HE Home Mgt Business I

8/2/2019 HE Home Mgt Business I

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2010 SECONDARY EDUCATION CURRICULUMCareer Pathways Technology and Livelihood Education

TEACHING GUIDE

1

Home Economics - Home Management Business I

General Standard: The learner demonstrates understanding of PersonalEntrepreneurial Competencies (PECs), the environment andmarket, and the process/production and delivery in providingquality housekeeping and waste management operations/servicesand products.


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Quarter 1: Basic Housekeeping Topic: Personal EntrepreneurialCompetencies (PECs)

Time Frame: 2 days

Stage 1Content Standard:The learner demonstrates understanding of Personal

Entrepreneurial Competencies (PECs) such as characteristics,attributes, lifestyles, skills, traits, etc. in basic housekeeping.

Analysis and interpretation of PECs by achievement, planningand power clusters.

Performance Standard:The learner prepares, based on PECs, a plan of action that

addresses his/her areas of development and areas of strength inbasic housekeeping business.

Essential Understanding(s):Successful entrepreneurs like those engaged in housekeepingservices continuously develop and improve their PECs.

Essential Question(s):How does one ensure success in a chosen entrepreneurial careerlike housekeeping services?

Learners will know: Personal competencies

- Characteristics- Attributes- Lifestyles- Skills- Traits

Cluster of PECs- Achievement- Planning- Power

Learners will be able to: Analyze the competencies of PECs Interpret the clusters of PECs such as achievement,

planning and power Prepare a plan of action Improve areas of strength

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Stage 2

Product or Performance Task:

Plan of action, based on PECs,addressing ones areas of developmentand areas of strength.

Evidence at the level of understanding

Learners should be able to demonstrateunderstanding by covering the six (6)facets of understanding:

Explanation: Describe their PECsfocusing on strengths and developmentareas.Criteria:

a. Clearb. Comprehensivec. Concise

Interpretation: Compare their PECs with

those of a successful practitioner.Criteria:a. Objectiveb. Focusedc. Conclusive

Application: Apply their PECs inpursuing a chosen entrepreneurialactivity.Criteria:

a. Appropriate

b. Effectivec. Practical

Perspective: Express their thoughts onthe importance of PECs from theviewpoint of a seasoned entrepreneur.Criteria:

a. Validb. Relevant

Evidence at the level of performance

Assessment of the plan of action basedon the following criteria:

1. Comprehensiveness2. Appropriateness of strategies in terms

of addressing personal areas ofdevelopment and improving onesareas of strength

3. Doability

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c. Plausibled. Sensitive

Empathy: Express the feelings of anentrepreneur who finds difficulty in coping

with the PECs of a chosen career.

Criteria:a. Open-mindedb. Objectivec. Sensitive

Self-knowledge: Assess, based on theresults of PECs, their level of confidenceas a prospective entrepreneur inhousekeeping.Criteria:

a. Reflectiveb. Insightfulc. Objective

Stage 3

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Teaching/ - Learning Sequence:

1. EXPLORE

Ask learners to name people in the community who are successful in indoor housekeeping business.

Why are they successful?

Do you wish to be like them?

Explain to learners the importance of assessing their PECs

Guide learners in assessing their PECs on the following:

Character

Attribute

Lifestyle

Skills

Traits(Note: Refer to Appendix A for a copy of the PECs. This could be reproduced according to the number of learners in class)

Assist learners in analyzing and interpreting the results of the assessment of their PECs.Refer to Appendix B on how to interpret the results of PECs.

Ask EQ to draw out the initial understanding of learners about how entrepreneurs succeedin their chosen career. Teacher may distribute meta cards for students to write their answers. These may be posted on the

wall and revisited during the FIRMING UP.

2. FIRM UP

In order to firm up their understanding, learners may be asked to work individually or in groups in collectinginformation about how entrepreneurs engaged in indoor housekeeping succeed. Some suggested activities: interview withsuccessful entrepreneurs in basic housekeeping, inviting successful entrepreneurs as resource persons in class, videodocumentaries of successful entrepreneurs, web searching, etc.

Have learners analyze (in the form of a chart, Venn Diagram or Comparison Alley, etc.) the similarities and

differences among successful entrepreneurs engaged in basic housekeeping, using the following aspects: characteristics,traits, attributes, lifestyles, skills

Have learners reflect/ rethink their understanding of how entrepreneurs such as those engaged in indoorhousekeeping succeed in their chosen field. Refer students to their answers posted on the wall.

Process learners learning and check it against EU.

Check learners understanding against the content standard.

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3. DEEPEN

Have learners align their PECs with those of a successful entrepreneur of their choice.

Have learners reflect on their development areas as well as their areas of strength. Ask what they plan to do with them.

Ask learners to express the EU.

Assess learners at the level of understanding. (Refer to the assessment in Stage 2 using the 6 EUs)

4. TRANSFER

Have learners prepare a plan of action that addresses their areas of development and strength based on their PECs.

Assess learners plan of action based on the criteria provided in Stage 2 (Assessment at the Level of Performance).

Resources/Materials/Equipment Needed

Textbooks/KAB Modules

Scripts

Graphic organizers

Charts/Pictures/Video/Multimedia

Questionnaires/Checklists/Handouts/Survey Forms, etc.

Profile of entrepreneurs

Quarter 1: Basic Housekeeping Topic: Environment and Market Time Frame: 6 days

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Stage 1

Content Standard:The learner demonstrates understanding of the environmentand market for housekeeping services as an entrepreneurialcareer.

Key Ideas

- Consumer needs and wants- Existing industry related to housekeeping- Products/services that satisfy the needs and

wants of target consumers Key Processes

- SWOT analysis- Formulation of business ideas- Opportunity seeking and seizing

Performance Standard:The learner formulates a business idea based on the analysis ofthe immediate environment and market for basic housekeeping.

Essential Understanding(s):The needs and wants of the target market and industry help

determine the product to be produced and/or service to beoffered.

Ones choice of entrepreneurial activity is influenced by theneeds and wants of the consumers.

Seeking and responding effectively to a business opportunityare the bases for starting and maintaining a successfulbusiness venture.

Essential Question(s):How does one determine the needs and wants of the target

market and industry in an immediate community?

