richardrrr.blogspot.

com

Teaching Guide
GOVERNMENT PROPERTY
NOT FOR SALE
ALLOTTED TO
District/ School: _________________________________________
Division _________________________________________________
First Year of Use: _________________________________________
Source of Fund (Year included):__________________________

Department of Education
Republic of the Philippines

ii
 Department of Education
Republic of the Philippines

Food (Fish) Processing – Grade 9

Learner’s Material
First Edition, 2013
ISBN: ___________

Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders. Every
effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.

Published by the Department of Education

Secretary: Br. Armin A. Luistro FSC
Undersecretary: Yolanda S. Quijano, Ph.D.
Assistant Secretary: Elena R. Ruiz, Ph.D.

Development Team of the Learner’s Material

Consultant: Andres Z. Taguiam, Ph.D.

Authors: Blair D. Castillon, Ph.D., Editha P. Durante, Ma. Corazon G.
Maguate, Rosa F. Vasquez, Zenaida R. Delantar and Ruby Jane S. Buising

Reviewers: Janet Orden Saturno

Illustrator: Erich David Garcia
Language Editor: Dr. Pamela Constantino
Subject Specialists: Albert B. Erni and Emmanuel S. Valdez
Management Team: Jocelyn DR Andaya, Bella O. Mariñas and
Jose D. Tuguinayo Jr.
:Layout Artists and Encoders: Jocelyn M. Gamo & Joel G. Castillo

Printed in the Philippines by ____________

Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)
Office Address: 2nd Floor Dorm G, Philsports Complex, Meralco Avenue,
Pasig City, Philippines 1600
Telefax: (02) 634-1054, 634-1072
E-mail Address: imcsetd@yahoo.com

3
 Kto12 BASIC EDUCATION CURRICULUM
TECHNOLOGY AND LIVELIHOOD EDUCATION
AGRICULTURE & FISHERY ARTS – FOOD (FISH)
PROCESSING

Grade 9-TEACHING GUIDE

Grade Level Standard:

This course leads to the specialization on Food (Fish) Processing National
Certificate (NC I). It covers (4) four of the (7) seven core competencies that a
Grade 9 Technology and Livelihood Education (TLE) student should be able to
perform 1) implement sampling procedure; 2) inspect and sort materials and
products; 3) dispense non-bulk ingredients; and 4) prepare raw and packaging
materials and supplies for processing.

PERSONAL LEARNING COMPETENCIES

ENTREPRENEURIAL
COMPETENCIES (PECs)

CONTENT STANDARD  Assess ones Personal Entrepreneurial

The learner demonstrates
understanding of PECs in food
(fish) processing.
PERFORMANCE STANDARD
The learner prepares an activity
plan that aligns his/her PECS
and improves further his/her
areas of strength.
Competencies (PECs): characteristics,
attributes, lifestyles, skills and traits.
 Access practitioner’s characteristics, attributes,
lifestyles, skills and traits.
 Compare one’s PECs with that of a
practitioner/entrepreneur
 Align one’s PECs with that of a
practitioner/entrepreneur

4
ENVIRONMENT &
MARKET (E&M)
CONTENT STANDARD
The learner demonstrates
understanding of Environment
& Market in Food (Fish)
Processing in one’s
town/municipality.
PERFORMANCE STANDARD
The learner independently
creates a business map
reflective of potential Food
(Fish) Processing market within
the locality.
IMPLEMENT SAMPLING
PROCEDURES (SA)
CONTENT STANDARD
The learners demonstrates
understanding on implementing
or employing sampling
procedures.
LEARNING COMPETENCIES
 Identify the players/competitors within the town.
 Distinguish among the different
products/services available in the market.
 Make a profile of potential customers.
 Ascertain the customer’s needs and wants
through consumer analysis.
 Conduct consumer analysis and market
analysis .
 Explore ways of generating business idea from
one’s characteristics/attributes.
 Generate business ideas using product
innovation from irritants, trends, and emerging
needs.
 Generate business ideas using Serendipity
Walk.
LEARNING COMPETENCIES
 Identify sampling requirements in accordance
with a sampling plan.
 Prepare sampling equipment containers such
as glass bottles and jars, cellophane,
polyethelene and others and label according
to sampling requirements.
 Collect and store samples under controlled
conditions.
5
PERFORMANCE STANDARD
The learner implements
sampling procedures based on
sampling plan.
INSPECT AND SORT
RAW MATERIALS AND
PRODUCTS (IS)
CONTENT STANDARD
The learner demonstrates
understanding on inspecting
and sorting raw materials to be
used as well as products to be
sold.
PERFORMANCE STANDARD
The learner demonstrate how
to inspects and sorts raw
materials and products to be
used.
 Identify and report defects or abnormalities in
source materials and/or samples according to
workplace requirements.
 Record sample and maintain the workplace
according to workplace standards.
 Clean and maintain the workplace according to
workplace standards
LEARNING COMPETENCIES
 Prepare equipment and tools for inspection and
sorting in accordance with manufacturer’s
specifications and workplace requirements.
 Check, clean and sanitize equipment and tools
in accordance with manufacturer’s
specifications and workplace requirements.
 Prepare office equipment and
materials/supplies needed in accordance with
approved specifications.
 Receive and handle raw materials and
products according to the standard operating
procedure.
 Conduct inspection and sorting according to
required specifications, OHS requirements, and
workplace procedures.
 Undertake grading as necessary, according to
raw material or product requirements.
 Inspect raw materials and products for visible
signs of defects according to set of processing
6
 and purchasing specifications.
 Sort raw materials and products in accordance
with physical property specifications.
 Weigh and keep inspected and sorted raw
materials and products in accordance with the
standard operating procedures.
 Report rejected/substandard raw materials and
products to appropriate persons and/or dispose
according to organizational guidelines.
 Clean and sanitize equipment and tools
according to manufacturers’ specifications and
workplace procedures.
 Complete and report records according to
workplace procedures.

