Santa Monica Institute of Technology MODULE

Andrada Building, Cabili Avenue 3

Iligan City DATE: 4-15-2021
(+63)221-2678

Bachelor of Elementary Education (BEED)

EPP 2: EDUKASYONG PANTAHANAN AT ENTREPRENUERSHIP
Semester of A.Y. 2021-2022 Instructor: Dominic Ray Y. Gequilan, LPT

Introduction

The learner demonstrates an understanding of the basic knowledge and skills in entrepreneurship
& ICT, Agriculture, Home Economics, and Industrial Arts toward the improvement of personal
life, family, and community.

Rationale
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The learner demonstrates basic knowledge, skills, and values in agriculture, entrepreneurship and ICT,
home economics, and industrial arts that can help improve self and family life.
Intended Learning Outcomes

a) Management of family resources.

b) Sewing of household linens
c) Food preservation
Activity

ESSAY

1. How do you define agriculture?

2. Is Agriculture is necessary in teaching young learners? How is it possible?
3. Does it change their lives? If you teach them how to make a living? Explain.

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Discussion DATE: 4-15-2021
 HOME ECONOMICS
RESOURCE MANAGEMENT

 Resource management is the process in which individuals and families use what they have to
get what they want. It begins with thinking and planning and ends with the evaluation of actions
taken. Three fundamental concepts in resource management are values, goals, and decision
making. Values such as honesty and trust are principles that guide behavior. They are desirable
or important and serve as underlying motivators. Values determine goals, which are sought-
after end results. Goals can be implicit or explicit. They can be short-term, intermediate-, or
long-term. Decisions are conclusions or judgments about some issue or matter. Decision
making involves choosing between two or more alternatives and follows a series of steps from
inception to evaluation.
 Through choices, individuals and families define their lives and influence the lives of others.
The study of resource management focuses on order, choices, and control, and how people use
time, energy, money, physical space, and information. As an applied social science, it is an
academic field that is fundamental to our understanding of human behavior. "The knowledge
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obtained through the study of management is evaluated in light of its ability to make an
individual's or family's management practice more effective" (Goldsmith 2000, p. 5).
 Individuals and families have characteristic ways of making decisions and acting called
their management style. Although similar styles are exhibited within families (such as a
tendency to be on time or to finish tasks to completion), there are also wide ranges of styles
within families making the study of management intrinsically interesting, especially from
a socialization point of view. Why do such differences exist and how does the individual's style
mesh with that of the other members' styles in the family?
 Measuring devices, techniques, or instruments that are used to make decisions and plan courses
of action are called management tools. For example, time is a resource and a clock or stopwatch
is a management tool.
 Resources can be divided up into human and material resources, assets that people have at their
disposal. Material resources (e.g., bridges, roads, houses) decline through use whereas human
resources (e.g., the ability to read, ride a bicycle) improve or increase through use. Human
capital describes the sum total of a person's abilities, knowledge, and skills. Education is one
way to develop human capital. Related to this is the concept of social capital. The term social
capital is gaining in importance in the family-relations field and management is considered part
of a person's or family's social capital. As a dynamic concept social capital can be considered a
resource imbedded in the relationships among people that individuals, groups, and communities
create, in which they invest, and which can be used to provide or develop resources or facilitate
social and personal well being (Bubolz 2002).

SEWING WITH LINEN

 Linen garments made of natural linen are comfortable, versatile, and attractive. Natural linen
has long been a trendy choice for people wanting an easy-care, go-everywhere fabric. A linen
dress or suit is an elegant choice for attending a wedding, but linen looks equally at home on the
boardwalk or beach.
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If you have never sewn with linen, you may be afraid it is difficult to work with. 4-15-2021
Actually, linen
is easy to sew; it does not slip or stretch when you are cutting it out or sewing a seam. However,
linen is prone to shrinking and to fraying, so special care must be taken when preparing it for
layout and when finishing seams.
 Linen is crisp, clean, comfortable and soft, yet strong and durable. The harder you use it, the
softer it gets and the stronger the fibers become. Linen is so highly absorbent that it holds up to
twenty percent of it’s weight in moisture before it feels damp, and easily releases it’s moisture
in to the air to remain uniquely cool in the summer. It has excellent launder ability, and it is non-
allergenic, non-static, and lint free. It is even mold and moth resistant. Bed sheets made out of
linen are uncommonly strong, soft and wonderfully cool for sleeping.

 Here are some other things that you must know about linen:
 There are huge variations in the quality of linen.
 Linen Production
 Linen is made of fibers from the flax plant.

