016 Background of the Lesson_HE Culinary Arts.pdf

8/14/2019 016 Background of the Lesson_HE Culinary Arts.pdf

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Ryan // [email protected]

FOREWORD

The school youth are the hope of the nat ion towardsdevelopment and progress. Wi th the he lp o f theeducat ional inst i tut ions, we develop chi ldren to beleaders, hone thei r ta lents and be aware of thei rcapabi l i t ies and responsibi l i t ies. We teach them wi th thehighest values to be wel l - rounded ci t izens in school , athome, and in the communi ty, imbued wi th nat ional ism. I tis indeed the pr ide of every parent i f h is/her k id/s excel inschool , be act ive and part ic ipat ive in school programs and

act iv i t ies.

The fami ly is our best shie ld. However, we are alwaysexposed to dangers brought about by ca lami t ies, foreseenand unforeseen, especial ly f i res. One can always recounton the wise say ing, A l l the th ieves in the word cannottake al l your belongings, but one good f i re could razethem to the ground in f ive (5)-minute t ime.

We see our fu ture in the young genre. There is aneed to educate and mould them to be leaders at the i ryoung age, who advocate and pract ice f i re safety andprevent ion at home, in school and in the communi ty. Thisis to prepare them to be ever v ig i lant not on lywi th f i re incidents and other emergencies butalso in prevent ing the occurrence ofdest ruct ive f i res.

Thru the JUNIOR FIRE MARSHAL

Project , the DILG-BFP wi l l be helping theeducat ional inst i tut ions develop schoolch i ldren dur ing the i r format ive s tage tobe role models in publ ic safety for boththe younger and older generat ions.


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MESSAGE

It has been said, time and again,

that "an ounce of prevention is better

than a pound of cure." It is this adage

that guides the Department of the

Interior and Local Government, through

the Bureau of Fire Protection, as it seeks

to ensure your daily safety, particularly

from fire incidents. Hence, we partnered with the Department ofEducation to bring you this Junior Fire Marshal instructional

material. Through the instructional material, you will find useful tips

and information on how to prevent the occurrence of fire and

what you should do in case of fire incidents.

Knowledge, I am sure you agree, is power especially in the

area of fire protection. We have seen how fire threatens,

consumes and destroys. Now more than ever, we must make surethat all our communities, especially the most vulnerable, are not

only aware but prepared.

Your DILG relentlessly works towards providing our

communities with basic services and programs that would ensure

public safety, including education and information materials, such

as this one. It is my hope that you will learn much from these

materials and impart what you learn to everyone around you,

especially the members of your family, relatives and friends. Letyour learnings serve as building blocks as we build a strong

community under the rule of law.

Secre ta ry , DILG


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MESSAGE

The Department of Education

has always given much importance

to fire prevention and safety tips.

We highlight this through our

partnership with the Junior Fire

Marshal project of the Departmentof Interior and Local Government. This will certainly help

develop the school children as role models for both their

peers and family in public safety.

When grade school pupils and high school students

are oriented, trained and organized in public safety, they

become our kiddie and junior fire marshals who will

promote fire prevention programs within their schools, in

their homes and within the community.

I take pride in the effort of our writers and the

enthusiasm of our friends at DILG-BFP to have come up

with a validated instructional material intended to

enhance our curriculum in fi re safety practices.

May this endeavour with the DILG-BFP bear fruitful

results and that this instructional material serves as a tool

in constituting public safety awareness in every Filipinochild.

USEC FE HIDALGOOIC, Department of Education


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MESSAGE

The Department of the

Interior and Local Government

(DILG) through the Bureau of Fire

Protection (BFP) has been

preoccupied with devising

effective ways to instil a culture of

consciousness and preparedness

in our society, especially with

regard to fire safety.

And Rizal once again proved himself right when he

said: "Ang kabataan ang pag-asa ng ating bayan."

Working hand in hand with the Department of Education

(Dep Ed) has shed light on how the youth can specifically

contribute in creating a well-informed and responsible

community that can rely on itself in meeting the dangersof fire even with the services of our firefighters being

available. Hence, the launching of Junior/ Kiddie Fire

Marshal Project and this information kit.

With this instructional material, I hope you could help

us make other people sensitive to their role in preventing

destructive fires and impart the ability to cope in the

event of such di sasters.

Undersecretary for Peace and Order


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MESSAGE

Fire safety is everyone's concern and

responsibility. Thus, aside from continuing

to enhance the basic services that we

bring to you, we feel it just as important to

come up with programs and projects that

will make room for your active

involvement.

