Quarter I

Overview
Remind your class of the following targets for this quarter. Provide a brief discussion
for each objective:

33 introduce basic nutrition;

33 apply basic therapeutic diet;
33 define and classify carbohydrates;
33 name the sources of carbohydrates;
33 state the function of carbohydrates;
33 describe the effects in the body when carbohydrates is inadequately/
excessively taken;
33 recommend daily allowance for carbohydrates.
33 apply therapeutic diet;
33 discuss principles, procedures, and ingredients in preparing cold meals;
33 prepare and present a range of cold meals; and,
33 store appetizers hygienically.

DRAFT Let’s See What You Know

PRETEST
Test I: TRUE OR FALSE
Direction: Read the following statements. Write TRUE if the statement is correct
and FALSE if it is incorrect. Use an answer sheet to accomplish this
test.
1. In preparing diet for the sick person, always bear in mind that he needs a
simple, easily digestible food.
2. A sick person has a good taste on food to be served
3. Dietary requirements vary at different stages of life from one person to another.
4. Fruits and juices will help a lot in regaining the lost appetite of the sick ones.
5. Time is a very important factor in feeding the sick.

Answer Key

1. True
2. False
3. True
4. True
5. True

1
Test II. MULTIPLE-CHOICE
Direction: Choose the letter that best describes the statement.
1. The period when a child is not over two years of age.
A) infant
B) adult
C) teenager
D) pregnant and lactating mother
2. The period when a rapid growth, mental changes, and emotional development
happen.
A) infant
B) adult
C) teenager
D) pregnant and lactating mother
3. The period that an individual tends to be independent in terms of their food choices.
A) infant
B) adult
C) teenager
D) pregnant and lactating mother
4. The period that needs high nutritional requirement because of the rapid build-up of
the fetus in the womb.
A) infant

DRAFT
B) adult
C) teenager
D) pregnant and lactating mother
5. The FNRI recommends that at this stage, one has to eat four and a half to six
servings of rice, rice products, corn, bread or noodles
A) infant
B) adult
C) teenager
D) pregnant and lactating mother
6. A statement that can best describe vitamins.
A) It cannot be synthesized by the body.
B) It is a macronutrient.
C) It supplies energy to the body.
D) It requires energy to be formed .
7. This is food that is rich source of vitamin A.
A) Liver
B) bread
C) broccoli
D) apricot
8. An important function of vitamin A is to:
A) helps with blood clotting
B) acts as an anticoagulant
C) helps maintain eyesight
D) prevents osteoporosis

2
9. A deficiency in vitamin A in the body may result in:
A) bile obstruction
B) rapid breakdown of cell membranes
C) color blindness
D) night blindness
10. An excellent natural food source of vitamin D is:
A) oily fish
B) wheat germ oil
C) mineral oil
D) margarine
11. these are foods that are commonly fortified with vitamin D.
A) cereals and macaroni products
B) milk and margarine
C) flour and salt
D) vegetable oil and shortenings
12. The function of folic acid is to prevent:
A) birth defects of the brain
B) visual disturbances
C) disease of the four D’s (Diarrhea, Dermatitis, Dementia, and Death)
D) dry, cracked lips
13. Vitamin D is sometimes called the sunshine vitamin because:

DRAFT
A) The initial stage of synthesis occurs in the skin when exposed to sunlight.
B) The sunlight stimulates synthesis of vitamin D in foods.
C) The vitamin is degraded when exposed to sunlight.
D) In its natural form the vitamin has a bright yellow appearance.
14. A deficiency of vitamin D in growing children will result in the malformation of
skeletal tissues such as:
A) muscle diseases
B) bone disease
C) joint disorder
D) disease of growing bone
15. The fat-soluble vitamin that is responsible for the synthesis of blood-clotting factors
by the liver is:
A) A
B) D
C) E
D) K

Answer Key
1. A 4. D 7. A 10. A 13. A
2. C 5. B 8. C 11. B 14. B
3. A/C 6. C 9. D 12. A 15. C

3
 LESSON 1: BASIC FOOD COMPONENTS
Learning Outcome 1: INTRODUCE BASIC NUTRITION

Activity 1. THE NUTRITION IN YOU

Below is an exercise about learners’ possible background on nutrition. Guide them
in completing the boxes of food familiar with them by answering the question briefly.
Let them present the output in class.
Categories Food 1 ______ Food 2 ______ Food 3_____
1. What does it taste like?
2. What does it look like?
3. What are the ingredients?
4. What food group/s does it
belong to? (Optional- Go, Glow,
Grow)
5. Why is this food popular?
Answers may vary. Process the ideas after the presentation. Connect the answers
to the subject matter.

DRAFT
Introduce basic nutrition. The following link may help you to discuss the topic:
Basic Nutrition (https://www.youtube.com/watch?v=eVBWHnHEX6I)

Role of Carbohydrates as the Principal Source of Body Energy

Use the following activity as springboard to discuss the role of carbohydrates as
principal source of body energy.