 Flax
 The best flax fiber is grown in France and Belgium, because of the perfect climate and soil
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conditions. Flax fiber is also produced in Eastern Europe, the Soviet Union, India, Ireland and
Canada, but from all these countries the quality of the fiber is inferior to that of Western
Europe, and is naturally less expensive.
 Linen Quality
 There are a number of factors that can affect the quality of linen. Part of a crop will be “Line”
fibers, up to 40” in length, which make a much higher quality linen. The remainder will be
’&Tow’ fibers, which average 5” in length. The price of the long fibers is much higher because
the fibers are more difficult and costly to mill.
 Many factors in the growing season will affect the quality of the linen, such as the time and
weather of harvesting. If a farmer harvests too early, in order to allow for another crop, the
fibers will be fine and silky, but weak. It is critical to maximize the fiber length and strength
without letting it get too old. Flax that is harvested during the late summer will produce longer
and stronger fibers. However, the flax field cannot be used for other crops as it is too late in the
season, so the linen grown at this time will be much more expensive.
 Lower quality linens are used for less expensive items, such as inexpensive clothing, tea towels,
friction towels, and other household linens. Chances are, if you find inexpensive bed sheets,
they will have been made from low-quality linen fibers, and they will neither be as soft or
strong. They will also tend to feel coarse after laundering.

 Choosing an Appropriate Fabric Weight

 Versatile natural linen comes in weights suitable for any project. Linen is ideal for warm
weather because it “breathes,” allowing perspiration to wick away from the skin. Light weight
linen is great for summer dresses or tops and children’s clothes. Medium weight linen is
suitable for summer pants and shirts. Heavier weight linens are wonderful for summer suits or
jackets.
 Linen is lovely for all sorts of home décor projects such as tablecloths, napkins, placemats,
drapes, pillows, and slipcovers. It makes stylish shower curtains and guest towels. Linen is also
ideal for historical enactment garments. While linen is ideal for nearly any project, it is not
suitable for patterns requiring a stretchy fabric. The pattern’s fabric suggestions are the best
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guidelines; if a pattern is suitable for linens, it will say so on the back of the envelope.
 You also must make sure that the color and print of the fabric you choose are suitable for the
person who will wear the finished garment. I learned this the hard way. I spent a lot of time and
effort making a beautiful cerise dress. The color looked great on the bolt of fabric and I had
previously made a dress that I loved from this same pattern, but once I tried the finished
garment on, I was very disappointed. Cerise is definitely not my color; it made me look too
heavy. Choosing one of the many shades of natural un-dyed linen is one way to avoid this
problem; the subtle neutral creams and beiges of un-dyed linen look great on any body shape.
When choosing one of the numerous delightful shades of dyed linen fabric, keep in mind the
colors which you know you look good in.

 Sewing
 Linen is a joy to handle at the sewing machine. It does not slip easily, so it can be pin basted. It
guides easily over the feeddogs and does not need the delicate handling required by stretch
knits, lamé and other specialty fabrics. Simply remember the basic rule of guiding, not pulling
the fabric under the needle (after twenty years of sewing, I still sometimes find myself tempted
by this common beginner’s mistake). Any basic thread will be fine for linen.
 Another key to sewing a professional looking garment is to press every seam as you go.
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Commercial patterns always recommend this step, but when I first began sewing, I did not see
the point of it and often neglected to do it. I’ve since discovered that it makes a real difference
in the look of the finished piece. Using a press cloth, press the seam flat on both sides to set the
stitches and then press the seam open.
 To save time, sew several pieces (such as sleeve seams, and side seams) in a batch and then
press them before you sew the pieces together.
 Some fabrics do not require the use of a press cloth, but linen has a tendency to shine when
pressed, so remember to protect it. A press cloth also helps to prevent scorching, but it’s not
foolproof, so use caution since linen scorches easily. Keeping the press cloth damp, even if you
are using a steam iron, will help prevent problems and give your pressed details a nice crisp
look.

FOOD PRESERVATION
Food preservation, any of a number of methods by which food is kept from spoilage after harvest or
slaughter. Such practices date to prehistoric times. Among the oldest methods of preservation are
drying, refrigeration, and fermentation. Modern methods include canning, pasteurization, freezing,
irradiation, and the addition of chemicals. Advances in packaging materials have played an important
role in modern food preservation.

 Food spoilage may be defined as any change that renders food unfit for human consumption.
These changes may be caused by various factors, including contamination by microorganisms,
infestation by insects, or degradation by endogenous enzymes (those present naturally in the
food). In addition, physical and chemical changes, such as the tearing of plant or animal tissues
or the oxidation of certain constituents of food, may promote food spoilage. Foods obtained
from plant or animal sources begin to spoil soon after harvest or slaughter.
The enzymes contained in the cells of plant and animal tissues may be released as a result of
any mechanical damage inflicted during postharvest handling. These enzymes begin to break
down the cellular material. The chemical reactions catalyzed by the enzymes result in the

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degradation of food quality, such as the development of off-flavours, theDATE: 4-15-2021
deterioration of
texture, and the loss of nutrients. The typical microorganisms that cause food spoilage are
bacteria (e.g., Lactobacillus), yeasts (e.g., Saccharomyces), and molds (e.g., Rhizopus).

Microbial contamination
 Bacteria and fungi (yeasts and molds) are the principal types of microorganisms that cause food
spoilage and food-borne illnesses. Foods may be contaminated by microorganisms at any time
during harvest, storage, processing, distribution, handling, or preparation. The primary sources
of microbial contamination are soil, air, animal feed, animal hides and intestines, plant surfaces,
sewage, and food processing machinery or utensils.