How does one select an entrepreneurial activity to be pursued?

How can one respond effectively to a business opportunity?

Learners will know: Consumer needs and wants

Existing industry related to embroidery Products/services that satisfy the needs and wants of

target consumers SWOT analysis Formulation of business idea Opportunity seeking and seizing

Learners will be able to: Prepare SWOT analysis

Formulate an action plan on business opportunity Formulate a business idea from data analysis

Stage 2

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Product or Performance Task:Formulation of a business idea based onthe analysis of the immediate environmentand market.

Evidence at the level of understandingLearners should be able to demonstrateunderstanding by covering the six (6)facets of understanding:

Explanation: Explain the importance of

the immediate environment and market inidentifying business opportunities inindoor housekeeping.Criteria:

a. Clearb. Comprehensivec. Concised. Coherent

Interpretation: Interpret the datagathered from the immediate environmentand market in identifying businessopportunities in indoor housekeeping.Criteria:

a. Reliableb. Accuratec. Objectived. Relevancee. Valid

Application: Generate business ideas

from data analysis of existing industryrelated to indoor housekeeping.Criteria:

a. Appropriateb. Innovativec. Practical


Assessment of formulated business ideabased on the following criteria:

1. Profitable

2. Feasible3. Practical4. Responsive to consumer needs and

wants5. Innovative

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Perspective: Express from the point ofview of a business owner the importanceof scanning the environment and marketin generating business ideas from existingindustries.Criteria:

a. Validb. Relevantc. Insightful

Empathy: Express their feelings whenentrepreneurs offer the same type ofbusiness in a community.Criteria:

a. Objectiveb. Persuasivec. Sensitived. Open-minded

Self-knowledge: Self-assess their levelof confidence in formulating businessideas related to indoor housekeeping.Criteria:


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Stage 3

Teaching - Learning Sequence:

Entrepreneurs who want to take advantage of business opportunities need to explore the economic, cultural, and socialconditions prevailing in the community. Needs and wants of people in a certain community that are not met may be considered asbusiness opportunities. Identifying the needs of the community, its resources, available local specialized skills, and appropriate

technology can help a new entrepreneur in seizing a business opportunity. Hence, the learners shall:

1. EXPLORE

Guide learner s in assessing their prior knowledge on environment and market for indoor housekeeping as anentrepreneurial lens in generating business idea/s through a diagnostic test, K-W-L and other appropriate teaching andlearning tools.

Have learners assess their immediate environment and market for basic housekeeping to determine the existing industries,needs and wants of target market with the use of the following:

Survey questionnaire;

Interview guide;

Checklist, etc. SWOT analysis

Ask EQs to draw out learners understanding of environment and market in generating business ideas relatedto indoor housekeeping.

2. FIRM UP

Lead learners in analyzing the assessment conducted on the environment and market for existing indoor housekeepingbusiness in the immediate locality.

Assist learners in conducting a community mapping to identify business establishments or industries related to indoorhousekeeping in the immediate locality.

Guide learners in making a graphical presentation of the information on basic housekeeping as a result of the data-gatheringactivity such as: interview, survey, community mapping, etc.,

Help learners in presenting the result of the data-gathering activity reflective of the needs and wants of the target market forindoor housekeeping.

Ask learners to do supplementary reading and other compensatory activity to support the information presented.

3. DEEPEN

Assist learners in conducting an interview with a seasoned entrepreneur to gather salient information as regards the manner

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he/she was able to seize a business opportunity relative to indoor housekeeping.

Compare whether the information derived from the interview will complement/harmonize with their skills in formulatingbusiness ideas.

Assess the learners level of understanding. (Refer to the Assessment in Stage 2).

4. TRANSFER

Ask the learner to formulate a business idea as a result of the SWOT analysis of the environment and market.

Assess learners business idea based on the criteria provided in Stage 2 (Assessment at the Level of Performance).

Resources/Materials/Equipment Needed: Textbooks KAB Modules Magazines/Journals/Articles on supply and demand and existing industry

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Quarter 1: Basic Housekeeping Topic: Procedure in IndoorHousekeeping Services

Time Frame: 35 days

Stage 1Content Standard:

The learner demonstrates understanding of the basic concepts andprinciples underlying the process and delivery in indoor housekeeping:

process flow and related activities on the following:- housekeeping operations such as cleaning (sweeping,

dusting, mopping, polishing, scrubbing, etc.), organizing andstorage scope

- work simplification- productivity- 5S of good housekeeping (sort, systematized, sweep,

sanitize, self-discipline)

project plan

four (4) Ms of production in housekeeping services

evaluation of products/services

cost of production

pricing of products/services

packaging and marketing of products/services

Performance Standard:

The learner provides marketable original/new housekeepingservices following the basic concepts and principles underlyingthe process of delivery in indoor housekeeping.

Essential Understanding(s):Applying the basic concepts and principles underlying the process anddelivery in indoor housekeeping is essential in producing marketablehousekeeping products/services.

Essential Question(s):Why do we need to understand the basic concepts andprinciples underlying the process and delivery in indoorhousekeeping?

Learners will know:

Basic concepts and principles in indoor housekeeping

Terminologies

Machine and equipment

Process flow and related activities in indoor

Learners will be able to:

Perform the basic concepts and principles in indoorhousekeeping

Identify the terminologies

Differentiate machines and equipment

Demonstrate the process flow and related

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housekeeping

Work simplification

Management of time and energy

Safety precautions

Areas for housekeepingo Indoor

Types of rooms: living room, dining room,bedroom, bath room, toilet, kitchen

Materials and tools

Procedure

Project plan

Execution

Evaluation

Cost of product/service

Pricing of product/service

Marketing of product/services

Strategies

Advertisement

activities in indoor housekeeping

Follow work simplification techniques.

