Technology and Livelihood Education

Cookery 10
Quarter 1- LAS
(Learning Activity Sheet No. 1 and 2- Week 3)
Present Egg Dishes
Evaluate the Finished Products
 DepEd Learning Activity Sheet (LAS)
Name of Learner: ____________________________________________
Grade Level: _______________________________________________
Section: ___________________________________________________
Date: ____________________________________________________

LEARNING ACTIVITY SHEET

PRESENT EGG DISHES

Background Information for Learners:
Present Egg Dishes

Part of serving food is presentation. It should appeal to your mouth, nose and eyes. You don’t have
to be a trained chef to learn the basics of plating, which is the art of presenting food in an attractive
way.

1. Set the table properly. Your day to-day meals

might be free-for all, but if you have guests
coming over, it‘s nice to have the knives and
forks in the right places.

http://startcooking.com/public/images/IMG
P4143.JPG
2. Choose your plates wisely. Make sure your
serving plates are big enough to let each
food item stand out, but small enough that
the portions don‘t look tiny.

1. Read the clock! A fool proof way

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

4. Just like with centerpieces, it‘s good to have

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

6. Play with color and texture. Even if you‘re

just serving Tomato Soup and Grilled
Cheese Sandwiches, a green paper napkin
can make this simple meal look really
special!
http://startcooking.com/public/IMG_480
9.jpg

7. Play with Height. This Chicken Stir-fry with

Broccoli looks more interesting because of
the high mound of rice sitting next to it.

8. Garnish appropriately. Don‘t lose sight of the

recipe you made in the first place! Any
garnish on the plate should be edible and
should enhance the flavor of the main dishes.
Grilled salmon might be served with a lemon
wedge, for example. Garnishes, like the cut-
up fruit with the fried egg below, are also a
great way to add color or texture.
http://startcooking.com/public/IMG_783
5-1.JPG

Different Techniques in Presenting Egg Dishes Attractively

Scrambled egg and bun on a plate with Boiled eggs on white plate with garnish
cereal bread
 fried egg with bacon and toasted bread Egg in a sandwich

Hard-boiled eggs in different Soft boiled egg

sizes and shape

Stuffed egg
Salad egg

Fried egg toppings Poached egg

Occupational Health and Safety (OHS)

Occupational Health and Safety (OHS) is a cross-disciplinary area concerned with protecting the
safety, health and welfare of people engaged in work or employment. Knowing OHS is essential to
minimize the hazards and risks not only to students, trainers and other people within the training
institution but also to others who will be affected.
Good OHS Practice
1. Disaster Plan - there should be plan in place to deal with any emergency.
2. Training and Providing Relevant Information
 3. Work and storage areas should be designed, constructed, and equipped to ensure that there is
minimum risk to archive material or staff. It should be kept free of food and drinks, harmful
contaminants, pollutants or vermin radiation.
4. Near Miss and Hazardous Incidents and Accident Investigation
5. Report of Notifiable Accidents, Incidents and Dangerous Occurrences
6. First Aid
7. Personal Protective Equipment (PPE)
Basic Food Microbiology
Certain microscopic organisms, such as bacteria, are able to invade the human body and cause illness and
sometimes death. Because contaminated foods are the major sources of organisms transmitted to people, it is
essential that food production must have a clear understanding of food microbiology and the conditions
involve in it.

Food-borne illness is a disease that is carried and transmitted to people by food.

Food-borne infection is a disease that results from eating food containing harmful micro-organism.
Food-borne intoxication is a disease that results from eating food containing toxins from bacteria,
molds or certain plants or animals.

The common causes of outbreaks of food borne illness are:

1. Failure to properly refrigerate food

2. Failure to thoroughly heat or cook food
3. Infected employees/workers because of poor personal hygiene practices
4. Foods prepared a day or more before they are served
5. Raw, contaminated ingredients incorporated into foods that receive no further cooking
6. Cross-contamination of cooked food through improperly cleaned equipment
7. Failure to reheat food to temperature that kills bacteria
8. Prolonged exposure to temperatures favorable to bacterial growth.

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

Purchasing: Do not buy dirty, cracked, or outdated eggs.

Storage:

1. Store at 45 o F or below.
2. Store in closed container.
3. Store away from strong odors.
4. Refrigerate leftover egg dishes in shallow containers.
5. Do not allow drippings to contaminate eggs.

