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Lesson PLAN FOR DEMO - ANHS
General Education (University of the Philippines Diliman)
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Republic of the Philippines
Department of Education
Region IV-A
SCHOOLS DIVISION OFFICE OF ANTIPOLO
ANTIPOLO NATIONAL HIGH SCHOOL
DEMONSTRATION TEACHING
TECHNOLOGY AND LIVELIHOOD EDUCATION
DETAILED LESSON PLAN IN
FOOD AND BEVERAGE PROCESSING
School Antipolo National High School Grade Level Grade 9
Teacher Sheryl B. Tolentino Content Different Types of Fruit Juices
Teaching Date Quarter 4th
Teaching Time Learning Face-to-Face
Modality
I. OBJECTIVES
A. Content Standards
Demonstrate an understanding of the concepts and principles in Food Processing.
B. Performance Standards
The learners’ demonstrate fruit juice processing by using simple kitchen methods to
create fruit juices.
C. Learning Competencies processing of fruit juices
Ensure fruit juice processing including pressing, extraction, or mashing and pulping,
complies with Occupational Health and Safety Standards.
D. At the end of the lesson the students are expected to:
a. Differentiate the various types of fruit juices
b. Use simple kitchen methods to make fruit juices, like pressing, extraction, or
mashing and pulping, all without any equipment
c. Create fresh and delicious juices from their favorite fruits at home using simple
kitchen methods
II. CONTENT
Topic: Types of Fruit Juices
Sub-Topic: Methods for Juice Processing:
pressing
extraction / mashing
pulping
III. LEARNING MATERIALS
A. References:
Teacher’s Guide: MATATAG K TO 10 CURRICULUM OF THE K TO 12
PROGRAM page 131
http://tinyurl.com/MATATAGFullCGsK-10
Additonal references:
https://www.fda.gov.ph/wp-content/uploads/2024/02/PNS-BFAD-12-2007_-
RCP-Citrus-Beverages.pdf
https://www.youtube.com/watch?v=zNeQLjdLljQ
B. Instructional Materials:
a. Visual materials: PowerPoint presentation, Visual aids, Printed pictures
b. Equipment: Laptop, Bluetooth speaker
c. Kitchen tools/utensils: Strainer, Wooden spoon, Mixing bowls, Glassware
d. Raw materials: Fruits, Sugar
C. Values Integration: They can enjoy making delicious and healthy fruit juices right at
home.
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IV. LEARNING PROCEDURES
Teachers Activity Students Activity
A. Daily Routine / Opening Activities
1. Greetings / Prayer
“Good morning, class!” “Good morning Teacher Sheryl!”
“How’s everybody?” “We’re good Teacher!”
“Class, let us stand for our opening prayer. -The assigned pupil will go in front of
(name of the pupil), kindly lead the prayer the the class and will lead the prayer.
for today.”
“Thank you, (name of the pupil).”
2. Greetings
“Again, good morning class!” “Good morning Teacher Sheryl!”
3. Cleanliness and orderliness
“Please arrange your chair in a U-Shape or
a horshoe formation and pickup any pieces
of paper under your chair. “Yes, Teacher Sheryl!”
Done?”
“You may now take your sit.”
4. Checking of Attendance
“May I know who is absent today?” “None teacher.”
“Good to hear!”
5. Checking of Assigment if any
“Do we have an assignment class?” “None teacher.”
“Thank you, class.”
6. Energizer
Interdisciplinary Approach, PE/Music
“Since we don’t have an assignment, let us
all stand and give our body a quick “Yehey!”
exercise. Please standup.”
“Class, are you all ready?” “Yes, Teacher!”
-The teacher will post the steps on the
board and allow the learners to follow
along with the song “I have Two Hands”.
-https://youtu.be/f5ou7sjSwRI
(Acknowledgement to Sir Ariel Grijaldo Jr, a
DepEd teacher.)
(1 minute & 42 seconds)
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“Did you all copy the steps?”