Prepare an effective time and energy schedule

Observe safety precautions in housekeeping

Identify areas for housekeeping

Show how to use materials and tools

Follow the procedure in cleaning

Prepare a project plan

Perform proper indoor housekeeping in differentrooms of the house

Make a criteria for evaluation of products/services

Estimate the cost of products/services

Compute the price of product/service with cost ofmaterials

Design a pamphlet/flyers for marketing services

Stage 2

Product or Performance Task:Marketable original/new products/servicesfollowing the basic concepts and principlesunderlying the process and delivery in indoorhousekeeping

Demonstration of the process in the application ofmarketable indoor housekeepingoperations/services/products

Evidence at the level ofunderstandingLearners should be able to demonstrateunderstanding by covering the six (6)facets of understanding:

Explanation: Explain the basic conceptsand principles underlying the processand delivery in indoor housekeeping.Criteria:

a. Clearb. Comprehensivec. Scientific basis

Evidence at the level of performanceAssessment of indoor housekeepingproducts/ services based onmarketability (quality, appearance,price) and originality (value-added,

uniqueness)

Assessment of performance

Compliance with standards(tools, equipment, materials)

Application of procedure

Observance of work habit

Speed/Time

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Interpretation: Show the significance ofthe process and delivery in providingindoor housekeeping services.Criteria:

a. Original

b. Creative

Application: Design products/servicespromoting effective/efficient indoorhousekeeping.Criteria:

a. Originalc. Creatived. Cost-effective

Perspective: Compare and contrastprocess and delivery of the different

indoor housekeeping products/services.Criteria:

a. Clearb. Concisec. Appropriate

Empathy:Share their thoughts on how it feels tohave gainful returns of producingmarketable indoor housekeepingproducts/services.Criteria:

Profitable

Quality

Self-Knowledge:Self-assess their knowledge in providingmarketable housekeepingproducts/services.

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Clear

Self-Confidence

Stage 3

Teaching - Learning Sequence:Housekeeping is essential in keeping the house clean and orderly. Aesthetic quality of every part of the house is enhanced

through housekeeping. Areas for housekeeping can be classified into indoor and outdoor. Marketable product/services can be

achieved through the proper use of tools, equipment and materials and following the correct procedure. Work simplification techniqueswill save time and energy.

1. EXPLORE

Guide learners in assessing prior knowledge in indoor housekeeping using paper and pencil test, performance test, or otherdiagnostic assessment test.

Orient learners on the following: CP-TLE Curriculum Framework Home Management Business I, assessment tools andcriteria, 6 Facets of Understanding/Performance, Scoring rubrics.

Guide learners in understanding the concepts and underlying principles of process and delivery in indoor housekeeping.

Lead learners through checklist to verbalize their understanding of the following concepts:

- process flow in related activities- work simplification

- 5 S in housekeeping- product and performance

Assist learners in raising issues related to indoor housekeeping:- appropriate procedure used- materials and equipment- work simplification technique

2. FIRM UP

Demonstrate indoor housekeeping operation (sweeping, dusting, mopping, polishing, scrubbing, organizing storage)

Have learners apply work simplification to a given job order.

View video presentation on marketable indoor housekeeping.

Observe safety precautions.

Process learners understanding on the video presentation.

Assist learners in interviewing household helper, aide, apprentice and technician on the importance of following the procedureproperly in housekeeping.

Have learners prepare housekeeping schedule/work simplification techniques.

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Let learners observe safety precautions.

Let learners prepare project plan for individual use.

Let learners assess themselves on their performance using the accurate tools and cri teria in stage 2.

3. DEEPEN

Invite successful household helper or cleaner to talk about their best practices.

Have learners ask questions about developing ones skills.

Let learners create indoor housekeeping packages such as cleaning of living room, cleaning of bedroom, cleaning of kitchen,etc.

Have learners track their progress using accomplishment record.

Encourage learners perform assigned tasks based on industry/business standard.

Have learners assess their level of understanding. (Refer to Stage 2, Assessment at the Level of Understanding)

4. TRANSFER:

Have learners produce quality marketable indoor housekeeping services.

Have learners put up display/exhibit their housekeeping products using indigenous plants/materials.

Have learners market their products/services in the community.

Assess learners level of performance. (Refer to Stage 2, Assessment at the Level of Performance)

Resources/Materials/Equipment Needed:

Textbooks/ KAB Modules

Cleaning tools and materials: brush, rug, soap, cleanser, wax, broomstick, duster/ commercialized cleaning supplies/indigenousmaterials available in the community.

Cleaning equipment: floor polisher, vacuum cleaner

Articles on housekeeping business

Checklist

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Quarter 2: Basic Housekeeping Topic: Personal EntrepreneurialCompetencies (PECs)

Time Frame: 2 days

Stage 1

Content Standard:The learner demonstrates understanding of PersonalEntrepreneurial Competencies (PECs) such as characteristics,attributes, lifestyles, skills, traits, etc. in outdoor housekeeping

Analysis and interpretation of PECs by achievement, planningand power clusters.

Performance Standard:The learner prepares, based on PECs, a plan of action thataddresses his/her areas of development and areas of strength inbasic housekeeping.

Essential Understanding(s):

Successful entrepreneurs like those engaged in basichousekeeping services continuously develop and improve theirPECs.

Essential Question(s):

How does one ensure success in a chosen entrepreneurial careerlike housekeeping services?



Cluster of PECs

- Achievement- Planning- Power



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Stage 2Product or Performance Task:

Plan of action, based on PECs,addressing ones areas of development

and areas of strength




Interpretation: Compare their PECs withthose of a successful practitioner.Criteria:

a. Objectiveb. Focusedc. Conclusive


a. Appropriateb. Effectivec. Practical


a. Validb. Relevantc. Plausible

Evidence at the level of performanceAssessment of the plan of action basedon the following criteria:



3. Doability

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d. Sensitive


with the PECs of a chosen career.Criteria:

a. Open-mindedb. Objectivec. Sensitive

Self-knowledge: Assess, based on theresults of PECs, their level of confidenceas a prospective entrepreneur in outdoorhousekeeping.Criteria:

a. Reflectiveb. Insightful

c. Objective

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Stage 3


1. EXPLORE

Ask learners to name people in the community who are successful in outdoor housekeeping business.





Character

Attribute

Lifestyle

Skills


Assist learners in analyzing and interpreting the results of the assessment of their PECs.

Refer to Appendix B on how to interpret the results of PECs. Ask EQ to draw out their initial understanding of learners about how entrepreneurs

succeed in their chosen career. Teacher may distribute meta cards for student to write their answers. These may be postedon the wall and revisited during the FIRMING UP.

