaning Agent 1: _________________________

STEPS: ___________________________________________________________
Cleaning Agent 2: _________________________
STEPS: ___________________________________________________________
Cleaning Agent 3: _________________________
STEPS: __________________________________________________________
Cleaning Agent 4: _________________________
STEPS: __________________________________________________________
Cleaning Agent 5: _________________________
STEPS: __________________________________________________________

CRITERIA 4 3 2 1
Organization Exceptionally Generally clear, Lacks clarity, Unclear,
clear, easy to able to difficult to impossible to
understand understand understand understand
Statement of Given complete One procedure Two procedures Have not
Procedure procedures in is lacking in are missing in mention any
accomplishing accomplishing the narration correct
the task the task procedure in
accomplishing
task
Completeness Able to finish Able to finish Able to finish Was not to
of Task the task ahead the task on time the task late finish the task
of time

26
Activity 3.3. “Complete Me”
Completion Type. Fill the blank with a word or group of words to make the
sentence complete. Write your answer in your test notebook.

When you accidentally splashed a liquid detergent in your classmate’s eye, you should let
a 1.) _____________________ flow in your classmate’s affected 2.)
_____________ or use an eye 3.) _________________ for at least 15 minutes. Then 4.)
__________________the eye with a light gauze eye patch. Bring the person to an 5.)
______________________ eye doctor for check-up.

Remove unnecessary 6.) _________________ from surfaces. Keep your refrigerator 7.)
______________and tidy. Use 8.) _______________ chopping boards for different kinds of
foods. Always store 9.) ____________________ in designated container. Do not 10.)
__________________ chemicals.

What I Can Achieve

Activity 3.4 “Test Yourself”
Time to check your understanding.

Directions: Below is a list of competencies in cleaning and maintaining kitchen premises.

Check the number that corresponds to the extent of knowledge and skill learned. Write your
answer in your test paper.

3 a lot 2 a little 1 not much

Competency How much do I How skilled am I in How interested am I in

know about this? using/performing this? learning more about
this?
1 2 3 1 2 3 1 2 3

Use of
chemicals in
cleaning and
sanitizing
kitchen
working
premises
Clean and
sanitize
kitchen
premises

27
 Kitchen
premises to
be cleaned
Storage and
security of
chemicals
Safety and
first aid
procedure

Activity 3.5 “ What do I know ? ”

➢ The learners will answer the question based on what they have learned about on how
to clean and sanitize kitchen premises.

On your activity sheets, write your idea about the questions below.

1.Why it is important it is to maintain our kitchen premises to be clean?

Give 3 benefits your family can get from it.
______________________________________________________________

2. Name one cleaning compound you commonly used at home. Why do you used it
commonly?
________________________________________________________

Enrichment
Activity 3.6 “ TRUE or FALSE ”
Write the word TRUE if the statement is correct and write FALSE if it is
wrong.
__________1. Cleaning kitchen premises regularly is important.
__________2. Several surfaces around the kitchen such as walls, floors, shelves and other
surfaces must not always be cleaned and sanitized.
__________3. Preliminary cleaning is required.
__________4. Do not avoid inhaling sprays.
__________5. If the person has been exposed to poisonous fumes, such as carbon
monoxide, get him or her into fresh air immediately.
__________6. Do not follow directions given by poison centers.
__________7. Hot water is an example of chemical sanitizer.
__________8. Boric acid is an example of heat sanitizer.
__________9. Wash and disinfect your rubbish bin once a week.
__________10. Do not change the dishcloth you wipe surfaces with every day.

28
Activity 3.7 “Classify Me”
Classify the following words listed below according to the types of sanitizers and
disinfectants. Write each word in the box provided. Write your answer in your test
notebook.

Chlorine carbolic acid UV light

Hot water ammonia soap
Steam detergents filtration
Dishwashing liquid alcohol boric acid

CHEMICAL HEAT SANITIZER

1.
2. 9.
3 10.
4. 11.
5. 12.
6.
7.
8.

What I Have Learned

Activity 3.8 “Answer Me Correctly”
Guide Questions: Write your answer on journal.

1.If the person has been exposed to poisonous fumes such as carbon monoxide while
cleaning and sanitizing kitchen premises, what are you going to do? (5pts)

Answer:
________________________________________________________
________________________________________________________

2.Write at least 5 ways on how to keep your kitchen premises clean and safe.

Answer:
________________________________________________________
________________________________________________________
________________________________________________________

3.List 5 recommendations for the storage and security of chemicals and cleaning
agents.

29
 Answer:
________________________________________________________
________________________________________________________
________________________________________________________

CRITERIA 4 3 2 1
Organization Exceptionally Generally clear, Lacks clarity, Unclear,
clear, easy to able to difficult to impossible to
understand understand understand understand
Statement of Given complete One procedure Two procedures Have not
Procedure procedures in is lacking in are missing in mention any
accomplishing accomplishing the narration correct
the task the task procedure in
accomplishing
task
Completeness Able to finish Able to finish Able to finish Was not to
of Task the task ahead the task on time the task late finish the task
of time

Activity 3.9 “ Enumerate Me ”

Name 5 cleaning / sanitizing agents commonly used in your household.

1. 4.
2. 5.
3.

What I Can Achieve

➢ The learners will answer the question based on what they have learned about “Clean
and Sanitize Kitchen Premises”.

30
 Assessment
Post Test
Read the statement carefully. Choose the letter of the correct answer and write
it in your quiz notebook.

1. Anne finds it hard to remove tough soils from the used pots and pans.
It does not respond to the different cleaning agents that she has used.
If you will help her, which of the following will you recommend that will
surely solve the problem?
a. abrasive c. detergent
b. acid cleaner d. solvent cleaner
2. Your younger brother accidentally swallowed poison. What first aid treatment
should you do?
a. Read the label of the poisonous material
b Remove anything remaining in the mouth.
c. Give her a glass of water or any fruit juice.
d. Give her a spoonful of sugar or any kinds of sweets
3. Which of the following is the proper order / steps in cleaning kitchen
premises?
1.Rinse all surfaces with cold to hot water to remove thoroughly
all remaining chemical solution and food soil residues
2.Remove residual food soils from equipment surfaces
3.Scrape and pre-rinse
4.Rinse all equipment surfaces sanitizing agent

a. 4321 b. 2314 c. 3214 d. 1234

4. Which of the following should be practiced when using cutting board to reduce the
spread of bacteria?
a. Use the same chopping board for different kinds of food.
b. Keep separate chopping board for your meat and your vegetables.
c. Clean the chopping board if needed.
d. Scrape chopping board before using.
5.Which of the following situations is good housekeeping practice best shown?
a. Emptying the garbage can every other day.
b. Using imported sanitizing and disinfecting materials.
c. Spraying air freshener before and after leaving the room.
d. Planning and implementing a program of regular cleaning of fixtures furniture
and home appliances.

TEST II. Identification: Identify the following statements. Write the correct
answer on your activity sheet.

________1. It is used periodically in removing minerals deposits and other soil that
detergents cannot eliminate.

31
 _________2. It is commonly referred to as degreaser.
_________3. It is used to remove heavy accumulation of soil.
_________4. It is the process of killing microorganism.
_________5. It is routinely used to wash tableware, surfaces and equipment.

REFLECTION
Finally, learners will give a critical review of the project determining some points regarding
good thoughts, what could have been done differently and other suggestions to make the
experience better.

I understand that
_________________________________________________________________________
___________________________________________________________

I realized that
_________________________________________________________________________
___________________________________________________________

CRITERIA 4 3 2 1
Organization Exceptionally Generally clear, Lacks clarity, Unclear,
clear, easy to able to difficult to impossible to
understand understand understand understand
Statement of Given complete One procedure Two Have not
Procedure procedures in is lacking in procedures mention any
accomplishing accomplishing are missing in correct
the task the task the narration procedure in
accomplishing
task
Completeness of Able to finish Able to finish Able to finish Was not to finish
Task the task ahead the task on time the task late the task
of time

What I Need to Know

This module was designed and written with you in mind. It is here to help
you master the different tools and equipment used in preparing appetizers. The scope of
this module permits it to be used in many different learning situations. The language used
recognizes the diverse vocabulary level of students. The lessons are arranged to follow the
standard sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.

The module focuses on:

• Lesson 2 – Prepare Appetizers

32
 Learning Outcome 1 - Perform Mise En Place

After going through this module, you are expected to:

1. identify the different tools and equipment needed in the preparation of appetizers
2. explain the uses of the different tools and equipment needed in the preparation of
appetizers.

What I Know
Let us determine how much you already know about tools and equipment needed for the
preparation of appetizer. Take this test.

Pre – Test
Direction: Below are jumbled letters. Write the correct spelling opposite the scrambled
letters.

1. PENMEQUTI - ________________________
2. PERAETPIZ - _________________________
3. ELSHERIS - __________________________
4. OLSTO - ___________________________
5. NKFEI - ____________________________

Lesson 2 – Prepare Appetizers

Learning Outcome 1
Perform Mise En Place
1.1 Tools and Equipment Needed in the Preparation of Appetizers

This module deals with the skills, knowledge and understanding of kitchen tools and
equipment needed in preparing appetizers.

What’s In

Cleaning and sanitizing kitchen tools and equipment is essential because it helps us
to be safer and stop bacteria from spreading to food. Cleaning and sanitizing agents are
great help to maintain the cleanliness of our kitchen tools and equipment. There are
different cleaning compounds that can be bought in the market or you can make your own
by utilizing what is available at home, like vinegar and baking soda. Put in mind, when using
chemical cleaning agent, it is always better to read and follow the manufacturer’s instruction
for safety and security reason.

33
 What’s New
ACTIVITY 1: Ready, Get set, TOOL!

MULTIPLE CHOICE. Draw the given tools/equipment below and explain its uses in 1 – 3
sentence/s. Write your answer in your activity notebook.