And Junior/Kiddie Fire Marshal is just among the

breakthrough projects that we launched this year as a product of

collaboration with the Department of the Interior and Local

Government (DILG) and the Department of Education (Dep Ed),

which, as the title itself suggests, taps the youth sector as the seed

of fire safety consciousness in our society. We have come up with

this information kit to guide you on how to deal with fire situations,and, more importantly, how to make fire safety measures part of

your daily routines.

We, your partners in the government, are consistently

working not only hard but also smartly to "help" build a secured

and orderly community because we have always believed you

deserve it and you are more than willing to work just as

dedicatedly to enjoy such a community.


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PAMBUNGAD

Hindi mapapasubalian ang isang katotohanan. Mahalaga ang buhay at maligayakung may ari-ariang pinagsikapang ipundar sa maraming pagkakataon, marami ang hindimarunong magpahalaga sa buhay at ari-arian. Kaya nga masasayang ito at nawawalangparang bula. Isa sa dahilan nito ay ang SUNOG na tila halimaw na walang iginagalang,walang pinipiling oras, pook at panahon. Subalit isa ang tiyak, maaari itong IWASAN. Kungang LAHAT lang sana ay magkakaisa upang gawin ang mga karampatang hakbang upanghindi mabiktima ng APOY.

PAANO GAGAMITIN ANG MODYUL?

Ang modyul na ito ay PARA SA GURO. Naniniwala ang lahat na angpinakamabisang pangkat ng propesyunal na makapagbabahagi ng mga kaalaman,kasanayan at attitude sa mga kabataan ay kayong mga GURO. Sa inyong mga kamaynakasalalay ang katatagan ng buhay ng susunod na henerasyon. Kung ganon, ganito ninyogagamitin ang modyul na ito.

Una: Batay ito sa 2002 BEC Learning Competencies. Ang mga aralin aymay karampatang point of entry. Pagdating sa akmang kasanayan,bibigyang diin ang tungkol sa araling nakatakda.

Ikalawa: Susundin ang mga hakbang na iminumungkahi upang mabisang matalakayang paksa.

Ikatlo: Ipinapaalala sa mga guro na hindi hihikayatin ang mga bata na makibahagi satuwirang pagsugpo ng apoy at pagliligtas ng buhay. Sa halip, linangin angmungkahing batayang kaisipan at mga paraang pangkaligtasan.

Ikaapat: Magbigay ng karampatang takdang gawain upang MAISABUHAY ang mganatutuhan sa aralin.

TUNGKOL SAAN ANG MODYUL NA ITO?

Taon-taon, sa ating bansa ay may malaking pinsalang dulot sa buhay at ari-arian angSUNOG. Itinuturing itong isang KALAMIDAD. Sa loob ng anim (6) na taon, buhat noong1999 2004, may 1,548 tao ang namatay at 25 bilyong piso ang ari-ariang nawala.

Dahil dito, dapat na magkaroon ng mataas na level ng awareness ang ating mgamag-aaral sa sekundarya, kaya nga ang modyul na ito ay tatalakay tungkol sa:

a. Pangangalaga, pagpapahalaga sa buhay ng tao.b. Pangangalaga, pagpapahalaga sa ari-arian.

c. Ang SUNOG bilang sanhi ng kapinsalaan sa buhay at ari-arian.

ANO ANG AASAHAN SA MODYUL NA ITO?

Pagkatapos ng mga aralin ang mga mag-aaral ay inaasahang:

Makapagpapahalaga sa buhay at ari-arian

Makapagmumungkahi kung paano mapapangalagaan at mapahahalagahanang buhay at ari-arian

Makapapangako na makipagtutulungan upang maiwasan ang sunog

Makapagbabahagi ng mga karanasang may kaugnayan sa sunog


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Background of the Lesson:

This lesson will give an opportunity to explore the benefits one could derivefrom using fire, as well as the precautionary measures at home at all times. As yougo along with the lesson, you will slowly unfold the appropriate processes on how to

behave and change your unsafe practices.

Objectives:

At the end of the session, the participants shall have:

discussed the uses of fire at home;explained the common fire hazards at home;developed understanding on how to use fire more safely;exhibited positive attitudes towards a more fire-safety conscious behaviors; and

developed fire-safety mechanisms/strategies to be observed at all times.

TOPIC: Fire And How To Be Safe From Its Use

Materials: Visuals aids, Meta Strips, Pentel Pen (Colored)Transparencies and markers, masking tape

Entry Point:LCs 3.6 H.E. I ; 2.1 and 2.2 H.E. II; 3.5 H.E. III (Culinary Arts)

I. Activity

Priming

Call some volunteers to role-play a scenario where a family is having abarbeque party when suddenly a power interruption occurs.