2. FIRM UP

In order to firm up their understanding, learners may be asked to work individually or in groups in collectinginformation about how entrepreneurs engaged in outdoor housekeeping succeed. Some suggested activities: interview withsuccessful entrepreneurs in basic housekeeping, inviting successful entrepreneurs as resource persons in class, videodocumentaries of successful entrepreneurs, web searching, etc.

Have learners analyze (in the form of a chart, Venn Diagram or Comparison Alley, etc.) the similarities anddifferences among successful entrepreneurs engaged in outdoor housekeeping, using the following aspects: characteristics,traits, attributes, lifestyles, skills.

Have learners reflect/ rethink their understanding of how entrepreneurs such as those engaged in outdoorhousekeeping succeed in their chosen field. Refer students to their answers posted on the wall.



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3. DEEPEN




Assess learners at the level of understanding. (Refer to the assessment in Stage 2 using the 6 FUs)

4. TRANSFER





Scripts

Graphic organizers Charts/Pictures/Video/Multimedia



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Quarter 2: Basic Housekeeping Topic: Environment and Market Time Frame: 6 daysStage 1

Content Standard:The learner demonstrates understanding of the environmentand market for housekeeping services as an entrepreneurial

career. Key Ideas

- Consumer needs and wants- Existing industry related to housekeeping- Products/services that satisfy the needs and



Performance Standard:The learner formulates a business idea based on the analysis ofthe immediate environment and market for target customers in

outdoor housekeeping.

Essential Understanding(s):The needs and wants of the target market and industry helpdetermine the product to be produced and/or service to beoffered.



Essential Question(s):How does one determine the needs and wants of the targetmarket and industry in an immediate community?



Learners will know: Consumer needs and wants Existing industry related to embroidery Products/services that satisfy the needs and wants of


Learners will be able to: Prepare SWOT analysis Formulate an action plan on business opportunity Formulate a business idea from data analysis

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Stage 2Product or Performance Task:Formulation of a business idea based onthe analysis of the immediate environmentand market


Explanation: Explain the importance ofthe immediate environment and market inidentifying business opportunities outdoorhousekeeping.Criteria:


Interpretation: Interpret the datagathered from the immediate environmentand market in identifying businessopportunities in outdoor housekeeping.Criteria:


Application: Generate business ideasfrom data analysis of industries related tooutdoor housekeeping.Criteria:




1. Profitable2. Feasible3. Practical4. Responsive to consumer needs andwants

5. Innovative

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Perspective: Express from the point ofview of a business owner the importanceof scanning the environment and market

in generating business ideas for targetclientele.Criteria:




Self-knowledge: Self-assess their levelof confidence in formulating businessideas related to outdoor housekeepingbusiness.Criteria:


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Stage 3




1. EXPLORE

Guide learners in assessing their prior knowledge on environment and market for outdoor housekeeping as anentrepreneurial lens in generating business idea/s through a diagnostic test, K-W-L and other appropriate teaching andlearning tools.

Have learners assess their immediate environment and market for business opportunities to determine the existingindustries, needs and wants of target market with the use of the following:


Interview guide;

Checklist, etc.

SWOT analysis

Ask EQs to draw out learners understanding of environment and market in generating business ideas relatedto outdoor housekeeping.

2. FIRM UP

Lead learners in analyzing the assessment conducted on the environment and market for outdoor housekeeping products inthe immediate locality.

Assist learners in conducting a community mapping to identify business establishments or industries related to outdoorhousekeeping in the immediate locality.

Guide learners in making a graphical presentation of the information on the needs and wants of target market as a result ofthe data-gathering activity such as: interview, survey, community mapping, etc.,

Help learners in presenting the result of the data-gathering activity reflective of the needs and wants of the target market.


3. DEEPEN

Assist learners in conducting an interview with a seasoned entrepreneur to gather salient information as regards the mannerhe/she was able to seize a business opportunity relative to outdoor housekeeping.

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Assess learners level of understanding. (Refer to the Assessment in Stage 2).

4. TRANSFER

Ask the learner to formulate a business idea as a result of the SWOT analysis of the environment and market for outdoor

housekeeping. Assess the learners business idea based on the criteria provided in Stage 2 (Assessment at the Level of Performance).


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Quarter 2: Basic Housekeeping Topic: Procedure in OutdoorHousekeeping Services

Time Frame: 35 days

Stage 1Content Standard:The learner demonstrates understanding of the basic concepts and

principles underlying the process and delivery in outdoorhousekeeping:

process flow and related activities on the following:- housekeeping operations such as cleaning (sweeping,

dusting, mopping, polishing, scrubbing, etc.), organizing andstorage scope

- work simplification- productivity- 5S of good housekeeping (sort, systematized, sweep,

sanitize, self-discipline)

project plan

four (4) Ms of production in housekeeping services

evaluation of products/services

cost of production

pricing of products/services

packaging and marketing of products/services

Performance Standard:The learner provides marketable original/new housekeeping

services following the basic concepts and principles underlyingthe process of delivery in outdoor housekeeping.

Essential Understanding(s):Applying the basic concepts and principles underlying the process anddelivery in housekeeping is essential in producing marketablehousekeeping products/services.

Essential Question(s):Why do we need to understand the basic concepts andprinciples underlying the process and delivery inhousekeeping?

Learners will know:

Basic concepts and principles in basic housekeeping

Terminologies

Machine and equipment

Process flow and related activities in basic housekeeping


Perform the basic concepts and principles in basichousekeeping

Identify the terminologies

Differentiate machines and equipment

Demonstrate the process flow and related

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Work simplification

Management of time and energy

Safety precautions

Areas for outdoor housekeepingo Outdoor

Lanai

Porch

Garden and garden sets

Gate and fence

Rooftop and gutters

Outside windows

Materials and tools

Procedure

Project plan

Execution

Evaluation

Cost of product/service

Pricing of product/service

Marketing of product/services

Strategies

Advertisement

activities in basic housekeeping

Follow work simplification techniques.