Preparation/Cooking:

1. Keep refrigerated before and after cooking.

2. Keep everything clean.
3. Use only clean, not cracked eggs.
4. Cook thoroughly.
5. Wash container used for egg thoroughly.
6. Use egg separator

Service/Transport:
1. Serve promptly after cooking.
2. Keep cold food cold, hot food hot.
3. Use ice or cold packs when transporting.
4. Avoid eating raw eggs or food that contain raw eggs.

Learning Competency
Content Standard:
The learner demonstrates an understanding preparing and cooking egg dishes
Performance Standard:
The learners independently prepare and cook egg dishes
Most Essential Learning Competency with Code:
Present Egg Dishes
Code: TLE_HECK10ED-Ie-3
Objectives:
1. Select suitable plates according standard
2. Present Egg dishes hygienically and attractively using suitable garnishing and side dishes
sequentially within the required frame

Directions: Answer the following activity/exercises honestly and correctly. Use separate paper / Notebook
for your answer sheet.
Exercises/ Activities:

A. Identify Me
Direction: Identify the different ways of presenting cooked eggs. Write your answer in your paper.
 1. 2. 3.

4. 5. 6.

7. 8. 9. 10.

B. On the Plate
Direction: Copy the table below and write down the appropriate garnishes for each egg dishes.
Use a sheet of paper.

Egg Dishes Garnishes Garnishes

1. Omelette
2. Boiled Egg
3. Poached Egg
4. Scrambled Egg
5. Sunny Side Up
C. What’s in the Egg?
Directions: Copy the table below and list down the ingredients for each egg dishes. Use a sheet of paper.

Name of Egg Dishes Write at least 3 ingredients

1.
2.
3.
4.

D. Fill me In
Directions: Fill in the blanks with the correct word/s. Write your answer in a sheet of paper.

1. In plating, things generally look more interesting when they‘re in sets of ______numbers, rather
than even numbers.
2. Choose your plates wisely. Make sure your serving plates are _____enough to let each food item
stand out, but small enough that the portions don‘t look tiny
 3. Refrigerate leftover egg dishes in _________containers.
4. Keep floor surfaces ______ and _______to prevent slipping or falling onto hot surfaces.
5. Food-borne illness is a disease that is carried and transmitted to people by ________.

E. Let’s Do it!

Instruction: Present any egg dishes. Prepare it hygienically and garnish it attractively.

With Smart Phone: Document the whole process while doing the egg dishes with audio
presentation you may use materials or equipment that is available in your kitchen.
Your score will be based on how the learner demonstrate on his/her video presentation

No smart phone: Write a narrative report about process in your notebook and draw the finished
product.

Your score will be based on how the learner described her work in his/her written output

Assessment:

Multiple choice: Choose the letter of the correct answer. Write it a sheet of paper.

1. Which of the following is the art of presenting food in an attractive way?

a.garnishing
b. serving
c. plating
d. mise´en place

2. Which of the following is a disease that results from eating food containing toxins from bacteria, molds
or certain plants or animals?
a. food-borne bacteria
b. food-borne illness
c. food-borne infection
d. food-borne intoxication

3. A cross-disciplinary area concerned with protecting the safety, health and welfare of people engaged in
work or employment
a.OHS
b. PPE
c.OHPS
d. First aid

4. Which is NOT one of the eight simple ways to present food like a chef?
a. set the table properly
b. read the clock
c. choose any plates
d. garnishing

5. Which will you consider first when buying eggs?

 a. price
b. fragility
c. quality
d. size

6. Which of the following ingredients can be used in garnishing egg dishes?

a. oil
b. salt
c. sugar
d. parsley

7. How do you store eggs?

a. Store at 45 degrees Fahrenheit or above.
b. Store in open container.
c. Store away from strong odors.
d. Refrigerate leftover egg dishes in jar.

8. What kind of storage that provides temperature enough to prevent bacteria from growing?
a. cold storage
b. dry storage
c. hot storage
d. wet storage
9. Which of the following is a disease that results from eating food containing harmful microorganisms?
a. food-borne bacteria
b. food-borne illness
c. food-borne infection
d. food-borne intoxication

10. Which of the following is NOT a good OHS Practice?

a. disaster plan
b. health kit
c. training and providing relevant information
d. Personal Protective Equipment (PPE)

Additional Activity: Make your own egg recipe and apply garnishes into it.