DISPENSE NON-BULK
INGREDIENTS (DI) LEARNING COMPETENCIES

CONTENT STANDARD  Inspect materials to confirm the type,

quality
clearance, quantities, and identify any
The learner demonstrates
obvious contamination or non-conformity
understanding on dispensing of
with workplace requirements.
non-bulk ingredients.
 Select appropriate measuring/dispensing
PERFORMANCE STANDARD and weighing equipment according to

The learner demonstrates how dispensing requirements.

to dispense non-bulk  Use appropriate personal protective

ingredients equipment (PPE) according to workplace

procedures and occupational health and
safety (OHS) requirements.

7
  Weigh/measure non-bulk ingredients and
additives according to production
requirements.
 Label dispensed ingredients according to
workplace procedures.
 Monitor the accuracy of
measuring/dispensing
equipment to identify variation in operating
conditions according to production
requirements.
 Maintain workplace according to
housekeeping standards.

PREPARE RAW AND

PACKAGING LEARNING COMPETENCIES
MATERIALS AND
SUPPLIES FOR
PROCESSING (PR)
 Confirm the availability of raw and
packaging materials and supplies for food
CONTENT STANDARD
(fish)
processing according to production
The learner demonstrates
requirements.
understanding on preparing
raw materials and supplies for  Receive and handle raw and packaging

Food (Fish) Processing. materials and supplies for fish processing

according to workplace and OHS
requirements.
 Place raw and packaging materials and
supplies for fish processing in the receiving

8

PERFORMANCE STANDARD
The learner independently
prepares raw and packaging
materials and supplies for food
(fish) processing.
bin according to required specifications.
 Wash and clean materials according to
required specifications.
 Prepare raw and packaging materials and
supplies according to specifications.
 Complete records according to workplace
requirements.

I. INTRODUCTION

This Teaching Guide (TG) on Food (Fish) Processing NC I consists of

different information and suggested activities on how to conduct learning processes.
It enables the student to demonstrate environment and market and
process/production and delivery of quality products/services in order to contribute to
the sustainable use of resources and to economic productivity. Moreover, this TG
explains the different procedures in implementing or employing different
methods/activities in sampling procedures, inspecting and sorting raw materials and
product to be used in fish processing, dispensing non-bulk ingredients in
processing, and preparing raw and packaging materials for fish processing. It
includes technical terms encountered for further understanding of each lesson.

II. OBJECTIVES
At the end of this course, you are expected to:

 recognize Personal Entrepreneurial Competencies (PECs) and skills needed in

food (fish) processing.
 identify the potential customer/market in fish processing (E&M).

9
 create new business ideas in Food (Fish) Processing by using various
techniques.
 implement sampling procedures (SP) properly.
 sort raw materials and products correctly (IS).
 dispense non-bulk ingredients with caution (DI).
 prepare raw and packaging materials and supplies appropriately for processing
(PR).
III. PRE-ASSESSMENT

Ask your students to answer and individual honestly the pre-assessment on

page 12. You will use the result of this to determine how your students are pairing in
terms of background knowledge and skills, their strengths and weaknesses, as your
bases for planning instructional activities.

1. Let the students connect a line from the

characteristics of a successful entrepreneur in
Column A to the definitions on Column B.
Personal
2. Instruct the students to read and study the given
Entrepreneurial
situations. These are characteristics of a successful
Competencies
entrepreneur which will help improve theirs. Tell
(PECs)
them to write the letter of their choice in their
assignment notebook.

Check their answers using the key to correction

Instruct the students to read the statements carefully.

Environment Then, let them write the letter of the correct answers in
and Market their test notebook.
Check their answers using the key to correction at
the end of this Teacher’s Guide.

10
 Implement Ask the students to answer the Pre-Assesment on
Sampling page 31 by writing in their test notebooks TRUE for correct
Procedures statements, for FALSE statements, underline the word/s
(SA) that made it incorrect.