Activity 2: BUILD THAT CONCEPT

Below is a box containing different words related to Carbohydrates. Use the
jumbled words to let learners construct a concept. (Note: You may create your own.)

Possible answers:
33 Children with low intake of carbohydrates and other energy food sources may
lead to malnutrition.
33 Millions of children in the world are suffering from malnutrition.

4
 Let’s See What You Know

Activity 3. SELF-CHECK
Direction: Let the learners choose the letter that is best described by the statement.

1. Carbohydrate is composed of these substances.

A) calcium, hydrogen, oxygen
B) oxygen, carbon, hydrogen,
C) carbon, potassium, oxygen
D) calcium, potassium, oxygen

2. Glycogen is also known as this term.

A) malt sugar
B) animal starch
C) high fiber
D) glycosidic bond

DRAFT
3. Fructose is the sweetest among all its forms
A) sugar
B) milk
C) enzyme
D) molecule

4. Liver converts galactose to this substance.

A) maltose
B) lactose
C) sucrose
D) glucose

5. Cellulose is composed of this substance.

A) glycogen
B) dextrin
C) glucose
D) sucrose
Answer key:
1. B
2. B
3. A
4. D
5. C

5
Activity 4. CARBOHYDRATE IN THE BODY
Below are five balloons. Assist the learners in filling in each balloon with deficiency
symptoms due to lack of carbohydrates in the body. Have them present the output in
class.

Possible answers...

Symptoms
Symptoms
Hypoglycemia Symptoms
Symptoms Seizure
Loss of
Symptoms
Weakness consciousness
Fatigue

Carbohydrate
Deficiency

DRAFT
Activity 5. AN INTERVIEW
Ask the learners to interview at least five older members in their family or around
the neighborhood regarding their carbohydrate intake. Explain how to use the matrix
below as guide.
Remarks
Source of Amount of Intake (Inadequate,
Name Recommendation
Carbohydrate (per gram) Adequate,
Excessive)

Answers may vary.

6
Activity 6. YOU ARE WHAT YOU EAT (Answers may vary.)
Tell the learners to list of their food intake for two days (one weekday and one
weekend). Guide them to analyze the list using the Daily Nutritional Guide Pyramid.
Then, answer the questions below.

Suggested Reference

(http://www.cnpp.usda.gov/publications/mypyramid/originalfoodguidepyramids/fgp/fgppamphlet.pdf)

(http://www.fremont.k12.ca.us/cms/lib04/CA01000848/Centricity/Domain/254/Chapter_1_Food_Guide_
Pyramid.pdf)

(https://student.societyforscience.org/article/question-sheet-building-food-pyramid)

1. Do you think that you eat a healthy diet? Why or why not?
2. What sorts of foods that are considered healthy do you enjoy eating?
3. Why do you think there are so many overweight kids?
4. Why do you think the U.S. government provides advice on what people should
eat?
5. Why do you think there seems to be a connection between watching TV and
eating unhealthily? Based on your own observations, does this finding make
sense? Why or why not?

DRAFT
The Value of Fats in the Diet
Use the following activity as springboard to discuss the role of carbohydrates as
principal source of body energy.

Activity 1. THINK-A-LOUD
Guide the learners to read and reflect on the word inside the circle. Then, give
them time to think of related words as many as you can to put inside the boxes.

Possible answers...

component in food unwanted fats

nuts, oils, butter, saturated

and meats (beef)

FATS a healthy diet unsaturated

healthy fats acid

Discuss the value of fats in the diet. The following video may help you to discuss
the topic.
33 Value of Fats in the Diet (https://www.youtube.com/watch?v=qwSMgZYAaZU)

7
 Let’s See What You Know

Activity 2. MULTIPLE-CHOICE
Let the learners choose the letter of the word that is best described in
the statement.

1. A yellowish, fatlike substance produced mostly in the liver and in lesser amounts in
the intestines and specialized cells throughout the body.
A) HDLs
B) LDLs
C) cholesterol
D) none of the above

2. Classification of polyunsaturated fats which is the most highly-discovered health

found in recent years.
A) Omega-3 Oil
B) Triglycerides

DRAFT
C) Monounsaturated Fats
D) Polyunsaturated Fats

3. Carrots, alfalfa sprouts, and oatmeal have been shown to be good eliminators of
this bad substance.
A) HDLs
B) LDLs
C) Omega-3 Oil
D) triglycerides

4. Fats that have been shown to reduce LDL’s but have relatively no effect on HDLs
except for olive oils which can increase the beneficial HDLs.
A) unsaturated fats
B) monounsaturated fats
C) polyunsaturated fats
D) omega-3 Oils

5. This kind of fats that are derived from plants. Sources are safflower, corn, and
sunflower oils; nuts and seeds.
A) monounsaturated fats Answer Key
B) unsaturated fats 1. C
C) saturated fats 2. A
D) polyunsaturated fats 3. B
4. B
5. D

8
Activity 3. SELF INVENTORY (Answers may vary)
Ask the learners to record their food intake and let them identify the
cholesterol content.