-The learners will surely enjoy this energizer.
“Happy class?”
“Good to hear! Please sit down.” “Yes, teacher She!”
7. Review of the past lesson / Presenting
new lesson
Constructivism Approach “Yes, teacher She!”
-The teacher will review the previous lesson by
asking the students the following questions:
a. “What topic did we discuss last time?”
B. Motivation
Intergrative Approach
Subject: English Topic: Compound words
Subject: Literacy Topic: Letter Sound/ phonological
awareness
Reference: New Dynamic Series in English p. 314
Note: As part of the teacher’s motivation, she
prepares prizes and chips for each learner who will
participate in the class discussion.
“Class, are you all ready for our next lesson?”
“Glad to hear!”
“But before that, I have here a chip that I will give to
each of you if you actively participate in our
discussion. At the end of the class, all you have to do “Yes, teacher She!”
is count the number of chips you earned. Those who
got more chips will give you a card with the word
"Congratulations," and it shows that you won the
best prize for today.
“Before we officially open our next topic, let us play
a game entitled “Guess the word”.” You’ll have 5
seconds to guess each word through the pictures
given which represent the same/similar unit sound of
the targeted word. Please take note that we need to -The students are happy and laughing.
give the names of the pictures given to decode the
compound words hidden.”
-The teacher will give one example.
“Are the instructions clear?” Are you all ready?
-The teacher will play a video presentation for this
activity. (Below are the slides…) “Yes, teacher, She!”
“We’re ready!”
-The learner will give the name of each
picture.
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Ex. water plus melon =
watermelon . . .
Learner 1: “Watermelon, teacher!”
Learner 2: “Eggplant, teacher!”
Learner 3: “Pineaaple, teacher!”
Learner 4: “Strawberries, teacher!”
Learner 5: “Lemon, teacher!”
Learner 6: “Mango, teacher!”
Learner 7: “Banana, teacher!”
Learner 8: “Melon, teacher!”
“Well done, class! How many scores did you get? Learner 9: “Grapes, teacher!”
“The highest score will be given a prize! Learner 10: “Dragon fruit, teacher!”
Note: In delivering the lesson, the teacher will
implement the “Morrison Approach” a, teaching
model created by Henry Clay Morrison.
C. Lesson Presentation
Exploration - The teacher, through questions
and tests, discovers the strengths and
weaknesses the learners have/prior
knowledge and experiences.
-Discussing new concepts and practicing new
skill no. 1 – Object recognition/ attention to details
“Now, let’s play “Insta What”. “Identify what kind of
fruit is present in each photo.”
-The teacher will present printed examples of fruit
juices in can (blur photo) and let the learners identify Learner 1: “Apple, teacher!”
what fruit is present in each photo. Learner 2: “Grapes, teacher!”
Learner 3: “Kiwi, teacher!”
Learner 4: “Mango, teacher!”
Learner 5: “Melon, teacher!”
Learner 6: “Pineapple, teacher!”
-The teacher will call all the students who are raising Learner 7: “Watermelon, teacher!”
their hands and accept all the answers.
“Can someone give what the topic is for today?
Based on the two activites that we did.” Learner: “The topic for today is all
about Fruits.”
“Very good, give her/him three claps. Another
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answer.” Learner: “Teacher the topic for today
is all abou fruit juices.”
“Very good, give him/her five claps. Yes, our topic for
today is fruit juices or types of fruit juices.”
“All the answers are correct, very good class!”
“Now, as we move forward in our discussion, let me
ask some questions.”
“Now here are my questions . . . (Flashing on the
screen).”
1. What comes to mind when
you hear the word fruit
juices? -The students will be able to
2. What fruits are commonly answer
used to make juice at and give examples of fruit
home? juices
3. Do you use a juicer like that they already have.
blender or not?
-The teacher will ask follow-up question.
“Give examples of fruit that you made at home”
“Very good class, all the answers are correct.”