Inspect and
Let the students read and understand the questions
Sort Raw
on page 48, then write the corresponding letter of the
Materials and
correct answer on the test notebook.
Products (IS)

On page 118 is the Pre-Assessment. Let the students

Dispense non-
answer the Multiple Choice by writing the corresponding
bulk
letter of their answers on the test notebook.
ingredients (DI)

Prepare raw On page 146 is the Pre-Assessment. Ask the students to

and packaging choose the best answer and write the corresponding letter
materials and of their answer on the test notebook.
supplies for
processing (PR

IV. LEARNING GOALS AND TARGETS

Based on the objectives of the lesson and results of the Pre-
Assessment, let the learners define their personal goals and targets to
achieve at the end of the modules. Ask them to write their goals/targets in
their journal/notebook.

11
PERSONAL ENTREPRENEURIAL COMPETENCIES
1. Discuss the fundamental characteristics of an
entrepreneur.
A. Know 2. Let the learners know the importance of entrepreneurial
competencies.
1. Let the learners choose five personal entrepreneurial
competencies from the given PECs above. Make them write
each in the space provided below and analyze each; put a
check mark in the parenthesis provided if it is their strength
B. Process or weakness. If it is a weakness how can they strengthen it?
If it is their strength, what will they do to enhance it? Instruct
them to write their answer in the spaces provided for.
Let students deepen their understanding by analyzing and
reflecting on the guides on how to strengthen their own PECs.
1. Ask the students to complete the chart on page 17 with
C. Understand techniques on how to strengthen the PECs they possess
which they have identified.

1. Let the learners evaluate themselves once again. Instruct

them to make a short list of PECs that they need to
strengthen. From this activity, ask them to prepare an
action plan that will further develop their PECs. You may
opt to follow the suggested format. improve or change it to
D. Transfer suit the student’s plan of action

12
ENVIRONMENT AND MARKET
1. Instruct students to answer the activity on page 8 to assess
their prior knowledge about market and environment.
2. Guide students to assess their knowledge in identifying the
needs and wants of people as basis for going into business.
This will also help them distinguish needs from wants.
3. You can use this table in identifying the general needs and
wants of people.

FISH PROCESSING PRODUCTS (Needs and Wants)

A. Know Baby/infant Children/kid Adolescent Adult

Boy Girl Boy Girl Male Female Male Female

4. Using the table above let the students identify the product
that will satisfy the needs and wants of baby/infant( If
applicable) children/kid,adolescents and adult when it
comes to Fish Processing products. Randomly select 10
respondents for each group age.
1.Explain the importance of SWOT analysis.
2.Discuss how to make a simple SWOT analysis
for Food (Fish) Processing products like Fish nuggets,
B. Process Dried Fish,fish paste, fish soup, etc

13
 Example: SWOT ANALYSIS FOR FISH NUGGETS
Positive Factors Negative Factors

Strengths Opportunities Weaknesses Threats

1. Excellent 1. Similar fish 1. Easy to 1. Competitors

sales staff nuggets are spoil when have a
2. Strong not as mis- similar
knowledge in reliable or handled product
making Fish more 2. Limited 2. Competitors
Nuggets expensive fund for have
3. Healthy food 2. Fish nugget the launched
is easy to business a new
prepare advertising
campaign

1. Given the self-evaluation questions, guide them on how to

conduct a survey to determine the needs and wants of the
community.
2. Let them think of Food (Fish) Processing business ideas
as many as they could. Instruct them to give the
advantages and disadvantages for possible identification of
C. Understand
a business idea.

14
Activity 1. Mini Survey

Directions: Conduct a mini survey in your nearby barangay.

Gather data on the different Fishery Products that can be
bought and your evaluation of the product.
Put a check for your response
Type of Fishery
Processed Products Like Dislike

1. Fishery Cured
Products
a. Smoked
Fish
b. Salted Fish
c. Dried Fish
d. Boneless
e. Tocino

2. Value-Added
Products
a. Fish Ball
b. Fish
Nuggets
c. Fish
Quekiam
d. Fish
Burger

3. Canned
Fishery
Products
a. Fish
Afritada

15
 b. Fish
Caldereta
c. Fish Adobo
d. Sardines
e. Mackerel
f. Tuna
Flakes in
Oil

4. Other Products

1. Lead the students to accomplish the Task sheet with the

objective “ To generate probable Business in the
community based on the result of the mini survey. You can
rate them by using the Performance criteria below the task
sheet.

Task Sheet

Title:
Generating Potential Business in Your Community.
Performance Objectives:
Given the available map of your community, generate
D. Transfer
ideas on probable business related to fish
processing.
Supplies/Materials:
 Pen and bond paper
 Community map
 Ingredients and materials needed for the
chosen fish processing business
Equipment:
Equipment needed for the chosen Fish Processing
Business

16
Steps/Procedures:
A. Answer the following questions

1. Who do you think are your target

consumers/markets?
2. Where is the most ideal location to situate
your business?
3. Which products or services would appeal
to your target consumers/markets?
4. Can you say that you have seized the most
feasible business opportunity?