Steps to
Undertake
Type of Remarks
(for making
Mealtime Food Intake Cholesterol (Healthy or
the unhealthy
Content Unhealthy)
cholesterol intake
healthy)

ex. Hotdog (100g) 77mg

Breakfast Egg (boiled, 100g) 373mg

Morning Snacks

Lunch

DRAFT
Afternoon Snacks

Dinner

Activity 4. FAMILY/COMMUNITY INVENTORY (Answers may vary)

Ask learners to choose two members in their family age 30 and above and another
two whose ages are below 20. The learnes are to Monitor their food intake then
compare their cholesterol intake.

Activity 5. REFLECTION (Answers may vary)

Ask the learners to answer the following questions.

33 What are essential fatty acids? Why is it called “essential”?

(Possible answer)

Whether you are interested in promoting heart health, ensuring the proper growth
and development of a child, or relieving pain, adequate intake of the essential fatty
acids can help you achieve your goal. A well-planned plant-based diet rich in fruits,
vegetables, nuts, seeds, and legumes will allow you to obtain plenty of these omega-
6s and omega-3s for optimal health benefits. (http://www.pcrm.org/health/health-topics/essential-
fatty-acids)

9
PROTEIN
Use the following activity as springboard to discuss the protein.

Activity 1. KNOWLEDGE POWER (Answer may vary.)

Activate prior knowledge of learners about protein by letting them answering the
three questions below. Let them present the answers in class.
What I KNOW What I WANT TO KNOW What I LEARNED

Let’s See What You Know

DRAFT
Activity 2. SIMPLE RECALL - PROTEIN
Instruct the learners to match Column A to Column B. Tell them to write the letter
on the space before the number.
COLUMN A COLUMN B
_____1. Without this function, biological reactions would take A) transport
place too slowly to support life. B) motion
_____2. In this function, hemoglobin is the well-known example. C) nerve impulse
_____3. Growth hormone is the best example of this function. transmission
_____4. Rhodopsin is the example of this function. D) regulatory
_____5. Actin and myosin long filament proteins are responsible E) protective
in this function during muscle contraction. F) catalytic

Answer Key
1. F
2. A
3. D
4. C
5. B

10
Activity 3. MEAL INVENTORY (Answer may vary)
Instruct the learners to monitor their protein intake.
Steps to Undertake
Remarks
(for making the insufficient
Food Intake -Carbohydrates-
intake of carbohydrate
(Sufficient or Insufficient)
sufficient)

Activity 4. GRASP (Answers may vary)

Guide the learners in analyzing the given situation. Then, let them complete the
table that follows.

Situation:
One day, a friend of yours requested you to suggest a three day meal without milk,
egg, meat or fish since he is strictly vegetarian. What meals will you recommend?

DRAFT
First Meal Second Meal Third Meal

Activity 5. FURTHER READINGS

Guide learners to choose one among the topics below. Then, assist them to create
a group to discuss the topics below.
33 Nutritional Guidelines for Filipino
(http://www.nnc.gov.ph/home/item/5-10-nutritional-guidelines-for-filipinos-mga-gabay-sa-
wastong-nutrisyon-para-sa-pilipino)
33 Food Labels and Nutritional Facts
(http://www.fda.gov/food/ingredientspackaginglabeling/labelingnutrition/ucm274593.htm)
33 Recommended Energy and Nutrient Intake for Filipino
(http://apjcn.nhri.org.tw/server/apjcn/17/s2/399.pdf)

11
Identify Body’s Needs for Different Minerals
Use the following activity as springboard to discuss the Body’s Needs for Different
Minerals.

Activity 1. WORD ARITHMETIC

Help learners to unfold the mystery word behind the mind game that follows. Then,
instruct them to say a word or a phrase or even a sentence that can best describe it.

ute gen

(Answer: Min + eral = Mineral)

Body’s Needs for Different Minerals

The following video may help you discuss different minerals needed by our body.
33 Body’s Needs for Different Mineral (https://www.youtube.com/
watch?v=08OzzxRt54Y)

DRAFT Let’s See What You Know

Activity 2. IDENTIFICATION
Instruct the learners to write the correct word/term that best describes the
statement.

______________1. an equipment that turns the turbines of hydroelectric plants that

produce electricity for light, heat, and power for many factories
and communities.
______________2. It is responsible for speeding up the clogging of arteries and
producing the damage that result from heart attacks.
______________3. an element needed for the metabolism of DNA and RNA.
______________4. an essential element for developing and maintaining healthy
bones and teeth.
______________5. a substance that is very vital in maintaining fluid balance in the
human body.