Prepare an effective time and energy schedule

Observe safety precautions in housekeeping

Identify areas for outdoor housekeeping

Show how to use materials and tools

Follow the procedure in cleaning

Prepare a project plan

Perform proper indoor housekeeping in differentrooms of the house

Make a criteria for evaluation of products/services

Estimate the cost of products/services Compute the price of product/service with cost of

materials

Design a pamphlet/flyers for marketing services

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Stage 2Product or Performance Task:Marketable original/new products/services

following the basic concepts and principlesunderlying the process and delivery in outdoorhousekeeping

Demonstration of the process in the application ofmarketable outdoor housekeepingoperations/services/products

Evidence at the level ofunderstanding

Learners should be able to demonstrateunderstanding by covering the six (6)facets of understanding:

Explanation: Explain the basic conceptsand principles underlying the processand delivery in outdoor housekeeping.Criteria:

a. Clearb. Comprehensivec. Scientific basis

Interpretation: Show the significance ofthe process and delivery in providingoutdoor housekeepingproducts/services.Criteria:

a. Originalb. Creative

Application: Design products/servicespromoting effective/efficient outdoorhousekeeping.Criteria:

a. Originalc. Creatived. Cost-effective

Perspective: Compare and contrastprocess and delivery of the different

Evidence at the level of performanceAssessment of outdoor housekeeping

products/ services based onmarketability (quality, appearance,price) and originality (value-added,uniqueness)


Compliance with standards(tools, equipment, materials)


Observance of work habit

Speed/Time

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outdoor housekeepingproducts/services.Criteria:

a. Clearb. Concisec. Appropriate

Empathy:Share their thoughts on how it feels tohave gainful returns of producingmarketable outdoor housekeepingproducts/services.Criteria:

Profitable

Quality

Self-Knowledge:Self-assess their knowledge in providingmarketable outdoor housekeepingproducts/services.

Clear

Self-Confidence

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Stage 3Teaching - Learning Sequence:

Outdoor housekeeping is maintaining tidiness, controlling waste and avoiding hazardous condition outside the house and itssurroundings. Work simplification techniques and proper use of tools will produce marketable products/services in housekeeping.

1. EXPLORE Have learners take assessment test on outdoor housekeeping.

Orient learners on the following: assessment tools and criteria, 6 Facets of Understanding/Performance, Scoring rubrics.

Guide learners in understanding the concepts and underlying principles of process and delivery in outdoor housekeeping.

Lead learners through checklist to verbalize their understanding of the following concepts:- process flow in related activities- work simplification- 5 S in housekeeping- product and performance

Assist learners in raising issues related to outdoor housekeeping:-

appropriate procedure used- materials and equipment- work simplification technique

2. FIRM UP

Demonstrate outdoor housekeeping operation (sweeping, mopping, polishing, scrubbing gutters, window panes, lanai area,and garden furniture.

Assist learners in applying work simplification to a given job order.

View video presentation on marketable outdoor housekeeping.


Assist learners in interviewing household helper, aide, apprentice and technician on the importance of following the procedure

properly in outdoor housekeeping.

Let learners prepare time and energy schedule.


Let learners self assess their performance using the accurate tools and criteria in stage 2.

3. DEEPEN

Invite successful household helper or cleaner to talk about their best practices in outdoor housekeeping.

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Encourage learners to research on product preparation like liquid cleaner, clorox and detergents.


Let learners prepare time and energy schedule.



4. TRANSFER

Have learners produce quality marketable outdoor housekeeping products/services.

Have learners put up display/exhibit their housekeeping packages.

Have learners market their services in the community.

Assess learners level of performance. (Refer to Stage 2, Assessment at the Level of Performance)



Cleaning tools and materials: brush, rug, soap, cleanser, wax, broomstick, duster, indigenous materials available in thecommunity


Articles on housekeeping business

Checklist

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Quarter 3: Waste Management Topic: Personal EntrepreneurialCompetencies (PECs)

Time Frame: 2 days

Stage 1Content Standard:The learner demonstrates understanding of PersonalEntrepreneurial Competencies (PECs) such as characteristics,attributes, lifestyles, skills, traits, etc. in waste management

Analysis and interpretation of PECs by achievement, planningand power clusters

Performance Standard:The learner prepares, based on PECs, a plan of action thataddresses his/her areas of development and areas of strength in

waste management.


Successful entrepreneurs like those engaged in housekeepingservices continuously develop and improve their PECs.


How does one ensure success in a chosen entrepreneurial careerlike housekeeping services?



Cluster of PECs




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Plan of action, based on PECs,addressing ones areas of development

and areas of strength


Learners should be able to demonstrateunderstanding by covering the six (6)

facets of understanding:



Interpretation: Compare their PECs with

those of a successful practitioner.Criteria:



a. Appropriate

b. Effectivec. Practical


a. Valid


Assessment of the plan of action basedon the following criteria:



3. Doability

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b. Relevantc. Plausibled. Sensitive


with the PECs of a chosen career.Criteria:

a. Open-mindedb. Objectivec. Sensitive

Self-knowledge: Assess, based on theresults of PECs, their level of confidenceas a prospective entrepreneur inhousekeeping.Criteria:


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Stage 3


1. EXPLORE

Ask learners to name people in the community who are successful in waste management business.


Do you wish to be like them? Explain to learners the importance of assessing their PECs


Character

Attribute

Lifestyle

Skills


Assist learners in analyzing and interpreting the results of the assessment of their PECs.

Refer to Appendix B on how to interpret the results of PECs. Ask EQ to draw out the initial understanding of learners about how entrepreneurs succeed

in their chosen career. Teacher may distribute meta cards for students to write their answers. These may be posted on thewall and revisited during the FIRMING UP.

2. FIRM UP

In order to firm up their understanding, learners may be asked to work individually or in groups in collectinginformation about how entrepreneurs engaged in waste management succeed. Some suggested activities: interview withsuccessful entrepreneurs in waste management, inviting successful entrepreneurs as resource persons in class, videodocumentaries of successful entrepreneurs, web searching, etc.

Have learners analyze (in the form of a chart, Venn Diagram or Comparison Alley, etc.) the similarities anddifferences among successful entrepreneurs engaged in waste management, using the following aspects: characteristics,traits, attributes, lifestyles, skills.

Have learners reflect/ rethink their understanding of how entrepreneurs such as those engaged in waste managementsucceed in their chosen field. Refer students to their answers posted on the wall.