Rubrics
 Dimension P E R F O R M A N C E L E V E L

Very Satis- Needs No

Excellent Satisfactory
factory Improve-ment Attempt Points
(4 pts.) (2 pts.)
(3 pts.) (1 pt.) (0 pt.) Earned
1. Use of tools Uses tools Uses tools Uses tools and Uses tools and No
and equipment and and equip- equipment equipment attempt
equipment ment correctly but incorrectly and
correctly correctly less less confidently
and and confidently most of the
confidently confident-ly sometimes time
at all times most of the
times
2. Applica-tion Manifests Manifests Manifests Manifests less No
of procedures very clear clear understanding understanding attempt
understandi understandi of of the step-by-
ng of the ng of the step procedure
the step-by-
step- by-step step-by-step seeking
step procedure
procedure procedure clarification
but sometimes most of the
seeks time
clarification
Works Works Works Works No
independent independent independently independently attempt
ly with ease ly with ease with ease and but with
and and confi- confidence assistance from
confidence dence most sometimes others most of
at all times of the time the time
3. Safety work Observes Observes Observes Not observing No
habits safety safety safety safety attempt
precautions precau-tions precautions precautions
at all times most of the sometimes most of the
time time
4. Final Output Output is Output is Output is Output is not so No
very very presentable presentable and attempt
presentable presenta-ble and taste is taste is not
and taste and taste little below within the
exceeds the meets the the standard. standard.
standard. standard.
5. Time Work Work Work Work No
manage-ment completed completed completed completed attempt
ahead of within ___(mins./hou ___(mins./hour
time allotted time rs/days) s/days) beyond
beyond
TOTAL POINTS:

Narrative Report
Criteria 5 4 3 2
 Introduction Well-developed Introduction Introduction Background
introduction engages creates interest adequately details are a
the reader and creates but contains semi- explains the random
interest. Contains detailed background, but collection of
detailed background background may lack detail information,
information information unclear details
Conclusion Conclusion Conclusion Conclusion is Conclusion
effectively wraps up effectively recognizable and does not
and goes beyond summarizes the ties up almost all summarize
restating steps the steps main points.
Main Points The narrative is The narrative The narrative The narrative do
developed with a shows events shows the not show almost
consistent and using some events, but may details
effective point-of details lack details
view, showing the
full detail.
Total points = 15
points

Reflection:

In your Journal/ Notebook write your answer to the best of your knowledge. You may share your
sight personal knowledge and relevant experience to make it more exciting and engaging.

1. What are the skills you gained from the different activities?
2. Share your experience in preparing egg dishes.
References for learners:

MELC
Budget of Work
Curriculum Guide
Learning Module in Cookery 10 (pp.84-93)
Avilla, Lenee Mai.(2020). ADM Cookery 10.SDO- Bukidnon

Prepared by
ELLAINE B. PALERO
NANCY T. DIAO
Cookery 10 Teacher
 DepEd Learning Activity Sheet (LAS)
Name of Learner: ____________________________________________
Grade Level: _______________________________________________
Section: ___________________________________________________
Date: ____________________________________________________

LEARNING ACTIVITY SHEET

EVALUATE THE FINISHED PRODUCT

Background Information for Learners:

What is a rubric?
A rubric is a scoring guide used to evaluate performance, a product, or a project. It has three parts: 1)
performance criteria; 2) rating scale; and 3) indicators.
How to make a rubric?

1. Decide what criteria or essential elements must be present in the student’s work to ensure that it is high in
quality.
2. Decide how many levels of achievement you will include on the rubric and how they will relate to your
institution's definition of grades as well as your own grading scheme.
3. For each criterion, component, or essential element of quality, describe in detail what the performance at each
achievement level looks like.
4. Leave space for additional, tailored comments or overall impressions and a final grade.