Answer Key
1. water 2. iron 3. molybdenum 4. calcium 5. sodium

12
Activity 3. KITCHEN INVENTORY (Answers may vary)
The learners will visit/imagine their kitchen at home and make an inventory of food
items available. Assist them to use the worksheet below to accomplish the activity.
Food available in the Remarks
Quantity Mineral Content
kitchen Sufficient-Insufficient

Activity 4. MINERAL CONTENT OF THE FOOD (Answers may vary)

Below is the activity sheet that the learners will fill in with necessary information.
Help them identify at least five mineral content of the food.

Dish

DRAFT
Mineral Content Food Source
Quantity
(mg)
REMARKS
(Sufficient-Insufficient)

13
Identify Body’s Needs for Different Vitamins
Use the following activity as springboard to discuss the Body’s Needs for Different
Vitamins.

Activity 1. MYTH OR FACT

Direction: Instruct learners to classify each Statement as a MYTH or a FACT.
1. You can get the same benefits from most vegetables by feeding on supplements.
2. Supplements with the term ‘all natural’ are safe and healthy.
3. Vitamins are usually stored in tight bottles, so it does not matter where we store
them.
4. It is good when we increase the amount of vitamins that we take.
5. Taking vitamins along with food prevents any stomach upset that it may cause.

Answer Key (Find time to discuss the reasons for the answers.)
1. Myth 2. Myth 3. Myth 4. Myth 5. Myth

Different Vitamins Needed by the Body

The following video might help you in your discussion about the different vitamins
needed by the human body.
33 Importance of Vitamins in the Body

DRAFT
(https://www.youtube.com/watch?v=D6EPGDb6kEo)

Let’s See What You Know

Activity 2. INVENTORY OF LEARNING

Let the learners choose the letter that is best described by the statement.
1. The most economical way to ensure adequate and balanced vitamin intake
A) take a vitamin supplement
B) eat a high protein diet
C) eat a well-balanced diet
D) eat between meal snacks
2. Disease associated with deficiency in vitamin C
A) scurvy
B) pernicious anemia
C) rickets
D) beriberi
3. Function of vitamin C to maintain the integrity of the body tissues
A) incorporates into the cell membrane
B) creates a physical barrier
C) can recognize foreign substances
D) forms collagen to bind cells together

14
4. A characteristic that indicates vitamin C deficiency
A) easy bruising and pinpoint hemorrhages
B) cracked and bleeding lips
C) fevers and infections
D) neurological disorders
5. An example of menu that contains good sources of vitamin C
A) tuna sandwich, tomato soup and strawberries
B) hamburger, fries and soda
C) hot dog, milk shake and cookies
D) roast beef, mashed potato, and tossed salad
Answer Key
1. C 2. A 3. D 4. A 5. A
Activity 3. KITCHEN INVENTORY (Answers may vary)
Ask learners to visit/imagine their kitchen at home and make an inventory of food
items available. Below is the worksheet to be filled-in with the necessary answers.
Remarks
Food available in the kitchen Quantity Vitamin Content
Sufficient-Insufficient

Dish
DRAFT
Activity 4. MINERALS IN THE MENU (Answers may vary)
Below is the activity sheet to be filled in with necessary answers. Ask learners to
identify at least five forms of vitamins present in the food.

Vitamins Available Food Source

Quantity
(mg)
Remarks
(Sufficient-Insufficient)

Activity 5. VENN DIAGRAM (Answers may vary)

Ask learners to collect two labels of common snack food. Then, let them compare
salt/sodium content. Guide them to follow the illustration below.
Ask:
1. Which has a higher sodium
content? lower content?
2. What do the figures imply?
3. Which of the two products would
you like to have?
4. What makes you choose the
product?

15
Foods for Different Groups of People

Use the following activity as springboard to discuss foods for different groups of
people.

Activity 1. YOU ARE WHAT YOU EAT

Let the learners reflect on the (three) pictures. Then, ask them to answer the
questions that follow.

Questions: (Answers may vary.)

1. What comes first in your mind upon seeing the pictures/words?
2. Can you recall foods that belong to each word?
3. What is the meaning of each food group shown above?

DRAFT
The succeeding discussion will focus on planning a diet for the Vulnerable Group -
Preschoolers, pregnant and lactating mothers, athletes, obesity, teenagers, and adult.

Let’s See What You Know

Activity 2. IDENTIFICATION
Direction: Name the word or words that is best described by the statement. Use
quiz notebook to answer the test.
1. This period is defined as a child not over two years of age.
2. This is a period of rapid growth, mental changes, and emotional development.
3. This period tends to be independent in terms of their food choices.
4. This period needs high nutritional requirement because of the rapid build-up of the
fetus in the womb.
5. The FNRI recommends that at this stage a person consumes six to eight glasses
of water and other beverages, daily.