1. Measuring spoon Criteria: Creativeness – 3pts.

2. Butter curler Neatness – 2pts.
3. Rubber scraper Completeness – 2pts.
4. Mixing bowl Appropriateness – 3pts.
5. Glass measuring cups TOTAL: 10pts.

What is It

Mise’ En Place is a French term which means “set in place” that is you have everything
ready to cook and in its place. You should be able to identify and prepare all the needed
tools and equipment as well as all the ingredients to make the preparation and cooking
easily.

History of Appetizer

Appetizers were originally introduced by the Athenians as a buffet in the early third
century B.C. They would serve sea urchins, cockles, sturgeon, and garlic. However, they
were unpopular to start as these tiny meals weren't followed up with a main course, leaving
everyone hungry and wanting more. It wasn't until the nineteenth century that appetizers
truly caught on, as meals evolved into more of a structured ordeal.
Aperitifs came about by the Romans and were classified as a liquid appetizer that
typically contained alcohol. In addition to inciting hunger like food appetizers, the purposes
for aperitifs were also meant to help with the imminent digestion process. These drinks
would be shared from a single glass and passed around the table to all members of the
eating party. Aperitifs are still utilized today, typically with the company of food appetizers.
The word itself, "appetizer," as being used in the Americas and England in the1860s, is
more of a local flavor than "hors d'oeuvres." For a time, appetizers are served between the
main course and dessert as a refresher, but by the twentieth century they had taken their
place as a precursor to the main course.
On the other hand, it is said that appetizers are the dishes that can truly be
considered Filipino because we are best known for using our hands to eat the small finger
foods that come with the first course. Appetizers can include anything from fish to meat,
nuts and chips. They are often served before dinner or at large family lunches.

34
 This lesson deals with the equipment used in the production of appetizers,
classifications of appetizers, identification of ingredients used for appetizers, preparation
and presentation of appetizers attractively according to enterprise standards.

The following are the tools and equipment needed in preparing appetizers.
TOOLS AND EQUIPMENT USES
Ball Cutter
sharp edged scoop for cutting out balls
of fruits and vegetables.

Rubber spatula
used to scrape off contents of bowls.

Channel knife
small hand tool in making garnishes.

Spatula
used for manipulating foods like
spreading.

Wire Whip
used for mixing thinner liquids.

Zester
used to remove zest or citrus peels in
thin strips.

French knife
for chopping, slicing and dicing.

Paring knife
used for trimming and paring fruits and
vegetables.

35
 Butter curler
used for making butter curls.

Cutting board

board for cutting fruits and vegetables.

Kitchen shears
cutting device for ingredients.

Potato Masher
designed to press potato and cooked
vegetables.

Chiller
for keeping cold foods chilled for service.

Oven
for baking

Other Tools and Equipment used in Preparing Appetizers

1. Measuring spoons – are used for measuring dry and liquid ingredients in small quantity.
2. Measuring cups – is used to measure dry ingredients. They come in various sizes and
volumes.
3. Glass measuring cup – container which is usually transparent. It is smooth in the inside
with the graduation mark on the outside to read. This is used for measuring liquid
ingredients like water and oil.
4. Mixing bowls – these containers have smooth, rounded interior surfaces with no creases
to retain some mixture.
5. Mixing spoon. - is used for mixing ingredients. It is made of wood in different sizes and
different length of the handle.
6. Paring knife- is used to remove the skin covering of fruit and vegetables.
7. Fork is used to combine ingredients.
8. Container of different sizes and shapes.
9. Cooking range/stove
10. Refrigerator
11. Strainer/colander

36
 What’s More
ACTIVITY 2. I’M THE ONE
Directions: Choose one tool/equipment below and explain its uses in the preparation of
appetizer. Write you answer in 3 – 5 sentences.

1. Cutting board 6. Rubber scraper

2. Paring knife 7. Zester
3. Spatula 8. Chiller
4. Colander 9. Oven
5. Wire whip 10. French knife

CRITERIA 4 3 2 1
Clear Exceptionally Generally Lacks clarity, Unclear, impossible
clear, easy to clear, able difficult to to follow
follow to follow follow
Concise The explanation The The explanation The explanation
posed and explanation posed and posed and methods
methods used posed and methods used used are inadequate.
are advanced. methods are somewhat
used are simple.
appropriate.
Comprehensive Thorough Substantial Partial or not Misunderstanding
and explanation comprehensive or serious
comprehensive Explanation misconception on the
explanation explanation
Relevant Highly relevant Generally Somewhat Irrelevant
relevant relevant
TOTAL

What I Have Learned

Are you learning? Let us now check your understanding.

ACTIVITY 3: Make Me Complete

Directions: Fill in the blank. Write your answer in your activity sheet.

1. Mise’ En Place is a French term which means _______________ that is you have
everything ready to cook and in its place.
2. Measuring spoons are used for measuring dry and liquid ingredients in
________________.
3. Zester is used to ______________ or citrus peels in thin strips.
4. Potato masher is designed to _____________ and cooked vegetables.
5. Rubber scraper is used to _____________ contents of bowls.
6. Cutting board is used for _____________ fruits and vegetables.

37
7. Wire whip is used for ____________ thinner liquids.
8. Paring knife is used to ____________ the skin covering of fruit and vegetables.
9. Chiller is used for keeping cold foods ____________ for service.
10. ___________ is used for baking.

What I Can Achieve

You did Great! Now let us see what you can achieve on the learnings you gained.

ACTIVITY 4: 1, 2, 3, Click!
Directions: Read and analyze the situations below. What kitchen tool or equipment is being
referred to in each number? Write your answer in your activity sheet.

___________ 1. You are about to mix your ingredients for making miniature pancakes,
what tool do you need to use to mix and blend it properly?
___________ 2. The recipe that you are using tells you to use lemon zest. What tool are
you going to use to get the zest in the lemon?
___________ 3. What do you call to the tool used for making butter curls that can be used
for garnishing?
___________ 4. You are tasked to make salmon and cucumber bites for your family
backyard party tomorrow. What protective tool do you need in slicing the
ingredients?
___________ 5. It is your father’s birthday on Saturday. Your task is to slice and chop all
the ingredients needed for spicy garlic shrimp. What type of knife do you
need to perform your task?

Assessment
MULTIPLE CHOICE. Read and analyze the statements or questions below. Choose the best
answer. Write your answer in your notebook.

1. What tool is used designed to remove zest or citrus peels in thin strips?
a. Chiller b. Fork c. Knife d. Zester
2. What tool is used for whipping and/or mixing thinner liquids, like cream and eggs?
a. Spatula b. Wire whisk c. Ball cutter d. Rubber scraper
3. It is a measuring device which is used for measuring large quantity of ingredients.
a. Mixing bowl b. Measuring cups
c. Measuring spoon d. None of the above
4. What equipment is used for baking?
a. Chiller b. Griller c. Oven d. Stove
5. An equipment which is used for keeping cold foods chilled for service.
a. Chiller b. Freezer c. Refrigerator d. All the above

38
 Additional Activities
Congratulations! You almost accomplish the module. For your last task, do the following
activity.
Directions: Give the uses of the following tools/equipment. Write your answer in the space
provided below.

Tools Uses
1. Oven

2. Potato Masher

3. Kitchen shear

4. Rubber Scraper

5. Measuring spoon

POST TEST
Direction: Below are jumbled letters. Write the correct spelling opposite the scrambled
letters.

1. PENMEQUTI - ________________________
2. PERAETPIZ - _________________________
3. ELSHERIS - __________________________
4. OLSTO - ___________________________
5. NKFEI - ____________________________

REFLECTION
Finally, learners will give a critical review of the project determining some points regarding
good thoughts, what could have been done differently and other suggestions to make the
experience better.

39
I understand that
_________________________________________________________________________
___________________________________________________________

I realized that
_________________________________________________________________________
___________________________________________________________

CRITERIA 4 3 2 1
Organization Exceptionally Generally clear, Lacks clarity, Unclear,
clear, easy to able to difficult to impossible to
understand understand understand understand
Statement of Given complete One procedure Two procedures Have not
Procedure procedures in is lacking in are missing in mention any
accomplishing accomplishing the narration correct
the task the task procedure in
accomplishing
task
Completeness Able to finish Able to finish Able to finish Was not to
of Task the task ahead the task on time the task late finish the task
of time

What I Need to Know

This module was designed and written with you in mind. It is here to help you master the
different ingredients used in preparing appetizers. The scope of this module permits it to be
used in many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard sequence of
the course. But the order in which you read them can be changed to correspond with the
textbook you are now using.

The module focuses on:

• Lesson 2 – Prepare Appetizers
Learning Outcome 1 - Perform Mise En Place

After going through this module, you are expected to:

1. classify appetizers according to ingredients
2. identify ingredients according to the given recipe

40
 What I Know
Pre – Test
Direction: Name the following ingredients below.

_______________1. _______________2.

_______________3. _______________4.

_______________5.

Learning Outcome 1
Perform Mise En Place
1.2 Classification of Appetizers According to Ingredients
1.3 Variety of Appetizers

This module deals with the skills and knowledge required in preparing and presenting
appetizer. This self-instructed Module introduced the different classification of appetizers
and the ingredients used in preparing the appetizers.

What’s In
Let us review!

Direction: Below are jumbled letters. Write the correct spelling opposite the scrambled
letters.

1. PENMEQUTI - ________________________
2. PERAETPIZ - _________________________
3. ELSHERIS - __________________________
4. OLSTO - ___________________________
5. NKFEI - ____________________________

41
 What’s New

ACTIVITY 1: A WHOLE NEW WORD

Create a word wordle that will describe appetizers and each classification. Write your answer
in your answer sheet.

Criteria: Relevance 5pts

Creativity 3pts
Neatness 2pts
Total: 10pts

What is It

You are doing great! You can now proceed to the next topic about appetizers.

Read and study the following topic to answer the next activity.