Example:
 Criteria P E R F O R M A N C E L E V E L

Very Satis- Needs No

Excellent Satisfactory
factory Improve-ment Attempt Points
(4 pts.) (2 pts.)
(3 pts.) (1 pt.) (0 pt.) Earned
1. Use of tools Uses tools Uses tools Uses tools and Uses tools and No
and equipment and and equip- equipment equipment attempt
equipment ment correctly but incorrectly and
correctly correctly less less confidently
and and confidently most of the
confidently confident-ly sometimes time
at all times most of the
times
2. Applica-tion Manifests Manifests Manifests Manifests less No
of procedures very clear clear understanding understanding attempt
understandi understandi of of the step-by-
ng of the ng of the step procedure
the step-by-
step- by-step step-by-step seeking
step procedure
procedure procedure clarification
but sometimes most of the
seeks time
clarification
Works Works Works Works No
independent independent independently independently attempt
ly with ease ly with ease with ease and but with
and and confi- confidence assistance from
confidence dence most sometimes others most of
at all times of the time the time
3. Safety work Observes Observes Observes Not observing No
habits safety safety safety safety attempt
precautions precau-tions precautions precautions
at all times most of the sometimes most of the
time time
4. Final Output Output is Output is Output is Output is not so No
very very presentable presentable and attempt
presentable presenta-ble and taste is taste is not
and taste and taste little below within the
exceeds the meets the the standard. standard.
standard. standard.
5. Time Work Work Work Work No
manage-ment completed completed completed completed attempt
ahead of within ___(mins./hou ___(mins./hour
time allotted time rs/days) s/days) beyond
beyond
TOTAL POINTS:

Learning Competency
Content Standard:
The learner demonstrates an understanding preparing and cooking egg dishes
Performance Standard:
The learners independently prepare and cook egg dishes
Most Essential Learning Competency with Code:
Evaluate the Finished Products
Code: TLE_HECK10ED-Ie-4
Objectives:
1. Create a rubric
2. Evaluate the finished product using rubric

Directions: Answer the following activity/exercises honestly and correctly. Use separate paper / Notebook
for your answer sheet.
Exercises/ Activities:
A. Let’s Recall
Direction: Name at least 5 different techniques in presenting egg dishes attractively. Write it in your
notebook.
1. _____________
2. _____________
3. _____________
4. _____________
5. _____________

B. Checklist:
Direction: Put a check if you follow or perform the following. Copy and answer in your note book.
I use PPE in preparing egg dishes
Wash my hands before and after cooking
Clean and sanitize the tools and equipment
Prepare the ingredients ahead of time
Chose the quality eggs for the recipe
Purchase the correct ingredients
Follow the procedure of the recipe
I used the right plate for my egg dish
Clean the work place/kitchen properly
Observed the proper time required in cooking

C. Make your Own

Direction: Copy the table below and fill in the blanks with the description of criteria you want to
assess in the performance of presenting egg dish

Criteria Excellent Satisfactory Poor

_______ ________ _______
 Preparation

Cooking Procedure

Presentation

Time Management

Total Points:

D. Let’s Do It
Direction: Prepare the French Omelet Dish. Make a PROJECT PLAN and use RUBRIC you made
from activity “Make your Own” to evaluate your dish. Use Bond Paper for project plan
and a separate sheet of paper for Rubric.

Name of Recipe
Name: _______________ Date Started: ________ Date Finished: ________
Grade Level and Section: ___________ Score: __________
I. Objectives:
a. c.
b.
II. Tools/Equipment Needed:
III. Ingredients

Quantity Quality Ingredients Cost Unit Cost

Total:

IV. Procedure: No. of Serving: _______

1.
2. Picture /Drawing of
Finished Product

NOTE: Write a narrative report about this activity in a separate sheet of paper.
 (Minimum of 10 sentences)

FRENCH OMELETTE
Tools/Equipment Needed:
Small bowls
Sauté pan
Fork
Ingredients Needed:
Three eggs
Salt and pepper
Clarified butter
Fillings (ham, cheese, tuna)

Procedure:

1. Prepare the necessary equipment.

2. Beat two or three eggs on a small bowl
first until well-mixed. Do not whip until
frothy. Season with salt and pepper. A
tablespoon water may be added to make
the omelet lighter.

3. Place an omelet pan over high heat.

4. When the pan is hot, add one tablespoon
clarified butter to coat the inside of the
pan. Give it a second to get hot.

5. Add eggs to the pan.

6. With one hand, vigorously shake the pan

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

9. For filled omelet, spoon the filling across the

center of the egg.
10. With the fork, fold the sides of the omelet
over the center.
11. Grasp the handle of the pan, and tilt the
omelet into the plate so it inverts and
keeps an oval shape

Additional Activity:

Collecting Egg Dishes

Direction: Collect at least 5 different recipes of egg dishes and compile it in any kind of paper.
Use available decorative and coloring materials.