Guide questions:

1. What do you think is the immediate reaction of any member of the family?2. How would the family give a remedy to the sudden darkness?

3. If you were one of the family members, which best action would you do?

Activity Proper:

1. Divide the participants/learners into three (3), where each shall beassigned to brainstorm on the topics/tasks written on meta strips. (Mannerof selection shall be by drawing of lots.)

2. Have each group select a leader and a rapporteur who shall be assignedto report the groups output.

3. Have the group work/brainstorm/and plan an activity where they think bestin explaining or answering the assigned topic e.g.


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a) uses of fire and the common hazards one would experience if notproperly used;

b) positive attitudes towards fire-safety conscious behaviors; andc) safety mechanisms or strategies to a fire-safety living.

4. Remind each group to think of an appropriate presentation that wouldanswer the assigned task. Give the participants twenty minutes.

5. Have them agree on the presentation. Encourage the otherparticipants/learners to take down significant insights being highlighted ineach of the presentations.

6. When the groups are done with the presentation, thank or congratulatethem for their cooperation and enthusiasm to learn and share.

2. Analysis

Guide questions:

1. How did you find the activity?2. Did it give you an opportunity to explore all the significant insights that

addressed the assigned topic/task?3. If you were assigned to the other group, would you have similar insights?

Why?4. What other inputs can you contribute which you think the other groups

have missed?

3. Abstraction

1. Conduct a lecturette on the following topics to reinforce learning andacquisition of desirable behaviors. Be able to post or display the helpfulvisual aids on:

a) the uses of fire at home such as firewood, LPG, and other fuels for

cooking,b) fire-safety measures in any part of the house

2. Clarify doubts/disagreements on any of the outputs to come with acommon understanding of the concepts being developed or inculcated.

4. Application

1. Have the participants work in the same group. This time, ask them tobrainstorm on the probable causes of fire that may occur from the

following parts of the house:


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bedroom and kitchen = Group 1living room and/or family room = Group 2garage/basement/utility or store room = Group 3

2. Ask them to report a plan of action on how to avoid or eliminate the

probable causes of fire in any parts of the house. How would theyreplicate the same attitudes at stations/workplace, or some other places?

3. Have a volunteer from each group to report the outcome of their activity

Validate whether the other groups members are amenable with theinsights being shared.

4. Allot some time for the participants reflect on the essence of thediscussion/activity on their lives as:

a. family memberb. parentc. resident of the community

Closure:

1. End the session by flashing/posting the famous adage on An Ounce OfPrevention Is Better Than A Pound Of Cure

2. Thank them for their participation

ATTACHMENTS

Note: for visual Aids

1. Cook = shall be clear of inflammable objects such as: Wires Clothes Oven gloves Pot holders

Curtains

2. Matches and lighters = Fire used to light a cigarette. Remember, a cigaretteburns up to 700C, so really have to make sure when you put it out, if it is night out.


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If you choose to smoke, remember a few key things:

1. never smoke in bed2. always use a proper ashtray and make sure it can be knocked over3. never leave a lit cigarette around4. take special care when you are tired or when youve been drinking5. keep matches and lighters away from children.

LESSON PLAN 3:

How is Fire Used in Your Home? ActivityHome Fire Hazard Hunt Activity

Key terms and concepts

Hazard Candle LPG (liquefied petroleum gas) Wood-burning fireplace Wood stove Charcoal grill Gas grill Incense Oil furnace

Gas furnace

Purpose

To help the students evaluate how their families use fire and how safe their homesare from fire hazards.

Objectives

The students will

consider ways their families use fire at home


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develop a list of questions to ask family members concerning their use offire

create a list of generalizations about fire use in their homes evaluate the safety of fire in their homes design and implement a Fire Safety Checklist for their homes

Linking Across the Curriculum

Social Studies

Title: How is fire used in Your Home? Activity(set up: 5 minutes; conduct 25 minutes)

1. Ask the students how fire is used in their homes:

Does your family have a fireplace or a wood stove?

Does your family have a gas, LPG, or heating oil furnace?

Does your family light candles at special occasions or burn incense?

Does your family grill outside?

2. Instruct the students to come up with a list of questions concerning fire use athome for example: Why do family members use fire the way they do? How do we use candles in our home? Why did/didnt we purchase a home with a fireplace or wood stove? Why do/dont we grill outside?

3. Have the students take their interview questions at home and elicit answers fromtheir family members.

4. Have the students evaluated these answers to identify and plan ways to improvesafety at home. Questions for evaluation might include What are the fire hazards in your home? What are some of the things family members can do to be safer? What information does your family members of your family to behave more

safely? How will you encourage members of your family to behave safely and change

their unsafe behaviors?