Appetizers are foods which stimulate the appetite, through their attractive
appearance, fragrance, or appealing flavor. It is a small pieces or portions of highly
seasoned food, usually served before a meal to induce and stimulate one’s appetite. It gives
appreciation to the food we eat.
A good appetizer, whether hot or cold should be light and served in small quantities, Fresh
vegetable and salads, fruits, or meat or even fish can be made into appetizers.

Classification of Appetizers

1. Cocktails- are usually juices of orange, pineapple, grapefruit, or tomatoes served with
cold salad dressings. It may be in the form of a fruit or vegetable juice mixed with little
alcoholic beverage or seafood like shrimps, crabs, or lobsters served with slightly
seasoned sauce.
2. Hors D’ Oeuvres-is is small portion of highly seasoned foods, it is a combination of
canapés, olives, stuffed celery, pickled radishes, and fish. It is served on individual plate
when guests are seated. Sometimes this is simply placed on a platter and passed around.
Hors d’oeuvres are served cold or hot.
3. Canapé- are made from thin slices of bread in different shapes. The bread may be
toasted, sautéed in butter, or dipped in a well-seasoned mixture of egg, cheese, fish, or
meat then deep-fat fried. It is a finger food consisting of three parts: a base, a spread or
topping and garnish. They could be served hot or cold. There are no set recipes for the
making of canapés. You may create your own combination of several different colored
items on the cut pieces of bread, toasted or fried and biscuits etc. The larger canapés are
termed as ZAKUSKIS after the Chef Zakuski.

42
4. Relishes/Crudités- are pickled item which are raw, crisp vegetables such as julienne
carrots or celery sticks. Relishes are generally placed before the guest in a slightly, deep,
boat shape dish.
5. Petite Salad- are small portions and usually display the characteristics found in most
salad.
6.Chips and Dips- are popular accompaniments to potato chips, crackers, and raw
vegetables. Proper consistency in the preparation is important for many dips. It must not
be so thick that it cannot be scooped up without breaking the chip or crackers, but it
must be thick enough to stick to the items used as dippers.
7. Fresh Fruits and Vegetables – are the simplest appetizer. Fruits are good appetizers
because they give an attractive appearance, fragrance, appealing taste, and delicious
flavor. For example, you could serve a platter of thinly sliced cucumbers, chunks of red
bell pepper and baby carrots. For a fruit tray, consider serving red and green grapes, as
well as chunks of mango with toothpicks inserted in them. Since appetizers should always
easy to pick up with the fingers, it should never be drippy or messy, so you need to avoid
certain fruits or veggies (for example, chunks of avocado or watermelon are probably not
the best appetizer choices).
8. Anything, Smaller- are varieties of appetizers wherein the only requirement is that you
keep everything small enough to be picked up with the fingers and eaten with little mess.
If you want to serve your favorite homemade sausages, cut them into small pieces, wrap
them with a small piece of pastry shell and bake. Or, serve your favorite baked sweet
potato fries with a mayonnaise-based dipping sauce. Individual quiches filled with ham
and cheese are another good option.

The following are examples of appetizers including the materials/ingredients on how to

prepare them.

A. CANAPÉS

Canapés– bite-size open faced sandwiches consist of tiny portions of food presented on
bases of bread, toast, or pastry easily handled and eaten.

CANAPÉS CONSISTS OF THREE PARTS

1.Base – holds the spread and garnish. Crackers and toasts are firmer and give a pleasing
texture and crispness to the canapé.

Suggestions for canapés bases are:

Bread cutouts Toast cutouts Crackers Chips Tiny Biscuits

43
1. Spread - placed on top of the base so the garnish sticks to it without falling off.
Three types of spreads

Suggestions for spreads are:

Butter or Margarine Chicken Spread Tuna Spread

a.) Flavored butter – made from softened butters with flavorings.

b.) Flavored Cream Cheese-made from flavored butters, except cream cheese
substituted for the butter. Mixture of cream and butter can be used.
c.) Meat or Fish salad spreads – made from finely chopped meat or fish that are
spreadable. Seasons should be checked carefully to make the spread more
stimulating to the appetite.

3. Garnish – any food item or combination of items placed on top of the spread which
usually gives color, design, and texture or flavor accent to the canapé.

Food items used to decorate canapés

a.) Vegetables, pickles, and relishes

Radish slices Parsley
Pickled onions Pickles
Tomatoes Asparagus tips
Olives Cucumber slices
Chutney Pimiento

b.) Fish
Smoked Fish
Smoked Salmon
Shrimp
Caviar
Tuna flakes
Sardines
Lobster chunks or slices

c.) Meats
Ham
Salami
Roast Beef
Chicken or Turkey

d) Cheese, hard cooked egg slices

44
B. COCKTAILS
Cocktail appetizers are made of seafood or fruit, usually with a tart or tangy sauce.
These appetizers are always served chilled, often on a bed of crushed ice.
1.Oyster and Clams on the half shell
2. Shrimp
3. Crab
4. Lobster meat
5.Fruits
6. Firm flaked white fish

C. RELISHES
Relishes are raw or pickled vegetables cut into attractive shapes served as appetizer.

Relishes include two categories:

1. Raw vegetables with dips. There are known as crudités (croo-dee-

tays). Cru in French means “raw”. Common bite size cut raw vegetables
served with dips are: Celery, Radishes, Green and Red pepper, Zucchini,
Cucumber, Cauliflower, Broccoli florets,Broccoli Stems, Cherry Tomatoes,
Carrots Scallions
2.Dips – accompaniment to raw vegetables, and sometime potato chips
and crackers. Any mixture of spreads can be used as dips. Proper
consistency is important to any dip. It must not be so thick that it cannot
be scooped up without breaking the
cracker. It must be thick enough to stick to the items used as dippers.
Thin or soften them by adding mayonnaise, cream, or other appropriate
liquid. Sauces and salad dressings can be used as dips.

3.Pickled items. Includes variety of items like cucumber pickles, olives,

watermelon pickles, pickled peppers, spiced beets, and other preserved
fruits and vegetables.

D.MISCELLANEOUS HORS D ‘OEUVRES

These are variety of food both hot and cold served as appetizers. The
serving is smaller in unit size or portion size that can be eaten with forks from small plates
or with fingers.
1. Antipasto - Italian Appetizer.
This includes the following:
a. Cured meats – Salami, prosciutto,
bologna, boiled ham
b. Seafood Items-Canned items like
sardines, anchovies, and tuna
c. Cheeses – provolone, mozzarella
d. hard cooked egg and stuffed eggs

45
 e. relishes-raw vegetables
f. mushroom and other vegetables
2. Bruschetta - slice of Italian bread that is toasted, rubbed with
brushed garlic, and drizzled with olive oil served with toppings like
canapés.
3. Tapas - a small food item intended to be eaten
with wine or other drinks usually in bars.
They are served in a small portion intended to
be eaten immediately.
4. Caviar – salted roe, or eggs, of the sturgeon.
Any product labeled caviar must come from sturgeon. Roe from
any other fish must be labeled as such (white fish caviar)
5. Amuse Bouche (ah-mews-boosh) – a tiny appetizer or hors d’
oeuvres offered to guest seated at their tables either before or after
they have ordered from the menu. It is an opportunity to showcase an
aspect of the chef’s cooking style and talent and to welcome the guest.
Anything that can be served in a tiny portion can be served as
an amuse bouche like salads, soups, and little portions of meat,
fish, or vegetables with the few drops of 14 sauce and garnish. The chefs do not use a
separate category of recipe for these items but just give a different presentation,
garnish, or sauce.

What’s More
ACTIVITY 2. ENRICHMENT ACTIVITY: Drop it like it’s HOT
Direction: Identify the ingredients used in each classification of appetizer.

Classification of Appetizer Ingredients Used

Canape

Cocktail

46
 Relishes

What I Have Learned

Are you learning? Let us now check your understanding.

Activity 4: Detect and Write

Identification. Read the statement carefully and write the correct word that describes the
statement.

_____1. Butter, cream or finely chopped meat or fish placed on top of canapé base.
_____2. Holds spreads and garnish for canapés.
_____3. Adds color, design, texture and flavor to canapé.
_____4. Small open- faced sandwiches served as appetizer.
_____5. Serving size of canapés

What I Can Achieve

You did Great! Now let’s see what you can do on the learnings you gained.

Activity 3: Take Me In
Classification. Classify the following ingredients listed below according to the parts of
canapés. Write each ingredient in the box provided for.

Radish slices Toast cutouts Asparagus tips Bread cutouts

Crackers Tomatoes Butter Polenta Cutouts
Cucumber Slices Fish Cheese Miniature pancakes
Tiny biscuits Pickled onions Meat

Canape Base Canape Spread Canape Garnish

47
Post – Test
Direction: Name the following ingredients below.

_______________1. _______________2.

_______________3. _______________4.

_______________5.

REFLECTION
Finally, learners will give a critical review of the project determining some points regarding
good thoughts, what could have been done differently and other suggestions to make the
experience better.
I understand that
_________________________________________________________________________
___________________________________________________________

I realized that
_________________________________________________________________________
___________________________________________________________
CRITERIA 4 3 2 1
Organization Exceptionally Generally clear, Lacks clarity, Unclear,
clear, easy to able to difficult to impossible to
understand understand understand understand
Statement of Given complete One procedure Two procedures Have not
Procedure procedures in is lacking in are missing in mention any
accomplishing accomplishing the narration correct
the task the task procedure in
accomplishing
task
Completeness Able to finish Able to finish Able to finish Was not to
of Task the task ahead the task on time the task late finish the task
of time

48
 What I Need to Know

This module was designed and written with you in mind. It is here to help you master the
different tools and equipment used in preparing appetizers. The scope of this module
permits it to be used in many different learning situations. The language used recognizes
the diverse vocabulary level of students. The lessons are arranged to follow the standard
sequence of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.