Your output will be rated using the rubric below.

Assessment:

Multiple choice: Choose the letter of the correct answer. Write it a sheet of paper.
1. They start out like scrambled eggs, but when the eggs start to set, they are rolled over.
a. boiled c. omelettes
b. fried d. poached
2. What ingredient is added to the omelette during mixing that makes it lighter?
a. tablespoon of oil c. tablespoon of sugar
b. tablespoon of salt d. tablespoon of water
3. What tool/utensil is used in beating the egg in the French omelette activity?
a. fork c. wooden spoon
b. spoon d. wire whip
4. Which tool/equipment is used to cook French Omelette?
a. Casserole c. Sauce pan
b. Frying Pan d. Wok
5. It is a scoring guide used to evaluate performance, a product, or a project.
a. Criteria c. Rubric
b. Description d. Score card

Rubric:

Making Rubric
 CRITERIA Excellent Very Satisfactory Satisfactory Needs Improvement
5 4 3 2
Clear Exceptionally clear, Generally clear, able Lacks clarity, Unclear, impossible
easy to follow to follow difficult to follow to follow

Concise The explanation The explanation The explanation The explanation

posed and methods posed and methods posed and posed and methods
used are advanced. used are appropriate methods used are used are inadequate.
somewhat simple

Comprehensive Thorough and Substantial Partial or not Misunderstanding

comprehensive explanation comprehensive or serious
explanation Explanation misconception on
the explanation
Total Score:
15 Points

Project Planning
Criteria 5 4 3
Content Complete parts Complete parts but no Incomplete parts
picture or drawing
Legibility and Readable and Clean Readable with less Readable but untidy
Cleanliness erasures
Time Management Finished the output Finished the output on Submit the output
ahead of time time beyond the deadline
Total Score

Narrative Report
Criteria 5 4 3 2
Introduction Well-developed Introduction Introduction Background
introduction engages creates interest adequately details are a
the reader and creates but contains explains the random
interest. Contains semi-detailed background, but collection of
detailed background background may lack detail information,
information information unclear details
Conclusion Conclusion effectively Conclusion Conclusion is Conclusion does
wraps up and goes effectively recognizable not summarize
beyond restating summarizes the and ties up main points.
steps almost all the
steps
Main Points The narrative is The narrative The narrative The narrative do
developed with a shows events shows the not show almost
consistent and using some events, but may details
effective point-of details lack details
view, showing the full
detail.
Total points = 15
points

Collecting Eggs
Score CRITERIA
5 Compiled properly recipes of egg dishes in a very attractive manner.
4 Compiled properly recipes of egg dishes in an attractive manner.
 3 Compiled properly recipes of egg dishes in a less attractive manner.
2 Improperly compiled recipes of egg dishes in disorderly manner.

Reflection
Category 5 4 3 2 1
Organization Information is Information is Information is The information The
very organized organized with organized but appears to information is
with well- well-constructed paragraph are disorganized not only
constructed paragraph not well disorganized
paragraph constructed but inaccurate
Quality of Information is Information is Information is a Information is Information is
Information very clear that clear that relates little bit clear quite clear that not clear and
relates to the the main topic that relates to the relates to the did not relate
main topic main topic topic to the topic
Mechanics No grammatical, Almost no A few Many All are
spelling or grammatical, grammatical, grammatical, grammatically,
punctuation spelling or spelling or spelling or spelling or
errors punctuation punctuation punctuation punctuation
errors errors errors errors
Total Score =
15 points

Reflection:

Direction: Copy and Complete the statement below. Write it in your Notebook.
(Minimum of 5 sentences)

1. Today, I learned that_______________________________________________

2. I enjoy this lesson because _____________________________________________

3. The things I found interesting in the lesson are______________________________________

References for learners:

MELC
Budget of Work
Curriculum Guide
Learning Module in Cookery 10 (pp.95-97)
Tabanera, Janice I.(2020). ADM Cookery 10.SDO- Bukidnon

https://facultyinnovate.utexas.edu/sites/default/files/build-rubric.pdf

https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/assessing-student-
work/grading-and-feedback/rubrics-useful-assessment-tools
 Prepared by
ELLAINE B. PALERO
NANCY T. DIAO
Cookery 10 Teacher