Wrap-up

Have the students create a list of generalizations about the use of candles and fires in their

homes. Do they consider the use safe? make a list of ways to keep candle and fire use safe, and share the list will

all family members.

Title: Home fire Hazard Hunt - Activity(set up: 5 minutes; conduct 25 minutes)


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1. Discuss with the students: Are any areas in your house safer from fire than others? What makes them safer?

What can you do to improve fire safety in your home?

2. Divide the class into four, five, or more small groups. Assign each group a homeroom bedroom, kitchen, living room, garage/basement/utility or storage room,family room, etc. Have each group brainstorm a list of hazards that could befound in its assigned room.

3. Have each group share its list with the class and discuss ways t o eliminate thehazards from every room.

4. Have the students take notes on each groups list of hazards, making sure thateach student has a copy of his or her own groups list

Home Connection

Have the students take home their lists of fire hazards to discuss with theirfamilies.

Wrap-up

Have the students discuss the effectiveness of their lists in finding and

eliminating fire hazards throughout their homes. How could these lists be moreuseful? What changes or additions would they make?

Linking Across the Curriculum

Social Studies (Civics)

Have students publish Fire Safety Checklists for the school and/orcommunity. Working in small groups, students should consider creating posters,brochures, or web pages

Teaching Note: You may wish to share information from Background for theTeacher and fire Safety Checklists with the students, or students couldgo online to search for fire hazards to use in creating their lists.

Teaching Note: Depending on where your students live, you may want to considertailoring some of the group assignments to apartments to apartmentbuildings, mobile home, etc.


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JUNIOR FIRE MARSHAL MARCH

I Kamiy kabataang marangal;

Tawag sa miy Jr. Fire Marshal;Hangad naming ay kaligtasan,Kaunlaran ng bansang minamahal.

II Bata pa man kami kung ituring;Paglilingkod naman ay pangunahin,Sa bayan at sa Diyos ihahain

Kaalamanang pangkaligtasan ay gagawin.

III Halina kabataang may lakas,May talino, sigasig at sipag;Kaligtasan sa sunog nasa ting palad;Walang hadlang bayang itoy uunlad.

Chorus:IV Handa kami, handa kami..

Para sa kabutihan ng marami;Kaayusan at lahat ng ikabubuti;Ng pamayanang ating kinakandili.

V Hurray! Hurray! Jr. Fire Marshal,Sa gabay ng DILG-BFP tayoy magsanay;

Magandang buhay sa tiy naghihintay,Kung ligtas sa sunog ang buhay atari-arian.

(Repeat Chorus)

Titik ni: Ka Azon L. EchanoBSE-DepEd 8/13/04


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BFP VISION

A modern, efficient and responsive national fire protection agency

working towards a public safety conscious society.

BFP MISSION

To protect lives and properties through the prevention and suppressionof destructive fires; investigation of their causes; and the provision ofemergency medical and rescue services with the active support of thepublic.

LEGAL MANDATE

The Bureau of Fire Protection was created by virtue of RA 6975 primarilyto perform the following functions:

1. Be responsible for the prevention and suppression of all destructivefires on:

Buildings, houses and other structures;Forest;

Land transportation vehicles and equipment;Ships or vessels docked at piers or wharves anchored in major seaports;Petroleum industry installations;Plane crashes; andothers similar incidents.

2. Be responsible for the enforcement of the Fire Code of thePhilippines (P. D. 1185) and other related laws;

3. Shall have the power to investigate all causes of fires and ifnecessary, file the proper complaint with the city or provincial prosecutorwho has jurisdiction over the case;

4. In time of national emergency, all elements of the BFP shall upondirection of the President, assist the AFP in meeting the nationalemergency; and

5. Shall establish at least one (1) fire station with adequatepersonnel, fire fighting facilities and equipment in every provincial


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capital, city and municipality subject to standard rules and regulations asmay be promulgated by the DILG .

REPUBLIC ACT NR 8551

Philippine National Police Reform and Reorganization Act of 1998

In times of national emergency, the Bureau of Fire Protection(BFP) and the Bureau of Jail Management and Penology (BJMP) alongwith the Philippine National Police (PNP) shall, upon the direction of thePresident, assist the Armed Forces of the Philippines (AFP) in meetingthe national emergency, in addition to the performance of their inherentfunctions as mandated by law.


Department of the Interior and Local Government (DILG) Act of 1990

The tasks of fire protection and jail management and penologyshall be the responsibility of the Bureau of Fire Protection (BFP) and theBureau of Jail Management and Penology (BJMP), respectively.