This module focuses on:

• Lesson 2: Prepare Appetizers
Learning Outcome 2: Prepare a range of appetizers

After going through this module, you are expected to:

1. differentiate hot and cold appetizers
2. prepare a variety of appetizers

What I Know
Let us determine how much you already know about the different types of Hors
d’oeuvres. Write your answer in your activity sheet.

Pre-test:
a. Rich hors d’oeuvres
b. Assorted hors d’oeuvres
c. Grison Platter
d. Plate of hors d’oeuvres
e. Hors d’oeuvres Platter

Direction: Given above are the different types of Hors d’oeuvres. Read the statement
carefully and write the letter that best describes it.

1. Consists of shrimps, smoked beef, poached egg, Spanish sardines and lettuce, sauce can
be served at the side.
2. Served in special portioned platters with dishes or even from a serving cart.
3. A well-presented platter with a limited choice of simple or more expensive foods.
4. Consists of two kinds of cold meat.
5. Serve between the soup and fish course.

49
 What’s In?

Spoil Her with Consistency!

Identify what type of appetizers are in each picture below. Write your answer in the activity
sheet.
1. 2. 3. 4. 5.
Sparkling Layered Mix Cucumber,
Chinese Scrambled Egg Sayote and Banana, Tomato,
Chicken Ball Carrots, raddish,
Melon with on Banana Carrots Pickles
with Spicy and mango in a
Sweetened Crisps in a Platter
Hot Sauce plate
Buko Juice

Learning Outcome 2
Prepare a Range of Appetizers
2.1 Hot and Cold Appetizers
2.2 Prepare a Variety of Appetizers

This module deals with the skills, knowledge and understanding of kitchen tools and
equipment needed in preparing appetizers.

What’s New?

Activity 1: My Kind of HOT and Cold Day!

Direction: Identify the recipe in the box whether Hot or Cold Hors d’oeuvres. Write your
answer in the activity sheet.

Crab and Cheddar Wonton Purses

1.
Pickled Pepperoncini Deviled Eggs
2.
Bloomin’ Onion Bread
3.
Double Cheddar Mac and Cheese Bites
4.
Dill Vegetable Dip
5.

50
 What is it?

Preparation of appetizers required knowledge and skills in preparing different

recipes. This lesson provides you different recipes in preparing appetizers for your guidance
and reference.

HOT AND COLD APPETIZERS

Hors d’eouvres (pronounced "or-DERVS") is often served preceding a meal, they are
served as the food at cocktail parties involving alcoholic beverages.

a. Hot Hors d’oeuvres are served between the soup and fish course. In today’s shortened
menus, they are often served instead of hot entrée. The size and richness depend upon the
composition of menu. Many hot hors d’oeuvres are suited for serving a small ala carte
dishes, and usually described as hot dish.

b. Cold hors d’oeuvres should stimulate appetite, and therefore should always be served
at the first course in the menu. There are five types of cold hors d’oeuvres, and they are
served as follows:
• Plate of Hors d’oeuvres may consist of shrimps, smoked beef, poached egg, Spanish
sardines and lettuce, sauce can be served at the side
• Grisson Platter may consist of two kinds of cold meat, such as ham, smoked beef,
peppered ham. Sauce can be served at the side.
• Hors d’oeuvres Platter. A well-presented platter with a limited choice of simple or more
expensive foods. The basic rule is “small quantity, but big in quality” and at the same time
attractively served. It may consist of shrimps with jelly, asparagus tip with mushrooms,
sardines with onion rings, tomatoes stuffed with salad and chicken loaf.
• Assorted hors d’oeuvres can be served in special portioned platters with dishes or even
from a serving cart.
• Rich hors d’oeuvres- still a classical form of presentation. Lobster should always be
included. The hors d’oeuvres dish system in conjunction with a silver platter can be used,
but it is also possible to arrange the center pieces on a silver platter covered with meat jelly
and served with accompaniments in a small separate bowls or container.

RECIPES OF APPETIZERS
1. SALMON AND CUCUMBER BITES
Purpose: To prepare salmon and cucumber bites
Tools/Equipment Needed:
• Chopping board
Image retrieve from
• Spatula http://www.myrecipes.com/recipe/
• Bread knife salmon-cucumber-bites-
• Mixing bowl 50400000125488/

Ingredients Needed:
• 1 (12-inch) cucumber
• 1 teaspoon freshly grated lemon zest
• 2 teaspoons fresh lemon juice
• 4 ounces crème
• 1/8 teaspoon pepper
• 4 ounces pre-packaged smoked salmon, cut into inch-long strips

51
• 2 teaspoons fresh dill, chopped, for garnish

Steps/Procedure:
• Peel and slice cucumber into 1/4-inch slices.
• In a bowl, mix lemon zest, lemon juice, crème, and pepper.
• To assemble, top a cucumber slice with a strip of salmon, a dollop (about 1/2 tsp.) of
crème mixture.
• Garnish with dill.

2. HORS D’ OEUVRE COCKTAILS AND RELISHES

Purpose: To prepare hors d’ oeuvre cocktails and relishes.
Tools/Equipment Needed:
• Knife
• Chopping board
• Gloves

Materials/ingredients needed:
• Oysters or Shrimps or Fruits
• Dips
• Herbs
• Sugar/Syrup
• Ice, Lemon

Steps/Procedure:
a. Oyster and clams cocktails
1. Open fresh oysters and clams on the half shell.
2. Arrange on flat plates, preferably on a bed of ice.
3. Place cocktail sauce in a small cup in the center or at the side of the
plate.
4. Provide lemon wedges
b. Shrimps and other cooked seafood’s cocktail
1. Arrange seafood in a stemmed glass or in a small, cup-shaped bowl
in a bed of ice. Cocktail sauce maybe put in the glass first and arranged Image retrieve from
the seafood on top, partially immersed. Or the cocktail sauce may be https://www.sunset.com/recipe/cri
added as toppings. spy-shrimp-with-arugula-lemony-
2. Garnish the dish attractively with lettuce or greens with lemon mayo
wedges.
c. Fruit Cocktail
1. Use fruits that are pleasantly tart and not too sweet.
2. Cut fruits into desired shapes.
3. Add fresh lemon or lime juice to fruit mixtures to provide necessary
tartness. A simple wedge of melon with lime is a refreshing cocktail.
4. Add a few drops of flavored liqueur to improve flavor.
Image retrieve from
d. Relishes https://www.myrecipes.com/recipe/fruit-
1. Select fresh vegetables cocktail-with-margarita-dressing
2. Cut into sticks or other attractive bite size shapes.
3. Hold vegetables for a short time in ice water to become crisp.
4. Arranged vegetables, in crushed ice to maintain crispness.

3. MIXED VEGETABLES RELISH WITH CHEDDAR CHEESE DIP.

52
Purpose: To prepare raw vegetables relish.
Tools/Equipment Needed:
• Knife
• Chopping board
• Strainer
• Platter

Ingredients needed:
Raw Vegetables
1 pc. Celery
1 pc. Lettuce
1 pc. Red bell pepper
1 pc. Cucumber
1 pc. Cherry tomato

Dips
• 94 g cream cheese Image retrieve from
• 38 ml evaporated milk http://media5.picsearch.com/is?bZaEFRerX_ExcLcxU
XiEn6BDCJbqLipVKEhp8kpyu3Q&height=225
• 44 g mayonnaise
• 7.5 ml lemon juice
• 75 g onions
• ½ ml hot red pepper sauce
• ½ ml Worcestershire sauce
• 75 g cheddar cheese

Steps/Procedure:
1. Wash vegetables well.
2. Cut vegetables into sticks or decorative bite size shapes.
3. Hold vegetables for a short time in ice water to become crisp.
4. Drain well.
5. Arrange vegetables in a platter with crushed ice to maintain crispness. Serve with
cheddar cheese dip.

4. CANAPÉS FROM TOAST

Purpose: Perform steps in preparing Canapés using a toasted bread.
Tools/Equipment Needed:
• Bread knife
• Spatula
• Tray
• Cutting board

Ingredients Needed:
• Pullman loaves
• Spreads
• Toppings

Steps/Procedure:
1. Trim crusts from unsliced Pullman loaves. Save trimmed crusts to be used as
breadcrumbs.
2. Cut the bread horizontally into slices, ¼ inch thick.

53
3. Toast the slices in the oven.
4. Cool the toast.
5. Cover with a thin, even layer of spread and cut into desired shapes with a knife. Make the
cuts neat and uniform.
6. Alternately, cut the toasts into desired shapes with small cutters and reserve the trim for
breadcrumbs. Spread each cutout with desired topping.
7. Garnish the cutouts as desired.
8. Bread slices for canapés can be cut into several basic shapes with no waste.

What’s more?

You are doing great! Now let us see your readiness in the preparation of appetizers.

Activity 2: READY and SET before GO!

Rellenong Hipon

Ingredients:
1 pound large shrimps (31-35 count)
1/4 pound ground pork
1/4 cup green onions, chopped
1/4 cup water chestnuts, chopped (optional) Image retrieve from
https://www.kawalingpinoy.com/rellen
1/4 cup carrots, shredded ong-hipon/
2 cloves garlic, peeled and minced
1 teaspoon soy sauce
1/2 teaspoon salt
1/4 teaspoon pepper
15 pieces spring roll wrappers, cut diagonally into two triangles
canola oil

Procedures:
1. Peel shrimps, remove heads and devein them leaving tail intact. Using hands, open flesh
of shrimp until it lies flat. Make a small incision on the inside of the shrimp close to the
tail.
2. In a bowl, combine ground pork, green onions, water chestnuts, carrots, garlic, soy
sauce, salt and pepper.
3. Wrap stuffed shrimp with 1/2 teaspoon meat filling in the center in a spring roll wrapper
with pointed side facing up.
4. Fry wrapped shrimps until golden, crisp and cooked through.
5. Serve hot with sweet and sour sauce

54
A. Based on the ingredients and procedures given above, fill in the table below with the
necessary kitchen tools and equipment in order to make Rellenong Hipon.