B. Let the students prepare a SWOT analysis for the

most needed fish products in the community.
C. Research for the recipe in the preparation of the
most needed fish product in the community.
D. Prepare the most needed fish product.
E. Report the result of your task to your teacher.

Assessment Method:

 Oral questioning
 Direct observation

17
 Performance Criteria

Criteria for oral questioning Yes No

Are the following items

identified?
1. Consumers/markets
2. Location of business
3. Products/services
4. Business opportunity

Will the generated fish

processing business be
successful in terms of ?
1. Profit
2. Good SWOT analysis

IMPLEMENT SAMPLING PROCEDURES (SA)

1. Familiarize the learners with the different principles and
procedures in handling samples.
2. Explain the importance of proper handling, package and
shipping samples to prevent compromising the identity and
A. Know integrity of the sample.
3. Let the students identify the different containers suitable for
samples of products .

List of suggested containers, equipment, materials and

apparatus for collecting samples.

 Appropriate forms (master carton label report, Fish

Inspection Worksheet, Visual Can Inspection

18
 Worksheet, Permission to Move Fish Under Detention
form, etc.)
 Notice of Detention (CFIA/ACIA 5070)
 Held tags (CFIA/ACIA 0205)
 Notice of Release (CFIA/ACIA 0201)
 Receipt for Sample Taken (CFIA/ACIA 4168)
 Inspector’s notebook
 hand coverings (plastic gloves, rubber gloves)
 safety boots and/or rubber boots (for plant inspections),
hard hat, coveralls, hairnet
 adhesive CFIA tape and clear adhesive tape
 utility knives
 hand towels
 plastic bags (various sizes), sampling bottles, tags and
labels
 flashlights
 thermometers
 sanitizers and saws
 clean, hard-sided coolers and ice packs
 chlorine kit
4. Discuss the importance of keeping the identity and
integrity of samples
1. Ask the students to prepare a sampling plan; then let them
discussed their prepared plans based on the following:
a. determining the sample population
B. Process b. identifying the food category
c. explaining the steps in preparing sampling plan
Example of Sampling Plan

Sampling Raw Shellfish

19
  Examine samples of shellstock, shucked unfrozen
shellfish, and live shellfish within 24 hours after
collection. When analysis is unavoidably delayed
beyond 24 hours, report the actual time elapsed
between collection and analysis.
 Use heavy plastic bags (6 mil gauge) for shellstock
collection to ensure that shells do not puncture the
plastic and compromise the sample integrity.
 Take 5 units of 12-18 shellfish per unit. This number
should ensure the selection of 10 sound animals
suitable for shucking. Ensure the shellfish yield
approximately 200 g of meat and shell liquor.
 Using an aseptic technique, transfer the shellfish to the
sample jar with sterile forceps or alternatively, take
samples of the final product may be taken in the
packing cans or containers.
 Consumer packages are acceptable for examination.

Source: www.inspection.gc.ca/Food/fish-and-
seafood/manual/standards-and-methods
1. Assess your learner’s personal knowledge on the sampling
techniques, applying basic sampling principles. Ask them to
report their findings in class.
2. Do the suggested activity regarding selecting, handling and

C. Understand preparing samples.

3. Let the learners discuss the different safety maintenance
procedure in the workplace according to workplace
standards.

20
 1. Let the learners prepare a sampling plan procedure. Use the
scoring rubrics to assess the learners.
D. Transfer DESCRIPTORS CRITERIA CLARITY MASTERY
CONTENT/
IDEAS
Excellent Demonstrated Presented Presented the
(10 points) / Discussed complete ideas without
correctly 3 and clear looking at the notes
ideas ideas
Very Good Demonstrated Presented Presented the
(5 points) / Discussed clear ideas ideas while looking
correctly 2 but need at the notes once
ideas details in a while
Good Demonstrated Presented Reading while
(2 points) / Discussed vague ideas presenting the
correctly 1 ideas
idea
Needs No discussion No No discussion
Improvement discussion
(0)

2. Let the learners answer the Modified True or False in the

post
test.

INSPECT AND SORT RAW MATERIALS AND PRODUCTS (IS)

1. Discuss with the students the importance of inspecting work

equipment before operating them.
2. Define preventive Maintenance and how it can be achieved.
A. Know 3. Ask the question: If you are assigned to conduct inspection
of equipment and tools, what are the things that you would
consider?
4. Lead the students in determining how to conduct inspections
on raw and packaging materials according to manufacturer’s
procedures and workplace

21
 1. Ask the students to sort the given tools used in Fish
B. Process Processing according to their functions.
2. Ask students to perform Activity No. 1 on page 55 to
determine if they can identify and sort the different tools,
utensils, equipment in accordance with their uses and
classification
3. Make the students perform Activity No. 2 on page 56