Rules and Regulations Implementing the Bureau of Fire Protection(BFP) and Bureau of Jail Management and Penology (BJMP)Professionalization Act of 2004

As members of the uniformed service of the government underthe Department of the Interior and Local Government (DILG), the Bureauof Fire Protection (BFP) and the Bureau of Jail Management andPenology (BJMP) as line bureaus are required the same amount of

service and dedication as that of their counterparts in the AFP and PNPto carry out their respective duties to the extent of risking their lives andlimbs in meeting national emergencies, in addition to the performance oftheir inherent functions as mandated by law.

The BFP and BJMP personnel shall be professionalized andrestructured by upgrading their level of qualifications and standardizingthe base pay, retirement and other benefits of uniformed personnel,making them at par with those of the PNP and the AFP.


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SCHOOL FIRE SAFETY CHECKLIST

JUNIOR FIRE MARSHAL II FIRE SAFETY CHECKLIST

This checklist is provided by the Bureau of Fire Protection as a template which provides a basic framework for the daof the Day. This should not be regarded as exhaustive because a fire safety auditor or a firefighter from the local fire s

Fire Marshal in conducting the safety inspection. The JFM shall act as fire safety steward.

The following model of points to be looked at has been formulated, which covers most fire safety items. The JFMhazards which are presented by specific school activities.

ITEMS TO BE CHECKED YES

A. FIRE EXTINGUISHERS

1. Are all fire extinguishers in position?

2. Are pins and seals provided?

3. Are all fire extinguishers ready for use?

4. Are clear procedures in place for the use of these extinguishers?

5. Is there a fire extinguisher in each building/room?

6. Has the fire service/bureau visited your school to check/test the fire extinguishers?

B. MEANS OF EGRESS

1. Are all means of escape (primary and secondary) unobstructed?

2. Are all means of escape clearly marked and indicated?

3. Do the door devices on all means of escape operate properly?

4. Are all external routes clear and accessible?

5. Has the fire department visited your school to check the means of egress?

C. FIRE ACTION NOTICES

1. Are sufficient up-to-date fire action notices prominently displayed throughout theschool?


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2. Are these notices legible?

3. Has the junior fire marshal identified a meeting place outside the classroom wherethe students can assemble in the event of an emergency in the school?

D. FIRE WARNING SYSTEM

1. Are all operating points (i.e break glass units) of the fire warning systemunobstructed?

2. Are all operating points ready for use?

E. ELECTRICAL

1. Are all electrical supply points operating within safe limits (i.e. none are overloaded)?

2. Are all cables protected?

3. Are all cables, plugs, etc, damage free?

F. EMERGENCY HOTLINES

1. Has the number of the local fire station been clearly posted on or near the phone?

2. Has the national emergency hotline 117 been conspicuously posted around theschool premises?

3. Does your classmates know when and how to report an emergency?

G. HAZARD CONTROL

1. Are appropriate No-Smoking signs available as required?

2. Are correct/suitable process control in place?

3. Are flammables being correctly used and stored within the school?

4. Are ignition sources being correctly used within the school?

5. Are trash dumpsters stored more than five feet away from combustible walls,openings or materials?

H. CONDUCT OF ORIENTATION ON FIRE SAFETY PRACTICES

1. Has orientation/seminars on fire safety practices been regularly conducted by the firebureau/service?


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Once the inspection is completed, those items which have attracted a No response, will normally require remedial away should be notified to the appropriate office, e.g. Local Fire Station, School Administrator or Principal, for appropria

Copies of the inspection form and requests for request for remedial action should be retained on file.

Reported by: Noted by:

___________________________ ________________________________(JFM of the Day) (Teacher/Adviser)

Fire Safety Inspection Officer, BFP

_____________________________

Remarks:


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K/JFM PPROJECT COMMITTEE MEMBERS

ChairmanUSEC MARIUS P CORPUS

Co-ChairmanF/DIR ROGELIO F ASIGNADO

OPRSSUPT ENRIQUE C LINSANGAN

MembersSSUPT JACINTO C DICQUIATCO

SUPT HERBERT B CEZARSUPT ALOVEEL B FERRERSUPT BOBBY B BARUELO

CINSP OSCAR P VILLEGASSINSP VICTORIA A DOMINGO

Technical Staff/Support GroupINSP JEANNETTE SANTOS

FO3 Neil Adam MongcalFO1 Estrella Luz M Lantion

FO1 Ryan D AsuncionFO1 Joan Sj MagbuhosFO1 Violeta F Ramirez

Documents

016 Background of the Lesson_HE Culinary Arts.pdf