Kitchen Tools Equipment

B. What are some points to remember before, during and after the preparation of the
recipe? List at least 2 for each.

Before During After

What I have learned?

Activity 3: Happiness is Homemade!

With the help of your elder sibling, parent or guardian, list down 10 other appetizers. After
that, identify if it is hot or cold and finally identify its main ingredients.

Name of Appetizer Hot or Cold Ingredients

What I Can Achieve?

Now that you are finally ready, let us see what you can do on the learnings that you have
gained.

Activity 4: LET’S DO THIS!

Situation: Your Baby Brother will be celebrating his 7th birthday. You were asked by your
mother if you could make the appetizer for the party. You excitedly answered yes because
you just finished studying about it. Prepare appetizer of your choice for your Baby Brother.

55
Here are some suggested easy Filipino appetizers that you can try.

Ham and cheese roll Tuna salad on Roasted garlic deviled Tuna salad cucumber
crackers eggs cups
Images retrieve from
https://www.pinterest.ph/pin/428897564484036793/ https://www.garnishandglaze.com/tuna-salad-on-crackers/
https://www.tasteofhome.com/recipes/roasted-garlic-deviled-eggs/ https://peasandcrayons.com/2012/04/tuna-salad-cucumber-cups.html

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

Works Works Works Works No

independently independently y independently independently but attempt
with ease and with ease with ease and with assistance from
confidence at all and confidence confidence others most of
times most of the time sometimes the time
3. Safety work Observes safety Observes safety Observes safety Most of the time not No
habits precautions at precautions most precautions observing safety attempt
all times of the time sometimes precautions

4.Completenes Task is Task is completed Task is nearly Task is started but No

s of Task completed following the completed not completed attempt
following the procedures in following the following the
procedures in the project plan procedures procedures in
the activity in the project the project plan
improvement/ plan
innovations

5. Time Work
Workcompleted Work
Work
Workcompleted
completed Work
Work
Workcompleted
completed Work
Work
Workcompleted
completed No attempt
No
management ahead
completed
of time within
within
completed
allotted
allotted ___(mins./hour
completed
___(mins./hours ___(mins./hour
completed
___(mins./hours/da attempt
ahead of time time
time
within allotted s/day
___(mins./hour
/day s) beyond s/day
___(mins./hour
y s) s)
beyond
beyond
time s/day s) s/day s)
beyond beyond

Important reminders:
1. Recipe and ingredients fully depend upon availability of resources. It would be best
to use what is readily available in your area.
2. Prepare everything on hand. Write the recipe with complete ingredients and
procedures.

56
 3. Ask the help of an older person to assess your work based on the rubrics given
above.
4. Always follow SAFETY precautions.
5. Record a video of the preparation then send it to the agreed drive with your full
name as filename (ex. JuandelaCruz.mp4).

Assessment
Post Test:
Let us determine how much you already know about the different types of Hors d’oeuvres.
Write your answer in your activity sheet.

Read the statement carefully and write the correct word/s of the type of Hors d’oeuvres that
describe the statement.
_____ 1. Consists of shrimps, smoked beef, poached egg, Spanish sardines and lettuce,
sauce can be served at the side.
_____ 2. Served in special portioned platters with dishes or even from a serving cart.
_____ 3. A well-presented platter with a limited choice of simple or more expensive foods.
_____ 4. Consists of two kinds of cold meat.
_____ 5. Serve between the soup and fish course.

Additional Activities
Give a critical review of the project.
Please include points on, what you thought was good, what you think you would do
differently, what you can do now that you couldn’t do before, how the team worked
together, other suggestions to make the experience better.

REFLECTION
Finally, learners will give a critical review of the project determining some points regarding
good thoughts, what could have been done differently and other suggestions to make the
experience better.

I understand that
_________________________________________________________________________
___________________________________________________________

57
I realized that
_________________________________________________________________________
___________________________________________________________

CRITERIA 4 3 2 1
Organization Exceptionally Generally clear, Lacks clarity, Unclear,
clear, easy to able to difficult to impossible to
understand understand understand understand
Statement of Given complete One procedure Two procedures Have not
Procedure procedures in is lacking in are missing in mention any
accomplishing accomplishing the narration correct
the task the task procedure in
accomplishing
task
Completeness Able to finish Able to finish Able to finish Was not to
of Task the task ahead the task on time the task late finish the task
of time

What I Need to Know?

This module was designed and written with you in mind. It is here to help you master the
different ingredients used in preparing appetizers. The scope of this module permits it to be
used in many different learning situations. The language used recognizes the diverse
vocabulary level of students. The lessons are arranged to follow the standard sequence of
the course. But the order in which you read them can be changed to correspond with the
textbook you are now using.

This module focus on:

• Lesson 2 – Prepare Appetizers
Learning Outcome 2. Prepare a Range of Appetizers

After going through this module, you are expected to:

1. Follow workplace safety procedure.

What I Know?

Let us determine how much you already know about workplace safety procedure. Take this
test.

Pre-test:
Direction. Write true if the statement is correct and false if the statement is wrong.

_____ 1. Have a designated place for each kind of tools.

58
 _____ 2. Use knife appropriately.
_____ 3. Handle the food properly to prevent spoilage and contamination.
_____ 4. Wearing dangling jewelry during food preparation is okay.
_____ 5. Keep potholders nearby the stove.

Learning Outcome 2
Prepare a Range of Appetizers
2.3 Follow Workplace Safety Procedures

This lesson deals with the procedures which need to be followed in the workplace to
ensure safety during preparation and storing of appetizer.

What’s in?

What did you learn from the previous lesson? Let us find out by answering the following
questions.
1. What are the two categories of appetizer?
2. How do you differ hot from cold appetizer?
3. Give an example of each categories of appetizer

What’s New?

Activity 1: Safety First!

Direction: List down at least five safety workplace procedure in the preparation of appetizer.
1.____________________________________________________________
2____________________________________________________________
3. ___________________________________________________________
4. ___________________________________________________________
5. ___________________________________________________________

What is It?

What is a workplace?

Workplace is the location or area where someone works are done such as the kitchen
to prepare variety of foods. A safe and healthy workplace protects workers from illness,
accidents, and increase productivity and quality of work. To have a safety workplace, we
must remember the following:

1. Personal hygiene – these are health practices and habits which enable one to stay
physically healthy. This means keeping oneself clean to avoid transfer of harmful bacteria
especially in food preparation.

59
2. Use appropriate PPE (Personal Protective Equipment) – these are devices designed to be
worn and held by an individual for protection against one or more hazards. It includes
hairnet, apron, gloves, face mask, and working shoes.
3. Safety of water that gets in contact with food and food surfaces.
4. Condition and cleanliness of food contact surfaces; tools, equipment and containers used
during preparation.
5. Proper maintenance of hand - washing, sanitizing, and toilet facilities.
6. Implementation of pest control program.
7. Proper storage.

Safety measures in the use of tools and equipment.

1. Use the right cooking tools and utensils.

2. Do not leave stoves unattended while in use.
3. Store knives, choppers and cutting blades in designated places. Label them.
4. Repair broken tools and equipment immediately.
5. Check wiring of electrical equipment regularly. Report kitchen equipment that are not
functioning.
6. Handle fragile tools or those tools made of glass with care. Those with breaks should be
discarded.
7. Store tools and equipment in a clean dry place. Do not keep them when wet.

What’s More?
You are doing great! Now let us see your readiness in workplace safety.
ACTIVITY 2. ABC: Always Be Careful!
Direction. Encircle the 9 words enumerated below. After that, choose five words and
describe them in terms of safety and sanitation in workplace.

D E J S T Z W G G G R A C M F CABINET
D I N T E G P M Z O X O B E R CONTAMINATION
D W W E N J T P O B N X W A E FIRE
FLOOR
Q K H W I I N L O T I F W T E
HYGIENE
X Q N S B G F B A A V N S F K MEAT
W U S V A A Y M M S Y K A X A RAW
M E S B C G I H O U L N N Q Y TOOLS
G C R Q B N K I O Y W N E Q J WASHING
L I S Z A L F H G H E J O A D
G M Q T L F M I M O Y I B R E
Y L I E G L B E R Y M U R R V
E O O Z T O O L S E D Y I X E
N T L C Z G P Z G N I H S A W
N H T Z N M P G O A H P J M M
N K I J S Q J F Q U K B L L J

60
 What I have learned?
Are you learning? Let us now check your understanding.

ACTIVITY 3. Makes Me Wonder

Direction: Answer the following questions.

1. What is workplace safety procedure?

_____________________________________________________________.
2. How will you ensure safety in the workplace?
_____________________________________________________________.

What I Can Achieve?

Now that you are finally ready, let us see what you can do on the learnings that you have
gained.

ACTIVITY 4. Know Safety, No Pain

Direction: Complete the unfinished sentence below.

1. Some of the personal protective equipment I use in preparation are _________

__________________________________________________________________.

2. If I am not sure with of how to do a task, I will

_________________________________________________________________________
______________________.

Assessment

MULTIPLE CHOICE. Read and analyze the statements or questions below. Choose the best
answer. Write your answer in your answer sheet.

1. What is the first thing you should do before you start working with food?
a. wash your hands c. clean the kitchen
b. measure ingredients d. preheat the oven
2. Why do we need to wash our hands before we eat or handle food?
a. To prevent illness. c. To keep our food germ-free.
b. To avoid cross-contamination. d. All of the above
3. What task requires food handlers to wash their hands before and after doing it?
a. taking out garbage c. handling raw meat, poultry, or seafood
b. touching clothing or aprons d. using chemicals that might affect food safety
4. Which phrase best fits food safety and sanitation?
a. When in doubt, throw it out. c. Measure twice, cut once.
b. Reduce, Reuse, Recycle. d. An ounce of safety is worth a pound of cured ham.