Answer Key
1. infant 2. teenagers 3. teenagers/adult
4. pregnant and Lactating Mother 5. older adult

16
Activity 3. T-DIAGRAM (Answers may vary)
Ask the learners to choose two groups of people. Let them name the similarities
and dissimilarities in terms of food needs.

Similarities Group of People Dissimilarities

(Group A)

(Group B)

Activity 4. MEAL PLANNING (Answers may vary)

Instruct the learners to suggest meals for an athlete considering his dietary
requirements. Let them use the diagram below to complete the activity. Ask them to
present the output in class.

Lunch

DRAFT
Breakfast
Dinner

Athletes
Provide Nutritional Needs of the Sick

Activity 1. COMMON ILLNESS OF DIFFERENT AGES (Answer may vary)

Ask learners to list common illnesses by age with their signs/symptoms. Instruct
them to ask someone at home or in the community who can give the necessary
information. Assist them in presenting the output in class.
Ages Common Illness Signs/Symptoms
Newborn to 6 months
7 months 1 year old
1-3 years old
6- 12 years old
50 years old and above
Provide input and discuss the topic - Feeding the Sick. Provide other activities that
are within the cognitive level of your learners (e.g. member of the family who is not
feeling well).

17
 Let’s See What You Know

Activity 2. TRUE OR FALSE

Direction: Let learners read and analyze the following statements. Ask them
to write the word TRUE if the statement is correct and FALSE if the
statement is incorrect.
1. No matter how weak the sick ones are, they would still be stirred of the beauty of
your serving.
2. Convince the sick person to eat because time is being consumed and you have to
attend to something else.
3. A person who is in bed for hours will require about 0.5 calorie per pound per hour
to prevent use of body material for fuel.
4. Eggs are also of great value whatever way it is served not only poached or
dropped and served on toast, but as dainty omelets, or in beverages, as eggnog,
egg lemonade, and orangeade.
5. Fasting on the first two days of sickness may help in the recovery process

DRAFT
Answer Key
1. True 2. False 3. True 4. True 5. True

Activity 3. MY OWN CHECKLIST (Answers may vary.)

Direction: Assist the learners to prepare their own checklist on how to take care of
a sick person. Instruct them to use the worksheet below to accomplish
the activity. Remind them also to leave the Remarks column blank. As the
teacher, you will use the form during the demonstration.
Remarks
Tests
Done Undone
1.
2.
3.
4.
5.

18
 Review of Learning Outcome 1
Test I. MULTIPLE-CHOICE
Direction: Choose the letter that best describes the statement. Write the answers
on your quiz notebook.
1. Carbohydrate is composed of different substances.
A) calcium, hydrogen, oxygen
B) oxygen, carbon, hydrogen,
C) carbon, potassium, oxygen
D) calcium, potassium, oxygen
2. Glycogen is also known with this term.
A) malt sugar
B) animal starch
C) high fiber
D) glycosidic bond
3. Fructose is the sweetest among all its forms
A) sugars
B) milk

DRAFT
C) enzymes
D) molecules
4. Liver converts galactose to another substance.
A) maltose
B) lactose
C) sucrose
D) glucose
5. Cellulose is composed of this substance.
A) glycogen
B) dextrin
C) glucose
D) sucrose
6. A yellowish, fatlike substance produced mostly in the liver and in lesser amounts in
the intestines and specialized cells throughout the body.
A) HDLs
B) LDLs
C) Cholesterol
D) None of the above
7. Classification of polyunsaturated fats is the most highly-discovered health found
in recent years.
A) Omega-3 Oil
B) Triglycerides
C) Monounsaturated Fats
D) Polyunsaturated Fats

19
8. Carrots, alfalfa sprouts, and oatmeal have been shown to be good eliminators of
bad substance.
A) HDLs
B) LDLs
C) Omega-3 Oil
D) Triglycerides
9. Fats that have been shown to reduce LDL’s but have relatively no effect on HDLs;
except for olive oils which can increase the beneficial HDLs.
A) Unsaturated Fats
B) Monounsaturated Fats
C) Polyunsaturated Fats
D) Omega-3 Oils
10. This is derived from plants. Sources are safflower, corn, and sunflower oils; nuts
and seeds.
A) Monounsaturated Fats
B) Unsaturated Fats
C) Saturated Fats
D) Polyunsaturated Fats
11. This is the most economical way to ensure adequate and balanced vitamin intake
A) take a vitamin supplement
B) eat a high protein diet