C. Understand 1. Show and tell the class whether the indicators of raw
materials or products presented are observed or not
observed.
A. Raw materials ( Fishery Products)
Indicator Observed Not Remarks
observed
Signs of being
spoiled
Indication of insects
or vermin attack
Good quality raw
materials are used
Suitable for their
intended purpose
Contains dust or dirt
as a result of poor
storage and
handling practices.
B. Inspection of Tools, utensils and
equipment used
Well sanitized
Not damaged
In good working
condition
Meet manufacturer’s
specifications
Suitable for their

22
 intended purpose

2. Instruct students to conduct interviews to home-based fish

processors on their practices related to inspection and
sorting of raw and packaging materials. Discuss their
advantages of these practices. Ex. smoked fish proceesing
plant
3. Let the students show and tell the class the result in Activity
no. 2 on page 76
4. Let them prepare a work plan to keep a complete record of
reports according to workplace procedures.

D. Transfer 1. Let the students perform the following tasks: check, clean
and sanitize equipments and tools.
Use the given rubrics for the evaluation.

Task Sheet

Title:
Prepare, clean and sanitize fish processing tools,
utensils, equipment for inspection and sorting

Performance Objectives:
Prepare the available fish processing tools,
utensils, equipment and sanitizer for inspection and
sorting

Supplies/Materials:

 Sanitizer
 Cleaning aid

23
 Equipment:
Available fish processing tools, utensils,
equipment

Steps/Procedures:
1. Gather the available tools, utensils and
equipment as well as sanitizers and cleaning
aids.
2. Follow the procedure on how to check, clean
and sanitize the fish processing tools and
equipment.
3. Observe the precautionary measures while
doing the activity.

Assessment Method:
 Direct observation
 Demonstration

You will be evaluated using this scale.

1-Poorly performed 2 - Slightly 3 - Fair

4 - Good 5 - Procedures properly followed

Discussion 5 4 3 2 1
Checking, cleaning &
sanitizing of tools
Application of procedures
Safety work habits
Speed/time
Appearance of finished
output

24
2. Let the students demonstrate their ability to inspect and sort
raw materials and products according to manufacturers’ and
work place procedure.
You will be evaluated using this scale.

1-Poorly performed 2 – Slightly performed 3 – Fairly

performed
4 – Good 5 - Procedures properly followed

Indicator 5 4 3 2 1
Reported 15-20 rejected/sub-
standard raw materials and
products for visible signs of defects
according to set processing and
purchasing specifications.
Reported 9-14 rejected/sub-
standard raw materials and
products for visible signs of defects
according to set processing and
purchasing specifications.
Reported 5-8 rejected/sub-standard
raw materials and products for
visible signs of defects according to
set processing and purchasing
specifications.

25
 Reported 1-4 rejected/sub-standard
raw materials and products for
visible signs of defects according to
set processing and purchasing
specifications.

DISPENSE NON-BULK INGREDIENTS (DI)

A. Know 1. Lead the students to identify the different materials and

equipment used in dispensing non-bulk ingredients/additives.
2. Guide them to prepare,select, the different types/group of
non-bulk ingredients/additives available in the market.
3. Discuss with them the possible sources of food contamination
and their effect on the consumers.
4. Lead the students in deciding on weighing and measuring
equipments appropriate for certain non-bulk
ingredients/additives.
1. Ask the students to perform Activity No.1 – Loop – A -
B. Process WordThat will identify the different examples of food additives
2. Let the students weigh/Measure the different samples of
addtives following the given data/measurement:

1. 10 gms iodized salt 6. 5 gms flour

2. 5 ml soy sauce 7. 2 tbsp cornstarch
3. 0.5 mg salt peter 8. 1 cup vegetable oil
4. 10 mg Monosodium Glutamate 9. 0.2 mg curing salt
5. 1 tbsp glucose 10. 1/8 tsp black pepper

26
 1. Ask the students to classify the different samples of Food
C. Understand Additives into groups. Show them actual samples of the
following:
1. Leavening Agents 6. Sequestrants
2. Lubricants 7. Catalyst
3. BHT 8. Emulsifier
4. BHA 9. Gelatin
5. Alginic 10. Carageenan

2. Let the students answer the following questions:

a. What kind of measuring devices did you use?

b. When using these measuring devices and instruments, what
will you do to obtain accurate measurements?

D.Transfer
1. Make the students inspect and select appropriate
measuring/dispensing and weighing materials according to
dispensing requirements.
You will be evaluated using this scale.
1-Poor 2 – Slightly 3 - Fair 4 - Good 5 – Very Good

27
 Discussion 5 4 3 2 1
Prepared the measuring and weighing
tools and equipment and checked before
using.
Demonstrated the proper use of
measuring and weighing tools and
equipment.
Identified the additives given by the
teacher.
Cleaned and sanitized the equipment
before and after using in accordance with
specifications of teacher’s instructions.

2. Let your students measure and weigh materials according to

dispensing requirements.

You will be evaluated using this scale.