61
5. Identify the behavior that is not safe while cooking in the kitchen.
a. Keep cupboards and drawers closed after using them.
b. Keep tools and equipment away from the edge of the counter.
c. Wait until you're finished cooking before cleaning spills on the floor.
d. Communicate when you are opening the oven or carrying hot food to the sink.

Additional Activities

Congratulations! You almost accomplish the module. For your last task, do the following.

Direction: Put a check (√) on the appropriate space provided for if you practice the
following activities.

Legend:
4 ------------------ Always 1 ------------------ Seldom
3 ------------------ Most of the time 0 ------------------ Never
2 ------------------ Sometimes
SCORE TOTAL
ACTIVITIES
0 1 2 3 4
1. Washes hands before preparing food.
2. Uses clean utensils and equipment appropriately.
3. Maintain clean working area all the time.
4. Soaks utensils and equipment in a sanitizing
solution prior to use
5. Covers food when preparing, cooking, and storing.

POST TEST
Direction. Write true if the statement is correct and false if the statement is wrong.

_____ 1. Have a designated place for each kind of tools.

_____ 2. Use knife appropriately.
_____ 3. Handle the food properly to prevent spoilage and contamination.
_____ 4. Wearing dangling jewelry during food preparation is okay.
_____ 5. Keep potholders nearby the stove.

REFLECTION
Finally, learners will give a critical review of the project determining some points regarding
good thoughts, what could have been done differently and other suggestions to make the
experience better.

I understand that
_________________________________________________________________________
___________________________________________________________

62
I realized that
_________________________________________________________________________
___________________________________________________________

CRITERIA 4 3 2 1
Organization Exceptionally Generally clear, Lacks clarity, Unclear,
clear, easy to able to difficult to impossible to
understand understand understand understand
Statement of Given complete One procedure Two procedures Have not
Procedure procedures in is lacking in are missing in mention any
accomplishing accomplishing the narration correct
the task the task procedure in
accomplishing
task
Completeness Able to finish Able to finish Able to finish Was not to
of Task the task ahead the task on time the task late finish the task
of time

Learning Outcome 3
Present a Range of Appetizers
3.1 Fundamentals of Plating
3.2 Accompaniments of Appetizers

At the end of the lesson, students should be able to:

a. Identify the fundamentals of plating and accompaniment of appetizers
b. present appetizers attractively while observing sanitary practices
c. value the importance of presenting appetizers attractively while observing sanitary
practices.

What I Know?

PRETEST
Direction: Write
TRUE if the statement is correct and FALSE if it is incorrect.
________1.Appetizers can be more appreciated if presented attractive
________2.Cutting vegetables into different shapes gives you great flexibility.
________3.Balance the portion sizes of the various items on the plate. Apply logical
balance of portions.
________4. There are four elements of a buffet platter.
________5. Attractive platter presentation may be made on silver or other metals

63
 What I Need to Know?

Directions: Read the statement below and answer the follow-up question.
Food Presentation is one of the most important element in serving the food to the guest. As
you can observe, most of the picture posted or available online are presented attractively in
different sizes, shapes and color.
Follow-up Questions:
1. Why do you think it is important to present the food attractively?
_________________________________________________________________
_____________________________________________________

2. Can you tell what is the most essential element in presenting appetizers?
_________________________________________________________________
_____________________________________________________

3. How does size, shapes and color affect the overall presentation of appetizers?
_________________________________________________________________
_____________________________________________________

What’s New?
TASK #1
Direction: Analyze the pictures below and compare them using the VENN Diagram

A. B. C.

Characteri
stics of
similarities picture difference
A.
B.
C.

64
 What is It?

TASK #2 – GIVE ME MORE

Directions: Name the appetizer and enumerate what is being asked.

NAME OF THE APPETIZER: __________________

Give at least 3 shapes available in the picture

1.
2.
3.

Give at least 3 colors available in the picture.

1.
2.
3.

Name one focal of the picture:

______________________________

TASK #3 – MY ACCOMPANIMENT
Directions: Read the situation and follow the instruction.
Situation: If you are going to eat the following appetizer, what do you like as sauce or
accompaniment? Write the specific accompaniment that you like for the following appetizer
and give at least 3 main ingredient of it.

Accompaniment: ____________
Ingredients:
1.
2.
3.
Accompaniment: ____________
Ingredients:
1.
2.
3.
Accompaniment: ____________
Ingredients:
1.
2.
3.

65
 Present a Range of Appetizers
Appetizers can be more appreciated if presented attractively like the saying goes “the
eyes eat first”. Plate presentation is the process of offering the appetizer to guests in a stylish
and pleasing manner. It requires skills, style and creativity. This lesson will provide you the
knowledge, skills and understanding in presenting range of appetizers.

Fundamentals of Plating
1. Balance
The rules of good menu balance also apply to plating. Select foods and garnishes that
offer variety and contrast.
• Color. Two or more colors on a plate are usually more interesting than one. Garnish
is also important.
• Shapes. Plan for variety of shapes and forms. Cutting vegetables into different
shapes gives you great flexibility.
• Texture. Not strictly visual consideration, but important in plating in menu
planning.
• Flavors. One of the factors to consider when balancing colors, shapes, and texture
on the plate.
2. Portion size.
This is important for presentation as well as for costing.
• Match portion sizes and plates. Too small a plate makes an overcrowded, jumbled,
messy appearance. Too large a plate makes the portions look skimpy.
• Balance the portion sizes of the various items on the plate. Apply logical balance
of portions.
3. Arrangement on the plate

Sauces, garnishes and accompaniments

Sauces, garnishes and accompaniments are additions to the main ingredients of a
meal. They can be used to enhance the flavor, color, aroma and overall presentation of the
meal.

Sauces
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.
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 saucier.
Garnishes
The word garnish comes from French 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.

66
 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.

Note: All garnishes should be edible! Some plants and flowers make very attractive garnishes
but are poisonous and should not be used. Likewise, do not use plastic or ceramic garnishes
or decorations, as these can cause choking if swallowed.

Accompaniment

There are dishes that come along with accompaniments. These accompaniments
complement the main food and enrich its taste. It provides an aesthetic value to the main
dish. The accompanying food or beverage itself can have a garnish of its own. An
accompaniment can be inside the main dish or in a separate bowl.

The following are a few different types of accompaniments −

• Sauces and Dips
• Pickles
• Dressings
• Chips and Wedges
• Salads
• Gravies
• Beverages such as soft drinks or wines
• Breads

What’s More?

TASK #4: MIRIENDA TIME

Directions: Prepare a simple Fita Canape for your family. You must present your Canape
attractively by achieving correct balance. Apply what you have learned in the lesson. Let
your siblings help you in preparing your Canape. Be guided by the criteria below.

Points Criteria
Was able to show proper balance in the final presentation through color,
20
shapes and texture.
15 Balance is almost visible in the final presentation.
10 Only few elements of balance were shown in the picture.
5 Almost no balance in the final presentation
Note:
1. You must take a video while preparing your Fita Canape.
2. Take a picture of your final product.

67
 3. Send the video presentation at this email : (contact your teacher for email
address)

TASK #5 - TRUE COLORS

Directions: Color the appetizers below. Apply what you have learned in the module about
achieving balance through Color. Be guided by the criteria below.

Criteria:
Cleanliness – 5pts.
Applied proper balance through COLOR – 10pts.

TASK #6
Direction: Read the situation below and follow the instruction.

Online selling is popular in this time of pandemic. Your friendwanted to to sell

appetizers to your neighborhood by posting your product on social media. She asked for
your help in creating a menu for appetizer and aske you to do the following:
1. Make a list of appetizers that is easy to prepare together with its ingredient.
2. Together with the list, you have to include its sauce or accompaniment.
3. You also have to download pictures of your suggested appetizer I will use as
a guide in presenting the appetizer.
4. Present your data using the table below.

Name of Sauce or
Ingredients Sample Picture
Appetizer Accompaniment
1.
2.
3.
4.
5.

68
 What I Can Achieve?

TASK #7: 4 IN 1
Directions: Given 4 techniques on how are you going to achieve BALANCE in presenting
appetizers on the module. Describe on how you are going to achieve each one. Write your
answer on the box provided.

TASK #8: My Own Platter

Directions: Design your own Appetizer Platter. Use the plate below. Follow the rules that
you’ve learned on our topic about Fundamentals of Plating. Be guided by the criteria below .

Points Criteria
20 Was able to show Fundamental of Plating in the final presentation.
15 Fundamental of Plating is almost visible in the final presentation.
10 Only few elements of Fundamental of Plating were shown in the picture.
5 Almost no Fundamental of Plating in the final presentation

69
 Additional Activities

TASK #9 – Picture Analysis

Directions: Describe how BALANCE is achieved in the following presentation of appetizer.
Explain your Answer.

Balance is achieved through:

_______________________

Because____________________________________
___________________________________________

Balance is achieved through:

_______________________

Because____________________________________
___________________________________________
Balance is achieved through:
_______________________

Because____________________________________
___________________________________________
Balance is achieved through:
_______________________

Because____________________________________
___________________________________________

Balance is achieved through:

_______________________

Because____________________________________
___________________________________________

70
 TASK #10 – Let’s Do it!
Directions: Prepare a simple appetizer for your family. You must present your appetizer
attractively by achieving correct balance. Apply what you have learned in the lesson. Let
your siblings help you in preparing your appetizer. Be guided by the criteria below.

Choose from the following appetizer presented below:

Points Criteria
Was able to show proper balance in the final presentation through
20
color, shapes and texture.
15 Balance is almost visible in the final presentation.
10 Only few elements of balance were shown in the picture.
5 Almost no balance in the final presentation

Note:
1. Look for the recipe of the appetizer you chose.
2. Identify the correct accompaniment for the appetizer.
3. You must take a video while preparing your Fita Canape.
4. Take a picture of your final product.
5. Send the video presentation at this email : (contact your teacher for email
address)

What I have learned?