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3. DEEPEN





4. TRANSFER





Scripts

Graphic organizers Charts/Pictures/Video/Multimedia



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Quarter 3: Waste Management Topic: Environment and Market Time Frame: 6 daysStage 1

Content Standard:The learner demonstrates understanding of the environmentand market for waste management services as an

entrepreneurial career. Key Ideas

- Consumer needs and wants- Existing industry related to waste management- Products/services that satisfy the needs and



Performance Standard:The learner formulates a business idea based on the analysis ofthe immediate environment and market for target consumers in

waste management.


The needs and wants of the target market and industry helpdetermine the product to be produced and/or service to beoffered.




How does one determine the needs and wants of the targetmarket and industry in an immediate community?



Learners will know: Consumer needs and wants Existing industry related to embroidery Products/services that satisfy the needs and wants of


Learners will be able to: Prepare SWOT analysis Formulate an action plan on business opportunity Formulate a business idea from data analysis

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Stage 2Product or Performance Task:Formulation of a business idea based onthe analysis of the immediate environmentand market


Explanation: Explain the importance ofthe immediate environment and market inidentifying business opportunities in wastemanagement.Criteria:


Interpretation: Interpret the datagathered from the immediate environmentand market in identifying businessopportunities in waste management.Criteria:


Application: Generate business ideasfrom data analysis of industries related to

waste management.Criteria:




1. Profitable2. Feasible3. Practical4. Responsive to consumer needs and

wants5. Innovative

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Perspective: Express from the point ofview of a business owner the importanceof scanning the environment and market

in generating business ideas for targetclientele.Criteria:




Self-knowledge: Self-assess their levelof confidence in formulating businessideas related to waste management.Criteria:

a. Reflectiveb. Insightful

c. Objective

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Stage 3




1. EXPLORE

Guide learners in assessing their prior knowledge on environment and market for waste management as an entrepreneuriallens in generating business idea/s through a diagnostic test, K-W-L and other appropriate teaching and learning tools.

Have learners assess their immediate environment and market for business opportunities to determine the existingindustries, needs and wants of target market with the use of the following:


Interview guide;

Checklist, etc.

SWOT analysis

Ask EQs to draw out learners understanding of environment and market in generating business ideas relatedto waste management.

2. FIRM UP

Lead learners in analyzing the assessment conducted on the environment and market for waste management products inthe immediate locality.

Assist learners in conducting a community mapping to identify business establishments or industries related to wastemanagement in the immediate locality.


Help learners in presenting the result of the data-gathering activity reflective of the needs and wants of the target market. Ask learners to do supplementary reading and other compensatory activity to support the information presented.

3. DEEPEN

Assist learners in conducting an interview with a seasoned entrepreneur to gather salient information as regards the mannerhe/she was able to seize a business opportunity relative to waste management.

Compare whether the information derived from the interview will complement/harmonize with their skills in formulating

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business ideas.


4. TRANSFER

Ask learners to formulate a business idea as a result of the SWOT analysis of the environment and market for wastemanagement.



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Quarter 3: Waste Management Topic: Procedure in WasteReduction andSegregation

Time Frame: 35 days


The learner demonstrates understanding of basic conceptsand principles underlying the process and delivery in wastereduction and segregation.

process flow in waste management operations such asreduction and segregation

project plan

four (4) Ms (manpower, materials, machine, methods) ofproduction

evaluation of products/ services

cost of production

pricing of products/ services

packaging and marketing of products/ services


The learner produces marketable original/new products/services, following the basic concepts and principles underlyingthe process and delivery in waste reduction and segregation.

Essential Understanding(s):Applying the basic concepts and principles underlying theprocess and delivery in waste reduction and segregation isessential in producing marketable products/ services out of

waste.

Essential Question(s):Why do we need to understand the basic concepts and principlesunderlying the process and delivery in waste reduction andsegregation?

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Learners will know:

Objectives of Waste Management Act of 2000

Basic concepts and principles in waste reductionand segregation

- Tools and materials

- Machine and equipment- Types of waste- Process flow

- Project plan- 4 Ms of production (manpower, machine, method,

materials)- Evaluation of products/services- Marketing of products/service

strategies

advertisement


Recognize the objectives and development plan onWaste Management

Understand the basic concepts and principles in wastereduction and segregation

- Follow proper use of tools and materials, machineand equipment

- Classify the types of waste- Demonstrate the process flow and related activities

in waste reduction and segregation- Prepare project plan- Research on the 4 Ms of production- Evaluate the products/services- Estimate the cost of products/services- Design pamphlets/fliers for marketing services

Stage 2Product or Performance Task:Marketable original/new products/servicesfollowing the basic concepts andprinciples underlying the process anddelivery in waste reduction andsegregation

Demonstration of the process in the

application of marketable waste reductionand segregation operations

Evidence at the level of understandingLearners should be able to demonstrateunderstanding by covering the six (6)facets of understanding:Explanation:Explain the basic concepts and principlesunderlying the process and delivery in

waste reduction and segregation.

Criteria: Clear

Comprehensive

Scientific basis

Interpretation:Illustrate the different methods in wastereduction and segregation operations.

Evidence at the level of performanceAssessment of waste reduction andsegregation products/ services based onmarketability (quality, appearance, price)and originality (value-added, uniqueness)


Compliance with standards (tools,

equipment, materials) Application of procedure

Observance of work habits

Speed/Time

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Criteria:

Original

Creative

Application:Design products promoting proper waste

reduction and segregation.Criteria:

Original

Creative

Cost-beneficial

Perspective:Compare and contrast different methodsin waste reduction and segregation.Criteria:

Clear

Concise

Appropriate

Empathy:Experience and see how proper wastereduction and segregation promote healthand beauty in ones home and communityCriteria:

Profitable

Quality

Self-Knowledge:Self-assess their knowledge on theproduction of marketable services.Criteria:

Clear

Self-Confidence

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0 0 S CO UC O CU CU UCareer Pathways Technology and Livelihood Education


One of the serious problems in every country is waste disposal. In answer to that, waste management is the collection,transport, processing, recycling and disposal and monitoring of waste materials. It includes waste reduction, waste segregation and

waste utilization. It promotes good health and beauty of home and community.

1. EXPLORE

Have learners take assessment test on waste reduction and segregation.