DRAFT
C) eat a well balanced diet
D) eat between meal snacks
12. This disease is associated with deficiency of vitamin C
A) scurvy
B) pernicious anemia
C) rickets
D) beriberi
13. It is the function of vitamin C to maintain the integrity of the body tissues
A) is incorporated into the cell membrane
B) creates a physical barrier
C) can recognize foreign substances
D) forms collagen to bind cells together
14. This is a characteristic that indicates vitamin C deficiency
A) easy bruising and pinpoint hemorrhages
B) cracked and bleeding lips
C) fevers and infections
D) neurological disorders
15. It is an example of a menu that contains good sources of vitamin C
A) tuna sandwich, tomato soup and strawberries
B) hamburger, fries and coke
C) hot dog, milk shake and cookies
D) roast beef, mashed potato, and tossed salad

20
Test II. MATCHING TYPE
Direction: Match Column A to Column B. Write the letter of your answer in your
quiz notebook.
COLUMN A (Characteristics) COLUMN B (Function)
1. Without these, biological reactions would take A). Transport
place too slowly to support life. B). Motion
2. Hemoglobin is the well known example. C). Nerve impulse
3. The examples include growth hormone. transmission
4. Rhodopsin, a protein found in the rod cells of the D). Regulatory
retina, functions this way in the vision process. E). Protective
5. Actin and myosin long filament proteins which F). Catalytic
slide along each other during muscle contraction.

Test III. IDENTIFICATION

Direction: Write the correct word/term that best describes the statement.
______________1. Equipment that turns the turbines of hydroelectric plants that
produce electricity for light, heat, and power for many factories
and communities.
______________2. Responsible for speeding up the clogging of arteries and
producing the damage that result from heart attacks.
______________3. Element needed for the metabolism of DNA and RNA.

DRAFT
______________4. Essential element for developing and maintaining healthy bones
and teeth.
______________5. Substance that is very vital in maintaining fluid balance in the
human body.
______________6. This period is simply defined as a child not over two years of
age.
______________7. This is a period of rapid growth, mental changes, and emotional
development.
______________8. This period tends to be independent in terms of their food
choices.
______________9. This period needs high nutritional requirement because of the
rapid build-up of the fetus in the womb.
______________10. The FNRI recommends that at this stage one consumes six to
eight glasses of water and other beverages, daily.

21
 Learning Outcome 2: APPLY BASIC THERAPEUTIC DIET

Activity 1. VOCABULARY
Below are two columns: Therapeutic and Diet. Ask the learners to describe each
term by choosing the best words inside the box. (Answers are suggestive in nature.
Hence, accept interchanging of words based on their explanation.)
THERAPEUTIC DIET
1.comfort food 1.carbohydrates
2.caregiver 2.vitamins and mineral
3.healing of disease 3.dietitian
4.food modification 4.client
5.patient 5.low fat

Review of Learning Outcome 2

Activity 2. TRUE OR FALSE

Ask learners to read and analyze the following statements. Instruct them to

DRAFT
write the word TRUE if the statement is correct and FALSE if the statement is incorrect.
_____1. Only a physician, physician’s assistant or nurse practitioner can order a
therapeutic diet.
_____2. A “No Concentrated Sweets” (NCS) diet includes regular food without sugar.
_____3. A diet manual should only be used by trained nursing staff.
_____4. A therapeutic diet is a meal plan that controls the intake of certain food or
nutrients as part of the treatment for a medical condition.
_____5. A regular diet has restrictions.
Answer Key
1. True 2. True 3. True 4. True 5. False
Activity 3. HOW WELL DO YOU KNOW? (Answers may vary)
Assist the learners in comparing and contrasting the types of patient diet. Use the
diagram below to guide them in answering

Type
of Patient Diet

Activity 4. FAMILY’S DIETARY INVENTORY (Answers may vary.)

Ask the learners to complete the table below by providing the necessary information.
Family Members Type of Patient Diet Recommended Food
1.
2.

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 LESSON 2: PREPARE COLD MEALS
Learning Outcome 1: PREPARE APPETIZERS

Discuss principles and procedures involved in preparing appetizers. Be ready

with the variety of ingredients in preparing appetizers. Demonstrate the use of tools,
equipment, and utensils needed in preparing appetizers. Give some reminders on safe
food handling.

Activity 1. FISHING THE WORDS

Instruct the learners to group/classify the word(s) given below as appetizers or not.