1-Poorly performed 2 - Slightly 3 - Fair 4
- Good 5 - Procedures properly followed

Discussion 5 4 3 2 1
Measuring of solid
Measuring of liquid
Reducing to particles
Sieving
Mixing
Compounding
Packaging
Making a label
Dispensing

PREPARE RAW AND PACKAGING MATERIALS AND SUPPLIES

FOR PROCESSING (PR)

1. Lead the students to find out the different available

28
 raw/packaging materials in the locality.
2. Guide them to verify the importance and functions of
packaging.
A. Know 3. Discuss with them the receiving and handling techniques of
raw/packaging materials and supplies.
4. Let the students discover the different types of packaging
materials for Food (Fish) Processing, giving emphasis to those
commonly used in their locality.

5. Guide students on the importance of washing and storing raw

materials and ingredients.
6. Discuss the OHS in preparing raw and packaging materials.

1. Instruct the students to answer the activity sheet . Let them

identify the different transporting and packaging materials used
in the given food/fishery products.
Food/Fishery Transporting Packaging Materials
Products Materials
1. Fish paste
2. Shellfishes like
crabs, shrimp
3. Rice
4. Bread
5. Frozen Meat
B. Process 6. Canned Milkfish
7. Noodles
8. Drinks
9. Vegetables
10. Fruits
2. Ask the students to collect 10 samples of packaging
materials. Ask them to record the type of packaging
materials and the type and name of food/fishery products
being packed following this format:

29
 Product Information
Brand name:
Product Name:
Name and Address of the Manufacturer:
Ingredients:
Product Specifications:
Type of Packaging Materials:
Description of the product as packed:
Storage Condition Requirements
Date it was packed;
Expiry date:
Food Application:
Code Number:

1. Let the students make a comparison on the advantages and

disadvantages in using the given packaging materials.

Type of Packaging Advantages Disadvantages

Materials
1. Glass Jars
2. Tin Cans
C. Understand
3. Laminates
4. Cartons
5. Styrophore
6. Plastic Bottles
7. Polyethylene Bag
8. Rigid Plastic
Container
9. Retort Pouch
pack
10. Thermoplastics

2. Let the students visit a Food(Fish)/Processing Plant and

30
 observe the techniques of proper handling of raw materials and
supplies.Let them evaluate possible hazards and observe how
these hazards are eliminated or reduced in the workplace.
1 . Let the students demonstrate how to pack food/fishery products
using the following types of packaging materials: hard plastic, films
D. Transfer and plastic bags.
You will be evaluated using this scale.

1- Poor 2 – Fair 3- Good 4- Very Good 5 – Excellent

Indicator 5 4 3 2 1
1. Packaging Smoked Fish
2. Wrapping Dried Fish
3. Placing Food in Plastic
4. Placing Food in Glass Jar
5. Placing Shellfish in
Styrophore

2. Present to the students five different empty bottles for

packaging Fish Paste (Bagoong) and let them pack the bottles
according to given specifications.

You will be evaluated using this scale.

1-Poorly performed 2 - Slightly 3 - Fair

4 - Good 5 - Procedures properly followed

Discussion 5 4 3 2 1
Preparation of tools and
raw materials
Application of
procedures
Safety work habits

31
 Speed/time
Appearance of finished
output
V. SUMMARY

The lessons in this course on Food (Fish) Processing are eye openers to what
are to be done in the workplace. The PECs help the learner determine their abilities
that need to be enhanced and weaknesses to overcome, thus may lead to a life of
success. The environment and market have been identified to determine needs and
wants of the people in the community for possible business opportunities.

The different knowledge and skills acquired in Food (Fish) Processing are
essential for the students become a good fish processors. The learners should take
into consideration the implementing or employing sampling procedures, inspecting
and sorting raw materials and products to be used, dispensing non-bulk ingredients
in processing, and preparing raw and packaging materials in Fish Processing.

With the technology imparted to them in this lesson, they can prepare for
an entrepreneurial venture based on this technology. With this, they will be able to
improve their economic status and help the economy of their community and the
country.

GLOSSARY OF TERMS
Contamination. The unintended presence of potentially harmful substances,
including microorganisms, chemicals, and physical objects in food.

Control Measure. Any action or activity that can be used to prevent, eliminate, or
reduce an identified hazard. Control measures essential to food safety are
applied at critical control points in the flow of food.

32
Critical Control Point (CCP). An operational step in food preparation process at
which control can be applied and is essential to prevent or eliminate food
safety hazard or reduce it to an acceptable level.

Critical Limit. One or more prescribed parameters that must be met to ensure that
food safety hazards are controlled at a CCP.

Food Borne Disease. Illness resulting from the consumption of food or beverages
contaminated with disease-causing microorganisms, chemicals, or other
harmful substances.

Hazard. A biological, chemical, or physical property that may cause food to be

unsafe for human consumption.

Hazard Analysis and Critical Control Point (HACCP). A prevention-based food

safety system that identifies and monitors specific food hazards that can
adversely affect the condition of food products.