D. Lesson Discussion
Presentation - The essential features of the
unit
are presented and emphasized. The teachers
may make use of different instructional
materials.
-The learners were actively
Direct Approach/Vocabulary Development/ participating in the discussion.
-Definining the word “Fruit Juice/s”. The teacher will
let the learners define fruit juices according to the Learner 1:
presented examples before reading the definition on Learner 2:
the slide.
“Before we proceed on defining the word fruit juice,
let’s have a short vocabulary development. Please
read the following words that we need to learn first
as we continue our discussion.”
Learner 1: “Making juices with
different kinds of fruits”
Learner 2: “Nutritional drinks,
teacher.”
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“Based on your own definition, what is fruit juice/s?”
Learner: “Fruit juice is a drink made
from the liquid of a fruit, either by
“Very good, another?” squeezing or crushing it. It can be
made from fresh or preserved fruit.”
“Thank you, all the answers are correct. Now please
read the given definition on the slide.”
Learner/s: “1. Clear juices, 2. Citrus
juices, 3. Tropical juices, 4. Fruit
“Thank you, (student’s name). I’ll be introducing the nectars, and 5. Fruit punches and
various/different types of fruit juices.” juice.”
“What are the types of fruit juices? Please read.”
“Now, let us define each type. Please read the
following.”
-Each student will raise their hand to
-The learners will read each slide to define the types read each slide.
of fruit juices.
“Thank you, class for reading the definition of each
type.” “None, teacher She!”
-Teacher may present another example of each type
of fruit juices and other information related with the “Yes, teacher She!”
lesson.
“Is there any question or clarification about the topic
class.?”
“Glad to hear. Are you all ready with our next
activity?"
-Discussing new concepts and practicing
new skill no. 2 – problem-solving, visual
perception, fine motor skills
Intergrative Approach
Subject: Science Topic: Flowering/Non-Flowering Plants,
Climates
Reference: Science and the New World p. 83
Subject: Math Topic: Counting numbers
-The class will be divided into 3 groups. Each group
will be given pieces of the puzzle and let them solve.
Each puzzle has corresponding numbers (skip
counting). The learners need to solve the puzzle
according to the numbers written at the back (skip
counting) and identify what type of fruit juice they
belong to.
“None, teacher She!”
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“Class here are the directions for this activity. You
need to solve the puzzle and identify what type of
fruit juice they belong to. Make a short jingle when
your group is done and place your output on the
board. You will be given 5 minutes to finish the
activity. Are the directions clear?
“None, teacher She!”
“Is there any question?”
-Discussing new concepts and practicing
new skill no. 3 - HOTS
Assimilation - The child learns what has -Learner/s will raise their hand to
been presented by the teacher, absorbs it, answer the question.
and makes it part of himself.
“Is the topic clear? Are there any questions?
“If none, I will be the one who will ask you a
question.”
“Do you think there is a difference between fruit
juice, fruit nectar, and fruit juice drink? All of your
answers are correct. There are no wrong answers as
long as you share your lessons learned.”
Organization - Cooperative outlining is being
worked
out here by the students where they place these
on the
board. They criticize, and adopt a final form.
Collaborative and Interdisciplinary Approach /
Develop Mastery
Intergrative Approach
Subject: Science Topic: Sensory exploration Learner no. 1: “That’s a lemon,
teacher and it belongs to citrus
-Discussing new concepts and practicing juices!”
new Learner no. 2: “Pineapple, teacher and
skill no. 3 - Sensory exploration / Food it belongs to tropical juices.”
preservation(sugaring) Learner no. 3: “Apple, teacher and it
belongs to clear juices.”
-Let students touch, smell, and look at different fruits Learner no. 4: “Mango, teacher and it
before juicing to engage multiple senses. belongs to tropical juices.”