Appetizer Not Appetizer

cheese cub adobo
crab soup fried rice
kebabs kare-kare
hors fried chicken
d’oeuvres
ham rolls

DRAFT
fruit salad

Review of Learning Outcome 1

Activity 2. KNOW YOUR KITCHEN UTENSILS

Instruct the learners to complete the table below by providing the utensil appropriate
for the given activity.
Test Utensil
1. Cut buns into bite size pieces. knives
2. Drain the marinated chicken. strainer
3. prepapre cake icing, whipped cream,
pastry bag and tubes/tips
duchesse potatoes, and soft dough.
4. in a very steady, even heat skillet
5. Open many different sizes of cans. can opener
6. Grease baking pans pastry brushes
7. Measure, mix, stir and toss ingredients mixing spoons
8. Truss joints of meats and poultry skewer

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Activity 3. PRINCIPLES IN PREPARING APPETIZERS
Tell the learners to read and analyze the following statements. Ask them to answer
TRUE if the statement is correct and FALSE if it is incorrect.
1. A party with100 guests means making and arranging 600 or more varied appetizers.
2. Hors d’oeuvres and canapés do keep their appearance well for a long period of time.
3. Dry canapé bases when stored dry can keep well for several days.
4. Hot food should be kept at temperature above 71º Celsius it can also be served
immediately.
5. Butters and spreads hold well in the cooler or refrigerator when not covered.
Answer: 1. T 2. F 3. T 4. T 5. F

Learning Outcome 2: PREPARE SANDWICHES

Discuss principles and procedures involved in preparing sandwiches. Be ready

on the variety of ingredients in preparing sandwiches. Demonstrate the use of tools,
equipment, and utensils needed. Remind some tips on how to have safe food handling.

Activity 1. IDENTIFICATION
Ask the learners to identify the stated items as to sandwich and not a sandwich. Instruct
them to put a check mark on the appropriate column.

DRAFT
Items Sandwich Not a Sandwich
Hearty sandwiches 33
Finger sandwiches 33
Small, dainty sandwiches 33
Hot sandwiches 33
Clubhouse Sandwich 33

Review of Learning Outcome 2

Activity 2. TRUE OR FALSE

Tell the learners to read and analyze the following statements. Ask them to answer
TRUE if the statement is correct and FALSE if it is incorrect.
1. Finger food is food meant to be eaten directly using the hands.
2. Can opener is a pointed wood or metal rod used for trussing joints of meats.
3. Pastry brushes are a funnel-like or cone-shaped cloth or plastic bag.
4. Dry canapé bases, stored dry, keep well for several days.
5. Finished platters should be chilled before service.
6. Sandwiches can be plain or fancy.

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7. Hearty sandwich is flat or rolled.
8. A grilled sandwich is another kind of cold sandwich.
9. Green salad is also known as garden salad.
10. Leche flan is an example of appetizer.
Answer Key
1. True 4. True 7. False (Finger Sandwiches) 10. True
2. False (Skewer) 5. True 8. False (Hot Sandwich)
3. False (Pastry Bag) 6. True 9. True

Activity 3. MATCHING TYPE

Ask the learners to match suitable Column A are Column food combinations for
use as appetizers.
Column A Column B Answer Key
1. cheese and ham toast A. hot sandwiches 1. H
2. leche flan B. finger food 2. G
3. croutons C. topping 3. F
4. grilled tuna sandwich D. canapé 4. A
5. lemon rind E. hors d’ oeuvres 5. C
6. macaroni salad F. canapé base 6. I
7. cheese cubes G. dessert 7. E
8. chicken garlic bites H. garnish 8. B

DRAFT
9. fruit salad I. salad 9. I
10. melba toast J. toasted or untoasted 10. F
Activity 4. KNOW YOUR KITCHEN PROWESS
Instruct the learners to recall any sandwich that their family prepares during special
or ordinary occasion at home. Let them present the recipe in class.

Learning Outcome 3: PREPARE SALADS AND DESSERTS

Discuss principles and procedures involved in preparing salads and desserts. Be

ready with the variety of ingredients in preparing salad and desserts. Demonstrate
the use of tools, equipment, and utensils needed. Remind some tips on Safe Food
Handling.

Activity 1. SALAD MANIA

Ask learners to provide characteristics that they know about salad. Use the table
below to complete the activity.

Three Things I Know about Salad

1.
SALAD
2.
3.

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 Review of Learning Outcome 3

Activity 2. Identification
Direction: Ask learners to identify the word or phrase referred to in each statement.
Remind them to use an answer sheet to accomplish this activity.
_______________ 1. A combination of well-chosen crisp vegetables or fruits with
other ingredients served with a dressing
_______________ 2. Lunch-box sandwiches or picnic sandwiches
_______________ 3. Flat or rolled, sandwiches are ordinarily served with another
dish.
_______________ 4. Common variants are made with gelatin or whipped cream; e.g.
jello salad, pistachio salad, and ambrosia.
_______________ 5. Also known as "dinner salads".
Answer Key:
1. salad
2. hearty sandwich
3. finger sandwich

DRAFT
4. dessert salad
5. main course salad
Activity 3. KNOW YOUR KITCHEN PROWESS
Let them recall any salad that their family prepares during special or ordinary
occasion. Have them present the recipe in class.

Activity 4. KNOW YOUR KITCHEN PROWESS

Let them recall any dessert that their family prepares during especial or ordinary
occasion at home. Have them present the recipe in class.