HACCP Plan. A written document that is based on the principles of HACCP and
which describes the procedures to be followed to ensure the control of a
specific process or procedure.

HACCP System. The result of the implementation of the HACCP plan. A HACCP
system includes the HACCP plan and all the prerequisite programs.

Microorganism. A form of life that can be seen only with a microscope including
bacteria, viruses, yeast, and single-celled animals.

33
Monitoring. The act of observing and making measurements to help determine if
critical limits are being met and maintained.

Pathogen. A microorganism (bacterium, parasite, virus, or fungi) that causes

disease in humans.

Person in Charge. The individual present at a food establishment who is

responsible for the operation at the time of inspection.

Prerequisite Programs. Procedures such as Standard Operating Procedures

(SOPs) that address basic operational and sanitation conditions in an
establishment.

Risk Control Plan (RCP). A concisely written management plan developed by the
retail or food service operator with input from the health inspector that
describes a management system for controlling specific out-of-control risk
factors.

Standard Operating Procedure (SOP). A written method of controlling a practice in

accordance with predetermined specifications to obtain a desired outcome.

34
 Hazard Analysis Critical Control Point (HACCP)

Hazard Analysis Critical Control Point (HACCP) is an approach to food safety that
is systematic and preventive. It is recommended by the Codex Alimentarius
Commission, the United Nations international standards organization for food
safety. HACCP is used by most countries around the world. It has been in use
since the 1960s.

HACCP goes beyond inspecting finished food products. It helps find, correct, and
prevent hazards throughout the production process. These include physical,
chemical, and biological hazards.

There are seven universally-accepted HACCP principles. Every country that

uses HACCP follows these principles.

Principle 1: The first principle is hazard analysis. At this stage, a plan is laid out
to identify

 all possible food safety hazards that could cause a product to be unsafe for
consumption, and
 the measures that can be taken to control those hazards.

For example: at the cooking step of the production process, one of the identified
hazards is the survival of pathogens due to inadequate cooking time or temperature.
For smoked fish, smoke deposition must be done for at least 30 minutes.

Principle 2: The second principle is identifying critical control points. These are
the points in the production process where an action can be taken to prevent,
eliminate, or reduce a food safety hazard to an acceptable level.

For example: the cooking step is considered a “critical control point” because control
measures are necessary to deal with the hazard of pathogens surviving the cooking

35
process. For smoke fish, curing in 20% brine solution as initial step must be done
for at least 1 hour.

Principle 3: The third principle is establishing critical limits for each critical control
point. A critical limit is the limit at which a hazard is acceptable without
compromising food safety.

For example: critical limits” at the cooking stage include specific time and
temperature for cooking the product. For smoked fish, duration of smoke deposition
must not exceed 1 hour and temperature inside the smoke drum must be below
80oC.

Principle 4: The fourth principle is establishing monitoring procedures for critical

control points. Highly detailed monitoring activities are essential to make sure the
process continues to operate safely and within the critical limits at each critical
control point.

For example: monitoring procedures at a cooking critical control point could include
taking the internal temperature of the product with a specialized thermometer. For
smoked fish preparation, temperature must be between 60-70oC.

Principle 5: The fifth principle is crucial: establishing corrective actions. These

actions must be taken to bring the production process back on track if monitoring
indicates that deviation from critical limits has occurred. In food production,
correcting problems before end-stage production is far more effective than
waiting until a product is finished to test it.

For example: if the required internal temperature has not been reached, a corrective
action would require that the product be cooked further. If the cooking temperature
cannot be reached, another corrective action would call for the product to be held
and destroyed.

36
 Principle 6: The sixth principle is establishing verification procedures. Verification
means applying methods, procedures, tests, sampling and other evaluations (in
addition to monitoring) to determine whether a control measure at a critical
control point is or has been operating as intended. Verification activities also
ensure that the monitoring and the corrective actions are done according to a
company’s written HACCP program.

Principle 7: The seventh principle is record keeping. Records must be kept by

the company to

 demonstrate the effective application of the critical control points, and

 assist with official verification (which is done, in Canada, by the Canadian
Food Inspection Agency).

Records must be established to document

 the monitoring and verification results, and

 all information and actions taken in response to any deviations found through
monitoring and verification.

For example: the plant employee responsible for monitoring a cooking critical control
point completes a cooking log sheet. This sheet includes the date, the start and
finish time, the temperature and the employee’s signature. If a deviation has
occurred in the production process, the responsible plant employee records the
details in a deviation log book.

37
In 2005, HACCP became mandatory in Canada for federally-registered meat and
poultry establishments. (The legislation that pertains to this is the Meat Inspection
Regulations). In these establishments, the Canadian Food Inspection Agency
(CFIA) uses the Compliance Verification System to verify an establishment’s
compliance to their HACCP system. In federally-registered fish establishments,
the principles of HACCP are followed under the Quality Management Program, or
QMP.