TASK #11: Question and Answer

Direction: From the previous activity which is “Lest’s Do it”, answer the following question:
1. Why did you choose to prepare that appetizer?
______________________________________________________________________
__________________________________________________________
2. How did you apply the Fundamentals of Plating in presenting your appetizer?
______________________________________________________________________
__________________________________________________________
3. What accompaniment did you choose for your appetizer?
______________________________________________________________________
__________________________________________________________
4. How did you apply your new learning about presentation of appetizer in presenting your
finish product?
______________________________________________________________________
__________________________________________________________

71
 Assessment
TASK #12: Word Search
Directions: Look for 10 words that are related to Presenting Appetizers. Encircle your
answer. Write your answer on the table below and explain each based on your own
understanding

WORD YOUR OWN EXPLANATION

1.

2.
3.

4.

5.
6.
7.

8.

9.
10.

72
POST-TEST
Direction: Write TRUE if the statement is correct and FALSE if it is incorrect.
________1. Appetizers can be more appreciated if presented attractive
________2. Cutting vegetables into different shapes gives you great flexibility.
________3. Balance the portion sizes of the various items on the plate. Apply
logical balance of portions.
________4. There are four elements of a buffet platter.
________5. Attractive platter presentation may be made on silver or other metals

REFLECTION
Finally, learners will give a critical review of the project determining some points regarding
good thoughts, what could have been done differently and other suggestions to make the
experience better.

I understand that
_________________________________________________________________________
___________________________________________________________

I realized that
_________________________________________________________________________
___________________________________________________________
CRITERIA 4 3 2 1
Organization Exceptionally Generally clear, Lacks clarity, Unclear,
clear, easy to able to difficult to impossible to
understand understand understand understand
Statement of Given complete One procedure Two procedures Have not
Procedure procedures in is lacking in are missing in mention any
accomplishing accomplishing the narration correct
the task the task procedure in
accomplishing
task
Completeness Able to finish Able to finish Able to finish Was not to
of Task the task ahead the task on time the task late finish the task
of time

73
 Learning Outcome 3
Present a Range of Appetizers
3.3 Present Appetizers Attractively
3.4 Observe Sanitary Practices in Presenting Appetizers

At the end of the lesson, students should be able to:

a. present appetizers attractively
b. observe sanitary practices in presenting appetizers
c. value the importance of observing sanitary practices in presenting appetizers

What’s New?
TASK #1
Direction: Write Check (/) if the statement suggests correct sanitary practice in presenting
appetizers and write “X” if it is not.

________1. Touch the food with your bare hands.

________2. Food workers should maintain proper hygeine.
________3. Wash hands everytime you touch your face while preparing food.
________4. Use the same spoon in tasting and stirring food.
________5. Employees shall pay particular attention to the areas underneath the
fingernails and between the fingers.

What I Know?

PRETEST
Direction: Write TRUE if the statement is correct and FALSE if it is incorrect.
________1. Use moist ingredients as your body in presenting appetizer.
________2. Choose placing even numbers of appetizer in presenting your dish.
________3. It is a good practice to overcrowd the plate in presenting appetizers
because it may give satisfaction to the guest.
________4. Another way to catch your guests' eyes is to utilize the power of height.
________5. Another way to make a uniform impression with your sophisticated
appetizers is to use the different kind of material throughout the
presentation

74
 What is It?
TASK #2
Directions: From the previous activity “CHECK or X”, try answering the following question.

1. Are the statement from the activity applicable for onservinf sanitary practices in
presenting appetizers?
2. What considerations you make in answering the activity?
3. Explain why this particular statement is important when preparing food
“Wash hands everytime you touch your face while preparing food”

TASK #3
Directions: Give at least 2 of your observation on the following images. Write your answer
on the box provided beside the picture.

My Observations:
1.

2.

My Observations:
1.

2.

My Observations:
1.

2.

What’s More?
TASK #4
Directions: Identify which of the following Appetizer presetation does the image suggests.
Choose from the following and write your answer on the space provided.
A. Make it uniform
B. Customize it
C. Roll it up
D. Introduce colors

75
 E. Indivisualize
F. Use Skewers
G. Put it in a Cup

____________ ____________ ____________ ____________

_______ _______ _______ _______

____________
____________
_______
TASK #5 _______
Directions: From the topic “Things to Remember Before You Begin Plating Food”, download
a picture that will best describe the following techniques in presenting appetizers. Follow the
template below and send your output in this email address: (contact your teacher for email
address)

Techniques In Presenting Appetizers Picture

1. Choose the Perfect Plate
✓ Choose the right plate.
✓ Choose the right size plate.
✓ Choose a complementary plate
color.
2. Placing Your Ingredients
✓ Plate with a clock in mind.
✓ Use moist ingredients as your base.
✓ Serve odd amounts of food.
✓ Place food to create flavor bites.
✓ Don't overcrowd your plate.
3. Pay Attention to the Details
✓ Think about color and contrast.
✓ Create height on your plate.
✓ Use texture to enhance your dish.
4. Design and Create with Sauces
5. Use Garnishes Purposefully
✓ Choose edible garnishes.
✓ Place garnishes purposefully.

76
 TASK #6
Direction: Fill in the blanks with the correct worsd/s that will complete the statement about
Proper Food Handling, Food Safety, and Sanitation Practices. Choose your answer
from the box and write your answer on the space provided.
cross-
wash often arms contaminate
contamination

A. Food employees must _________their hands and exposed portions of the

____________after touching bare human body parts, using the toilet room,
handling animals, coughing/sneezing, using a handkerchief, using tobacco,
eating/drinking, handling soiled equipment/utensils, as ________ as necessary to
prevent________________, when switching between raw and ready-to-eat food,
and after engaging in other activities that ______________the hands.
working
clean restricted cleanliness allowed
periods

B. Food employees shall maintain a high degree of personal ______________ and shall
conform to good hygienic practices during all_____________. Food employees shall
have _____________outer garments and wear effective hair restraints. Smoking,
eating, and drinking are not ___________ by food employees in the food preparation
and service areas. All non-working unauthorized persons must be ____________from
the food preparation and service areas.

What I Can Achieve?

TASK #7:
Directions: Prepare and present a simple appetizer that you will be able to prepare in your
house with the help of your siblings and the supervision of your parents. You may look for a
recipe in any search engine. Present your appetizer based on what you have learned from
the lesson. Read the rubric below and be guided with the following criteria.

77
 Note:

A. Document your preparation with a video presentation.

B. Take a photo of your final product.
C. Work with proper supervision of your guardian.
D. Send the video and photo of your work in this email address: (contact your teacher
for email address)

TASK #8:
Directions: Handwashing is one of the most important sanitation practices that one should
learn to avoid cross-contamination of bacteria. In this activity you will have to perform the
proper way of handwashing as shown in the image below. You have to do the activity
together with your siblings and document it using a video presentation. You will be sending
your video presentation in this email-address: (contact your teacher for email address)

Be guided by the Criteria below

Points Criteria
20 Was able to perform all the steps in proper handwashing
15 Performed only 8 steps in proper handwashing
10 Performed only 6 steps in proper handwashing
5 Performed only 3 and below steps in proper handwashing

Enrichment
TASK #9
Directions: Prepare and present the given recipe for making Cheesy Potato Balls with the
help of your siblings and the supervision of your parents. Present your appetizer based on
what you have learned from the lesson. Read the rubric below and be guided with the
following criteria.

78
 Cheesy Potato Balls

Ingredients:
½ kg potatoes (any regular potatoes)
1 egg, lightly beaten
½ cup dry bread crumbs
½ cup chopped onions
¼ cup minced meat
vegetable oil (enough for frying)
cheese, cubed

Instructions:
1) Boil potatoes till tender. Mash.
2) Place mashed potatoes in a large bowl.
3) Stir in the egg, onions and minced meat.
4) Shape into balls, insert cheese cubes in the center and roll in bread crumbs. Let stand for
15 minutes or freeze 5 minutes to set.
5) In a deep pot or frying pan, add vegetable oil.
6) Fry potato balls, a few at a time, for 2-1/2 to 3 minutes or until golden brown.
7) Place on paper towels to drain. Serve warm.

Techniques In Presenting Appetizers Picture

1. Choose the Perfect Plate
✓ Choose the right plate.
✓ Choose the right size plate.
✓ Choose a complementary plate color.
2. Placing Your Ingredients
✓ Plate with a clock in mind.
✓ Use moist ingredients as your base.
✓ Serve odd amounts of food.
✓ Place food to create flavor bites.
✓ Don't overcrowd your plate.
3. Pay Attention to the Details
✓ Think about color and contrast.
✓ Create height on your plate.
✓ Use texture to enhance your dish.
4. Design and Create with Sauces
5. Use Garnishes Purposefully
✓ Choose edible garnishes.
✓ Place garnishes purposefully.

Note:

E. Document your preparation with a video presentation.

F. Take a photo of your final product.
G. Work with proper supervision of your guardian.
H. Send the video and photo of your work in this email address:
(contact your teacher for email address)

79
 TASK #10
Directions: Personal protective equipment, commonly referred to as "PPE", is equipment
worn to minimize exposure to hazards that cause serious workplace injuries and illnesses.
Wearing PPE is another important sanitation practices that one should learn to avoid cross-
contamination of bacteria. In this activity you will have to name the Personal Protective
Equipment as shown in the picture. You will have to write your answer in the box.

What I Have Learned

TASK #11
Direction: Complete the statement in the box by supplying what you have learned in
presenting appetizer. Be guided by the rubric below.