Let’s Do it!

Activity 5. COOKING TIME

Let the students form a group with five members. Each group will prepare
variety of appetizers from the different recipes, cultural background and
condition of the patient.

Activity 6. PRESENTATION TIME

Assist the learners to create and to present appetizers attractively using
appropriate accompaniment, garnishing and serving portion.

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A. Enhancement Activities

Activity 1. ANALYSIS
Direction: Check the practices that contribute to the spread of diseases. Use your
answer sheet in accomplishing this test.
_____1. sharing hairnet and face mask for economy
_____2. washing hands before and after using the toilet
_____3. cooking fish, shellfish, and meat thoroughly
_____4. coughing and sneezing in public places without cover
_____5. patronizing eateries along sidewalks

Answer key:
1. 33
2.
3.
4. 33
5. 33

B. Developmental Activity (Answers may vary.)

1. NAME YOUR KITCHEN PARTNERS

DRAFT
This time learners will do oral response on the different tools, equipment and
utensils.

2. SIMULATION
Learners will dress and act like a real caregiver and perform what is assigned to
them. (Use score card.)

Example:
Perform the proper way of using a certain tools. Show some techniques.

C. Integration

1. CUT AND MOUNT

Ask the learners to compile pictures of the tool, equipment and utensils in preparing
appetizers. They will group the utensils according to classification and uses.

2. KEEPING SAFE AND HYGIENIC

Ask learners to answer questions regarding food handling and hygienic practices.

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 Let’s See How Much You Learned

I. Multiple Choice
Direction: Choose the letter that is best described in the statement.
1. This is the reason of a physician to order a therapeutic diet.
A) decrease calories for weight control.
B) correct nutritional status.
C) restore nutritional status.
D) all of the above
2. A “No Added Salt” (NAS) diet.
A) is a regular diet with no salt packets on tray
B) provides regularly seasoned food
C) is nutritionally adequate
D) all of the above
3. This is a diet that is sometimes called a “special diet”.
A) nutritional diet
B) therapeutic diet

DRAFT
C) slim diet
D) none of the above
4. LS means __________.
A) Less Sugar
B) Low Sugar
C) Low Sodium
D) None of the above
5. It is a book that describes the food restricted or allowed on a diet
A) medical manual
B) diet manual Answer key:
C) diet log 1. A
D) none of the above 2. A
3. B
4. C
5. B

II. Fill-in the Boxes

Direction: Put the following ailments inside the corresponding diet boxes.
1. diabetes 6. ulcer
2. hypertension 7. sever toothache
3. kidney disease 8. vomiting
4. diarrhea 9. heart ailment
5. gall stone 10. gout

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 Liquid Diet Soft Diet Low-salt Diet

Low-fat Diet Low-sugar Diet

Answer key:
Liquid Diet Soft Diet Low-Salt Diet Low-fat Diet Low-sugar Diet
diarrhea severe toothache hypertension heart ailment diabetes
vomiting kidney disease gall stone
ulcer
gout

III. Identification

DRAFT
Direction: Identify the word/words described in the following statement.
___________________1.This includes appetizer, sandwiches, salads, and dessert.
___________________2. This is the usual base for making sandwiches.
___________________3.It is a layered sandwich in which different ingredients like
patties, cheese, tomato, lettuce, and mayonnaise are used
as filling.
___________________4.These are combination of well-chosen crisp vegetables or
fruits with ingredients served with dressing.
___________________5.The common ingredients of salad are cucumber, pepper,
tomato, onion, spring onion, carrot, celery, and radish.
___________________6.This is commonly known as “entrée salads”.
___________________7. Common variants of this salad are made with gelatin or
whipped cream.
___________________8.This is the appropriate temperature for dressing containing
eggs or dairy products.
___________________9.This is done before plating to avoid wilting greens and other
ingredients.
___________________10.They are favorite sweet foods which include pudding,
custard, gelatin, cookies, pies, cake, and ice cream.
Answer key:
1. cold meals 2. bread 3. burger 4. salad 5.vegetable salad
6. main course salad 7. dessert salad 8. 41°F or 5°C
9. chill salad plates 10. desserts

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IV. True or False
Direction: Analyze the following statements. Write the word TRUE if the
statement is correct and FALSE if the statement is incorrect.
_____1. Only a Physician, Physician’s Assistant or Nurse Practitioner can order a
therapeutic diet.
_____2. A “No Concentrated Sweets” (NCS) diet includes regular food without adding
of sugar.
_____3. A diet manual should only be used by trained nursing staff.
_____4. A therapeutic diet is a meal plan that controls the intake of certain food or
nutrients as part of the treatment for a medical condition.
_____5. A regular diet has no restrictions.
Answer key

1. FALSE 2. TRUE 3.FALSE 4.TRUE 5.TRUE

DRAFT

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DRAFT

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