HACCP is not mandatory in federally-registered dairy, processed product, egg,

honey, maple and hatchery establishments. However, the CFIA strongly
recommends that these establishments adopt HACCP.

Developing, implementing, and maintaining a HACCP system is industry’s

responsibility. This is because food manufacturers have the most control over the
products they manufacture, so they have the greatest impact on the safety of
their products.

38
 REFERENCES
A. Books

Anon, A.. Sanitation for the Food Preservation. New York. McGraw-Hill Book Co.
1952

BFAR,. Philippine Fisheries Prime. Quezon City: Bureau of Fisheries and Aquatic
Resources. 1981

Canhan, R.A. 1965. “Current Trends in Handling Canning Wastes.” Presented at the
5th Annual Water Symposium Water Pollution. Louisiana State
University on February 22, 1956

Calmorin, Espejo – Hermes L.P. Post Harvest Fisheries, Manila: National Bookstore
Inc., 2006

Cortez, 1990, Processing and Preservation of Freshwater Fish, Manila: National

Book Store, Inc.
Saturno, J.O. 2011. Module 6: Tilapia Processing and Value – Adding. Tilapia
Production and Entrepreneurship Training Manual.

Saturno, J.O. 2010. Lecture Manual in Fish Processing Technology. Department of

Aquatic Post Harvest, College of Fisheries, Central Luzon State
University, Science City of Muňoz, N.E., 99 pp.

Stansby, M.E. Industrial Fishery Technology., New York, Robert E. Crier Publishing
Company ,1963.

Vera Cruz, A., DT., Saturno, Porciuncula, Recto, Rafael and Laggui, Central Luzon
State University, Science City of Muňoz, Nueva Ecija, CLARRDEC,
CVARRD and PCARDDD – DEVT. 87 – 127.

Villaluz D.K, Fish Farming in the Philippines. Manila, Philippines, Bookman

Inc,.1953

Espejo-Hermes, Jasmin. 1998. Fish Processing Technology in the Tropics. Quezon

City: Tawid Publications, 336p

Saturno, Janet O. 2012. Lecture Manual in Fish Processing Technology.

Department

39
 of aquatic post harvest College of Fisheries, Central Luzon State
University Science City of Munoz, Nueva Ecija, Philippines. 101p

Saturno, Janet O. 2011. Tilapia processing and value-adding. In Vera

Cruz, Emmanuel M, et. al. 2011. pp 89-127. Tilapia Production and
Entrepreneurship Training Manual. Central Luzon State University,
Science city of Munoz, Nueva Ecija: CLARRDEC, CVARRD and
PCARRD-DOST. 196p

Online References

1. www.inspection.gc.ca/food/fish-and-seafood/manual/standards-and-
methods/esg/1348608971859
2. http://www.inspection.gc.ca/about-the-cfia/newsroom/food-safety-
system/haccp/eng/1346306502207/1346306685922

40
KEY TO CORRECTION

PECS

Matching Type Multiple Choice

1. d 6. f 1. a
2. C 7. e 2. b
3. b 8. j 3. d
4. a 9. i 4. c
5. g 10. h 5. b

MARKET AND ENVIRONMENT

Multiple Choice

1. a 6. c
2. b 7. b
3. d 8. d
4. c 9. a
5. b 10. a

IMPLEMENT SAMPLING PROCEDURES

Modified True or False

1. False (Sanitation) 6. True

2. False (before presentation) 7. False (Dry Ingredients)
3. True 8. True
4. True 9. True
5. False ( need not to be refrigerated) 10. False (Ideal)

41
INSPECT AND SORT RAW MATERIALS AND PRODUCTS (IS)
LO 1. Multiple Choice LO 2. Identification LO3. A.Multiple Choice
1. A 6. c 1. Color 6. Shelf life 1. c
2. D 7. d 2. Inspection 7. Flavor 2. a
3. B 8. b 3. Sorting 8. External force 3. a
4. C 9. a 4. Grading 9.Internal force 4. a
5. D 10.c 5.Functional Property 10. Nutrition facts 5. B

L.O 3 B.

1. Mop
2. Steam gun
3. Scrapers
4. Brushes
5. Sponges

DISPENSE NON-BULK INGREDIENTS (DI)

LO 1. A. Multiple Choice LO 2. Multiple Choice
1. d 6. b 1. a,b or c 6. b
2. d 7. b 2. a,b,or c 7. a
3. b 8. b 3.c 8. b
4. c 9. d 4.c 9. b or c
5. a 10.a 5. a,b,c 10. a

PREPARE RAW AND PACKAGING MATERIALS AND SUPPLIES FOR

42
PROCESSING (PR)

LO 1. Multiple Choice LO 2. Matching Type

1. c 6. C 1. a 6.a
2. a 7. a 2. g 7.d
3. d 8. c 3. d 8.h
4. a 9. b 4. c 9.i, f
5. d 10.a 5. i 10. e

richardrrr.blogspot.com

43