…
-The teacher will present real-life examples of fruits. Learner 1: “Wooden spoon, teacher”
And let the learners identify which type they belong
to. Learner 2: “Mixing bowl, teacher”
“Class could you please identify the types of fruit Learner 3: “Glassware, teacher”
that we have? And give which type of fruit juice they
belong to. And please describe each fruit in terms of Learner 4: “Sugar and fruits, teacher”
texture, smell, and appearance.
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“Before proceeding with our next activity, let’s
identify the kitchen tool and raw materials we will
use.”
“These are the tools that we can use to create your
very own fruit juices using simple kitchen methods
like pressing, extraction, or mashing, and -Each student will raise their hand and
squeezing.” read some safety tips in making fruit
juices.
-The teacher will present a short video presentation
on how to make juices in some of our favorite fruits
at home.
-The students will create their own
-The teacher will demonstrate on how pressing, juices
extraction, or mashing fruit juices are made. And
what food preservation we will demonstrate in this
activity.
“I’m glad to see that each of you is knowledgeable
about these essential kitchen tools and methods. I’d
like to invite anyone in the class to share their
insights or personal experiences regarding the safety
precautions we should take when preparing fruit
juices.”
-The teacher will let the learners read some safety
tips in making fruit juices before and after.
E. Practice Task
Recitation - This is the reverse of the
presentation where students perform and
teachers facilitate.
Intergrative Approach
Subject: Math Topic: Measuring ingredients
“Now that we’ve done discussing about the
important details—from the different types of fruit -The learners will be able answer the
juices to the kitchen tools we’ll use—and covered the following questions correctly and
safety tips for making them, we’re all set to create based on their perspectives.
your own delicious fruit juices!”
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“You will be evaluated based on the following
criteria.”
Rubric in Preparing Fruit Juice
Cooperation 10%
Safety 20%
Proper Hygiene 20%
Fruit Juice 25%
Presentation
Final Product 25%
Total 100%
-The teacher will conduct a peer evaluation.
F. Finding practical application of concepts “Yes, teacher She!”
and skills in daily living
Reflective Approach “The types are clear, citrus, and
tropical juices.”
-The teacher will ask the following questions.
1. How can you relate our lesson in everyday -The learners will explain each type
life? and method based on their lesson
2. Are you going to use those simple methods learned.
in making fruit juices at home? Why?
3. Discuss the importance of consuming fruit
juices for our bodies.
G. Making generalization and about the
lesson
Value-Inculcation Approach
“Class, get ½ sheets of paper and read the direction
given.”
-Direction: Make a short essay about the benefits of
creating fresh and delicious fruit juices from your
favorite fruits at home. And how will you share this
lesson with others to promote healthy habits.
“Are you done class? If yes, let’s wrap up our lesson
for today by answering the following questions.”
1. What are the types of fruit juices?
2. Explain each type of fruit juices.
3. Describe each simple kitchen methods in
preparing fruit juices.
V. EVALUATION / ASSESSMENT
TEST I
Direction: Identify each item whether it is clear juices, citrus juices, or tropical
juices. Write your answer on the line provided before the number.
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_____________1. _____________2. _____________3.
_____________4. _____________5.
TEST II
Direction: Identify each item what fruit juice method is being used. Write pressing,
extraction, mashing or pulping.
_____________6. _____________7.
_____________8. _____________9. _____________10.
Key to correction
1. Clear juices 6. Pressing/Squeezing
2. Clear juices 7. Extraction
3. Citrus juices 8. Pulping
4. Citrus juices 9. Pressing
5. Tropical Juices 10. Mashing/Crashing
VI. REMAKS (Optional)
Put here if you are going to reteach the lesson due to time constraint or
disruption/suspension of classess.
VII. TEACHER’S REFLECTION
A. No. of learners who earned 80% in evaluation
B. No. of learners who require additional activities for remediation who earned below 80%
C. Did the remedial lessons work? No. of learners who have caught up of the lessons
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D. Which of my teaching strategies work well? Why did these work?
Prepared by: Checked by:
Sheryl B. Tolentino ________________________
Teacher 1 Applicant