From the lesson Present Appetizer, I learned that…

_____________________________________________________________________________
_______________________________________________________________

Points Criteria
10 Presented and explained at least 10 learnings about presenting appetizer
7 Presented and explained at least 7 learnings about presenting appetizer
5 Presented and explained only 5 learnings about presenting appetizer
3 Presented and explained only 3 learnings about presenting appetizer

TASK #12
Directions: Answer the following question based on your learning about the topic Proper
Food Handling, Food Safety, and Sanitation Practices.

1. Why is it important to perform proper handwashing when preparing a food?

___________________________________________________________________
_______________________________________________________

80
 2. How will you maintain proper hygiene?
___________________________________________________________________
_______________________________________________________
3. Why is it important not to touch the food with bare hands, especially ready to eat
foods?
2 / NEEDS 1 /
5 / 4 / VERY 3 /
IMPROVE UNACCEPTA
EXCELLENT GOOD AVERAGE
MENT BLE
This paper is This paper is The writer is Topic is not As yet, the paper
clear and mostly focused, beginning to well-defined has no clear
focused. It holds and has some define the topic, and/or there sense of purpose
the reader's good details even though are too many or central theme.
attention. and quotes. development is topics. To extract
Relevant details still basic or meaning from
Ideas and quotes general. the text, the
enrich the reader must
central theme. make inferences
based on sketchy
or missing
details.

The organization Paper (and The Sentences The writing lacks

enhances and paragraphs) are organizational within a clear sense of
showcases the mostly structure is paragraphs direction. Ideas,
central idea or organized, in strong enough make sense, details, or events
theme. The order, and to move the but the order seem strung
order, structure makes sense to reader through of paragraphs together in a
Organization
of information is the reader. the text without does not. loose or random
compelling and too much fashion; there is
moves the confusion. no identifiable
reader through internal structure
the text.

The writing has The writing The text hums The text The reader has
an easy flow, mostly flows, along with a seems choppy to practice quite
rhythm, and and usually steady beat, and is not easy a bit in order to
cadence. invites oral but tends to be to read orally. give this paper a
Sentences are reading. more fair interpretive
Sentence well built, with businesslike reading.
Fluency strong and than musical,
varied structure more
that invites mechanical
expressive oral than fluid.
reading.

POST-TEST
Direction: Write TRUE if the statement is correct and FALSE if it is incorrect.
________1. Appetizers can be more appreciated if presented attractive
________2. Cutting vegetables into different shapes gives you great flexibility.
________3. Balance the portion sizes of the various items on the plate. Apply logical
balance of portions.
________4. There are four elements of a buffet platter.

81
 ________5. Attractive platter presentation may be made on silver or other metals

REFLECTION
Finally, learners will give a critical review of the project determining some points regarding
good thoughts, what could have been done differently and other suggestions to make the
experience better.

I understand that
_________________________________________________________________________
_________________________________________________

I realized that
_________________________________________________________________________________
___________________________________________________

CRITERIA 4 3 2 1
Organization Exceptionally Generally clear, Lacks clarity, Unclear,
clear, easy to able to difficult to impossible to
understand understand understand understand
Statement of Given complete One procedure is Two procedures Have not mention
Procedure procedures in lacking in are missing in the any correct
accomplishing the accomplishing the narration procedure in
task task accomplishing
task
Completeness of Able to finish the Able to finish the Able to finish the Was not to finish
Task task ahead of task on time task late the task
time

Learning Outcome 4
Store Appetizers

It was designed and written with you in mind. It is here to help you master on how to
store appetizers. The scope of this module permits it to be used in many different learning
situations. The language used recognizes the diverse vocabulary level of students. The lessons
are arranged to follow the standard sequence of the course. But the order in which you read
them can be changed to correspond with the textbook you are now using.

82
 What I need to know?
After going through this module, you are expected to:
1. utilize quality trimmings.
2. keep appetizers in appropriate conditions to maintain its freshness, quality, and
taste.

What is new?

Activity 4.1.
Let us determine how much you already know about workplace safety procedure. Take this
test.
TRUE OR FALSE. Directions. Write true if the statement is correct and false if the
statement is wrong. Write your answer on separate sheet of paper.
_______ 1. Handle the food properly to prevent spoilage and contamination.
_______ 2. Keep off hand to a maximum contact to ingredients and food.
_______ 3. Place the food in the hot storage to preserve perishable food.
_______ 4. Keep away from food when you are ill.
_______ 5. Wash utensils and equipment thoroughly

What I Know

Activity 4.2
Time to check your understanding. Ready?

Direction: Match Column A with Column B. Write the chosen letter on a separate sheet on
your activity sheet.

COLUMN A COLUMN B
_____1. This is important for presentation A. Flavors
as well as for costing. B. Garnishing
_____2. One of the factors to consider C. Portion Size
when balancing colors, shapes, and texture D. Plate Presentation
on the plate E. Centerpiece
_____3. The process of offering the F. Balance
appetizer to guests in a stylish and pleasing
manner.
_____4. This may be an uncut portion of
the main food item, such as a pate or a
cold roast, decorated and displayed whole.
_____5. Should be artistically done in
proportion to the cut slices

83
 What is in?
S t o r i n g s a l a d s a n d a p p e t i z e r s i s o n e o f t h e m o s t i m p o r t a n t activities
after the preparation wherein they are to be kept properly to maintain freshness of the
product and to avoid spoilage

Activity 4.3

LOOK AND LEARN!

Direction: Look at the picture and answer the guide questions below.

A. B. C.

1. Are you familiar to these tools and equipment?

2. What are the purpose of these tools equipment?
3. What are the importance of these in storing appetizer?

What is it?
Storing Techniques
Storing foods could be done through the following techniques
• Refrigerate – to keep food cold or cool.
• Cold storage – the process of preserving food by means of refrigeration.
• Chilling – to refrigerate to reduce the temperature of food.
Sanitary Practices when storing salads and appetizers
1. Handle the food properly to prevent spoilage and contamination
2. Wash utensils and equipment thoroughly
3. Keep off hand to a minimum contact to ingredients and food
4. Keep away from food when you are ill.
5. Store food and ingredients properly.
6. Safeguard the food during distribution and serving.

84
Activity 4.4
THINK AND REACT!
Direction : Give the techniques in storing appetizer in a safe way.

Techniques
Safety

Points Criteria
15 All techniques and safety measures are stated correctly.
10 Almost all techniques and safety measures are stated correctly
5 Some of the techniques and safety measures are stated correctly

What’s More?

You can consider these things before choosing the appropriate containers to maintain
appetizer’s freshness:

* Storage container must be washable

* You must be able to sanitize them for future use
* They must be stackable for easier storage when not in use

Activity 4.5
PROVE IT MORE
A. Using simple ingredients, prepare your own canapés by utilizing quality trimmings,
triangle, square and rectangle.
B. Take a picture of your finished product.
C. Send/submit the picture to the Group chat.

Your output will be rated using the rubric below:

SCORE CRITERIA
5 Very accurately and creatively done
4 Accurately and creatively done
3 Properly and less accurately done
2 Improperly done and unattractive
1 No attempt

85
Activity 4.6
FILL ME IN
Direction : in prepared chart, write the needed equipment in storing appetizers
Appetizer Storing tools and equipment
1. Chicken
2. Cabbage
3. Toasted cuts
4. Butter
5. Milk

What have I learned?

Activity 4.7

Direction: Fill in the blank with a word or a group of words to make the sentence complete.
Write your answer in your activity sheet.

1. Storing salads and appetizers is one of the most important activities done after preparing
them to maintain ______________ and avoid spoilage.
2. Handle the food properly to prevent _____________ and contamination.
3. Store food and ingredients _____________.
4. Keep away from food when you are ___________.
5. Place it to cold storage like ___________ to preserve perishable food.

What can I Achieve? (Assessment)

Activity 8:
THINK OF ME!
Direction : Analyze the picture of foods, and answer the guide questions below.

SPOILAGE OF FOOD

Guide Questions :
1. What do you think are the causes why they are contaminated?
2. What are you going to do to avoid these spoilage?

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Activity 4.9
A. JUMBLED LETTERS. Write the correct spelling opposite the scrambled letters. Write
your answer in a separate sheet of paper.
1. PERAETPIZ ___________________
2. EARTEGFIRER ________________
3. SRENIATNOC _________________
4. AGEOLSIP ____________________
5. IMMTRGNI_____________________

B. TRUE OR FALSE. Write true if the statement is correct and false if the statement is
wrong. Write your answer on separate sheet of paper.
______ 1. Handle the food properly to prevent spoilage and contamination.
______ 2. Keep off hand to a maximum contact to ingredients and food.
______ 3. Place the food in the hot storage to preserve perishable food.
______ 4. Keep away from food when you are ill.
______ 5. Wash utensils and equipment thoroughly

Additional Activities

Activity 4.10

Identification. Direction. Read the statement carefully and write the correct word that
describes the statement. Write your answer on separate sheet of paper.
___________ 1. To refrigerate, to reduce the temperature of food.
___________ 2. To keep food cold or cool.
___________ 3. The process of preserving food by means of refrigeration.
___________ 4. The deterioration of food and other perishable goods.
___________ 5. To remove the parts of a food that are not needed for preparation.

REFLECTION
Finally, learners will give a critical review of the project determining some points regarding
good thoughts, what could have been done differently and other suggestions to make the
experience better.

I understand that
_________________________________________________________________________
_________________________________________________

I realized that
_________________________________________________________________________
_________________________________________________

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 CRITERIA 4 3 2 1
Organization Exceptionally Generally clear, Lacks clarity, Unclear,
clear, easy to able to difficult to impossible to
understand understand understand understand
Statement of Given complete One procedure Two procedures Have not
Procedure procedures in is lacking in are missing in mention any
accomplishing accomplishing the narration correct
the task the task procedure in
accomplishing
task
Completeness Able to finish Able to finish Able to finish Was not to
of Task the task ahead the task on time the task late finish the task
of time

Reference

Technical-Vocational-Livelihood Home Economics (Manual 1)

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