Guide learners in understanding the concepts and underlying principles of process and delivery in waste reduction andsegregation.

Lead learners through checklist to verbalize their understanding of the following concepts:- process flow in related activities- product and performance

Assist learners in raising issues related to waste reduction and segregation- Objectives and Development Plan of Waste Management Act 2000- appropriate procedure used- materials and equipment

2. FIRM UP

Demonstrate proper waste reduction and waste segregation.

Present the types of waste and proper segregation.

View video presentation on proper waste reduction and waste segregation.


Assist learners in interviewing junkshop owner on their best practices.

Let learners prepare project plan for waste segregation.

3. Deepen:

Invite resource speaker on waste reduction and segregation.

Encourage learners to observe/work with successful entrepreneur on waste reduction and segregation in thecommunity.


Let learners perform waste reduction and segregation homes, school and community.

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Career Pathways Technology and Livelihood Education



4. TRANSFER

Have learners produce quality and marketable waste reduction and segregation services.

Have learners put up display/exhibit other materials on waste reduction and segregation.

Have learners market their services for profitability in the community. Assess learners level of performance. (Refer to Stage 2, Assessment at the Level of Performance)



Cleaning tools and materials: brush, rug, soap, cleanser, wax, broomstick, duster


Articles on waste management

Checklist

Websites

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Quarter 4: Waste Management Topic: Personal EntrepreneurialCompetencies (PECs)

Time Frame: 2 days

Stage 1

Content Standard:The learner demonstrates understanding of PersonalEntrepreneurial Competencies (PECs) such as characteristics,attributes, lifestyles, skills, traits, etc. in waste reduction andsegregation

Analysis and interpretation of PECs by achievement, planningand power clusters

Performance Standard:The learner prepares, based on PECs, a plan of action thataddresses his/her areas of development and areas of strength in

waste reduction and segregation.

Essential Understanding(s):Successful entrepreneurs like those engaged in housekeepingservices continuously develop and improve their PECs.

Essential Question(s):How does one ensure success in a chosen entrepreneurial careerlike housekeeping services?



Cluster of PECs




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Plan of action, based on PECs,

addressing ones areas of developmentand areas of strength


Learners should be able to demonstrate

understanding by covering the six (6)facets of understanding:


Interpretation: Compare their PECs withthose of a successful practitioner.Criteria:


Application: Apply their PECs in

pursuing a chosen entrepreneurialactivity.Criteria:

a. Appropriateb. Effectivec. Practical


Assessment of the plan of action based

on the following criteria:



3. Doability

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Perspective: Express their thoughts on

the importance of PECs from theviewpoint of a seasoned entrepreneur.Criteria:

a. Validb. Relevantc. Plausibled. Sensitive


with the PECs of a chosen career.

Criteria:a. Open-mindedb. Objectivec. Sensitive

Self-knowledge: Assess, based on theresults of PECs, their level of confidenceas a prospective entrepreneur in wastereduction and segregation.Criteria:

a. Reflective

b. Insightfulc. Objective

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1. EXPLORE

Ask learners to name people in the community who are successful in their waste reduction and segregation business.





Character

Attribute

Lifestyle

Skills


Assist learners in analyzing and interpreting the results of the assessment of their PECs.Refer to Appendix B on how to interpret the results of PECs.

Ask EQ to draw out the initial understanding of learners about how entrepreneurs succeedin their chosen career. Teacher may distribute meta cards for students to write their answers. These may be posted on the

wall and revisited during the FIRMING UP.

2. FIRM UP

In order to firm up their understanding, learners may be asked to work individually or in groups in collecting

information about how entrepreneurs engaged in waste reduction and segregation succeed. Some suggested activities:interview with successful entrepreneurs in waste reduction and segregation, inviting successful entrepreneurs as resourcepersons in class, video documentaries of successful entrepreneurs, web searching, etc.

Have learners analyze (in the form of a chart, Venn Diagram or Comparison Alley, etc.) the similarities anddifferences among successful entrepreneurs engaged in waste reduction and segregation, using the following aspects:characteristics, traits, attributes, lifestyles, skills.

Have learners reflect/ rethink their understanding of how entrepreneurs such as those engaged in waste reduction

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and segregation succeed in their chosen field. Refer students to their answers posted on the wall.



3. DEEPEN





4. TRANSFER



Resources/Materials/Equipment Needed Textbooks/KAB Modules

Scripts

Graphic organizers

Charts/Pictures/Video/Multimedia



52

2010 SECONDARY EDUCATION CURRICULUMC P h T h l d Li lih d Ed i


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Quarter 4: Waste Management Topic: Environment and Market Time Frame: 6 days

Stage 1Content Standard:The learner demonstrates understanding of the environmentand market for waste utilization and recycling as anentrepreneurial career.

Key Ideas- Consumer needs and wants- Existing industry related to housekeeping- Products/services that satisfy the needs and



Performance Standard:The learner formulates a business idea based on the analysis ofthe immediate environment and market for target customers in

waste utilization and recycling.

Essential Understanding(s):The needs and wants of the target market and industry helpdetermine the product to be produced and/or service to beoffered.



Essential Question(s):How does one determine the needs and wants of the targetmarket and industry in an immediate community?



Learners will know: Consumer needs and wants Existing industry related to embroidery

Products/services that satisfy the needs and wants of

Learners will be able to: Prepare SWOT analysis Formulate an action plan on business opportunity

Formulate a business idea from data analysis

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2010 SECONDARY EDUCATION CURRICULUMC P th T h l d Li lih d Ed ti


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Stage 2

Product or Performance Task:Formulation of a business idea based onthe analysis of the immediate environmentand market.


Explanation: Explain the importance ofthe immediate environment and market inidentifying business opportunities in wasteutilization and recycling.Criteria:

a. Clear

b. Comprehensivec. Concised. Coherent

Interpretation: Interpret the datagathered from the immediate environmentand market in identifying businessopportunities in waste utilization andrecyclingCriteria:

a. Reliable

b. Accuratec. Objectived. Relevancee. Valid

Application: Generate business ideasfrom data analysis of industries related to



1. Profitable2. Feasible3. Practical4. Responsive to consumer needs5. Innovative

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2010 SECONDARY EDUCATION CURRICULUMCareer Path a s Technolog and Li elihood Ed cation


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waste utilization and recycling.Criteria:


Perspective: Express from the point ofview of a business owner the importanceof scanning the environment and marketin generating business ideas for targetclientele.Criteria:




Self-knowledge: Self-assess their level

of confidence in formulating businessideas related to waste utilization andrecycling.Criteria:


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Entrepreneurs who want to take advantage of business opportunities need to explore the economic, cultural, and socialconditions prevailing in the community. Needs and wants of people in a certain community that are not met may be considered as

business opportunities. Identifying the needs of the community, its resources, available local specialized skills, and appropriatetechnology can help a new entrepreneur in seizing a business opportunity. Hence, the learners shall:

1. EXPLORE

Guide learners in assessing their prior knowledge on environment and market for waste utilization and recycling products asan entrepreneurial lens in generating business idea/s through a diagnostic test, K-W-L and other appropriate teaching andlearning tools.

Have learners assess their immediate environment and market to determine the existing industries, needs and wants oftarget market with the use of the following:


Interview guide;

Checklist, etc.

SWOT analysis

Ask EQs to draw out learners understanding of environment and market in generating business ideas relatedto waste reduction and segregation.

2. FIRMUP

Lead learners in analyzing the assessment conducted on the environment and market for waste utilization and recyclingproducts in the immediate locality.

Assist learners in conducting a community mapping to identify business establishments or industries related to wastereduction and segregation in the immediate locality.


Help learners in presenting the result of the data-gathering activity reflective of the needs and wants of the target market.


3. DEEPEN

Assist learners in conducting an interview with a seasoned entrepreneur to gather salient information as regards the manner

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he/she was able to seize a business opportunity relative to waste utilization and recycling.



4. TRANSFER

Ask the learner to formulate a business idea as a result of the SWOT analysis of the environment and market for wastereduction and segregation.


Resources/Materials/Equipment Needed: Textbooks KAB Modules

Magazines/Journals/Articles on supply and demand and existing industry

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Quarter 4: Waste Management Topic: Procedure in WasteUtilization and Recycling

Time Frame: 35 days


The learner demonstrates understanding of basic concepts andprinciples underlying the process and delivery in wasteutilization and recycling.

process flow in waste management operations such asutilization and recycling

project plan

four (4) Ms (manpower, materials, machine, methods) ofproduction

evaluation of products/ services

cost of production

pricing of products/ services

packaging and marketing of products/ services


The learner produces marketable original/new products/services, following the basic concepts and principles underlyingthe process and delivery in waste utilization and recycling.

Essential Understanding(s):Applying the basic concepts and principles underlying theprocess and delivery in waste utilization and recycling isessential in producing marketable products/ services out of

waste.

Essential Question(s):Why do we need to understand the basic concepts and principlesunderlying the process and delivery in waste utilization andrecycling?

Learners will know:

Waste utilization and recycling

Basic concepts and principles in waste utilizationand recycling

- Tools and materials- Machine and equipment- Types of waste/trash- Process flow


Recognize the importance of waste utilization andrecycling

Understand the basic concepts and principles in wasteutilization and recycling- Follow proper use of tools and materials, machine

and equipment- Classify the types of waste/trash- Demonstrate the process flow and related activities

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- Project plan- 4 Ms of production (manpower, machine, method,

materials)- Evaluation of products/services- Marketing of products/service

strategies advertisement

in waste utilization and recycling- Prepare project plan- Research on the 4 Ms of production- Evaluate the products/services- Estimate the cost of products/services- Design pamphlets/fliers for marketing services

Stage 2

Product or Performance Task:Marketable original/new products/servicesfollowing the basic concepts andprinciples underlying the process anddelivery in waste utilization and recycling.

Demonstration of the process in the

application of marketable waste utilizationand recycling operations


Explanation:Explain the basic concepts and principles

underlying the process and delivery inwaste utilization and recycling.Criteria:

Clear

Comprehensive

Scientific basis

Interpretation:Illustrate the different methods in wasteutilization and recycling operations.Criteria:

Original

Creative

Application:Design products promoting proper wasteutilization and recycling.Criteria:

Evidence at the level of performanceAssessment of waste utilization andrecycled products/ services based onmarketability (quality, appearance, price)and originality (value-added, uniqueness)


Compliance with standards (tools,equipment, materials)


Observance of work habits

Speed/Time

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Original

Creative

Cost-beneficial

Perspective:Compare and contrast different methods

in waste utilization and recycling.Criteria:

Clear

Concise

Appropriate

Empathy:Experience and see how proper wasteutilization and recycling promote healthand beauty in ones home and communityCriteria:

Profitable

Quality

Self-Knowledge:Self-assess their knowledge on theproduction of marketable services.Criteria:

Clear

Self-Confidence

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One aspect of waste management is utilization and recycling. Utilizing still useful objects and other materials for functionaland saleable household items can be produced for homes and community. Waste materials like paper, fabric, plastic, glass bottles,tin cans and other thrown away things can be made into useful and beautiful articles using ones creativity and resourcefulness.

1. EXPLORE

Have learners take assessment test on waste utilization and recycling.


Guide learners in understanding the concepts and underlying principles of process and delivery in waste utilization andrecycling.

Lead learners through checklist to verbalize their understanding of the following concepts:- process flow in related activities- product and performance

Assist learners in raising issues related to waste utilization and recycling- appropriate procedure used

- materials and equipment

2. FIRM UP

Demonstrate the step-by-step procedure in recycling locally available product.

View video presentation on proper waste utilization and recycled projects.


Assist learners in interviewing successful entrepreneurs on recycled materials on their best practices.

Guide learners in preparing project plan for different recycled projects.

3. DEEPEN

Encourage learners to observe/work with successful entrepreneur on waste utilization and recycling in the community. Have learners design their own recycled products.


Let learners perform waste utilization and recycling homes, school and community.



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4. TRANSFER

Have learners produce quality and marketable recycled products.

Have learners put up display/exhibition of other materials on recycled products.

Have learners market their products for profitability in the community. Assess learners level of performance. (Refer to Stage 2, Assessment at the Level of Performance)



Cleaning tools and materials: brush, rug, soap, cleanser, wax, broomstick, duster


Articles on recycling.

Checklist

Documents

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