Enzymatic reactions
 Enzymes are large protein molecules that act as biological catalysts, accelerating chemical
reactions without being consumed to any appreciable extent themselves. The activity of
enzymes is specific for a certain set of chemical substrates, and it is dependent on both pH and
temperature.
 The living tissues of plants and animals maintain a balance of enzymatic activity. This balance
is disrupted upon harvest or slaughter. In some cases, enzymes that play a useful role in living
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tissues may catalyze spoilage reactions following harvest or slaughter. For example, the
enzyme pepsin is found in the stomach of all animals and is involved in the breakdown of
proteins during the normal digestion process. However, soon after the slaughter of an animal,
pepsin begins to break down the proteins of the organs, weakening the tissues and making them
more susceptible to microbial contamination. After the harvesting of fruits, certain enzymes
remain active within the cells of the plant tissues. These enzymes continue to catalyze the
biochemical processes of ripening and may eventually lead to rotting, as can be observed in
bananas. In addition, oxidative enzymes in fruits continue to carry out cellular respiration (the
process of using oxygen to metabolize glucose for energy). This continued respiration decreases
the shelf life of fresh fruits and may lead to spoilage. Respiration may be controlled by
refrigerated storage or modified-atmosphere packaging. Table 1 lists a number of enzymes
involved in the degradation of food quality.

Autoxidation
 The unsaturated fatty acids present in the lipids of many foods are susceptible to chemical
breakdown when exposed to oxygen. The oxidation of unsaturated fatty acids is autocatalytic;
that is, it proceeds by a free-radical chain reaction. Free radicals contain an unpaired electron
(represented by a dot in the molecular formula) and, therefore, are highly reactive chemical
molecules. The basic mechanisms in a free-radical chain reaction
involve initiation, propagation, and termination steps (Figure 1). Under certain conditions, in
initiation a free-radical molecule (X · ) present in the food removes a hydrogen (H) atom from
a lipid molecule, producing a lipid radical (L · ). This lipid radical reacts with molecular oxygen
(O2) to form a peroxy radical (LOO · ). The peroxy radical removes a hydrogen atom from
another lipid molecule and the reaction starts over again (propagation). During the propagation
steps, hydroperoxide molecules (LOOH) are formed that may break down into alkoxy (LO · )
and peroxy radicals plus water (H2O). The lipid, alkoxy, and peroxy radicals may combine with
one another (or other radicals) to form stable, nonpropagating products (termination). These
products result in the development of rancid off-flavours. In addition to promoting rancidity, the
free radicals and peroxides produced in these reactions may have other negative effects, such as
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the bleaching of food colour and the destruction of vitamins A, C, and E. This type of 4-15-2021
deterioration is prevalent in fried snacks, nuts, cooking oils, and margarine.

Light-induced reactions
 Light influences a number of chemical reactions that lead to spoilage of foods. These light-
induced reactions include the destruction of chlorophyll (the photosynthetic pigment that gives
plants their green colour), resulting in the bleaching of certain vegetables; the discoloration of
fresh meats; the destruction of riboflavin in milk; and the oxidation of vitamin C and carotenoid
pigments (a process called photosensitized oxidation). The use of packaging material that
prevents exposure to light is one of the most effective means of preventing light-induced
chemical spoilage.

Low-temperature preservation
 Storage at low temperatures prolongs the shelf life of many foods. In general, low temperatures
reduce the growth rates of microorganisms and slow many of the physical and chemical
reactions that occur in foods.

Refrigeration
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 The life of many foods may be increased by storage at temperatures below 4 °C (40 °F).
Commonly refrigerated foods include fresh fruits and vegetables, eggs, dairy products, and
meats. Some foods, such as tropical fruits (e.g., bananas), are damaged if exposed to low
temperatures. Also, refrigeration cannot improve the quality of decayed food; it can only retard
deterioration. One problem of modern mechanical refrigeration—that of dehydration of foods
due to moisture condensation—has been overcome through humidity control mechanisms
within the storage chamber and by appropriate packaging techniques.

Freezing
 Freezing and frozen storage provide an excellent means of preserving the nutritional quality of
foods. At subfreezing temperatures the nutrient loss is extremely slow for the typical storage
period used in commercial trade.

Exercise
Instruction: Reflect on his teaching pedagogies in EPP [Link]
4-ligtas-at-responsableng-
paggamit-ng-computer-internet-at-emailq1m2w2-arali/143558417452379/

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Reflection DATE: 4-15-2021
Promotes attentive personal consideration about personal
character, beliefs, and choices. The primary question
existentialists ask is whether they want to define who they
are themselves, or whether they want society to define
them. Although freedom and individuality are highly
valued American principles, existentialists argue that there
is an underlying message of conformity. Rather than the
belief that the mind needs to understand the universe,
existentialists assume that the mind creates its universe.
Their beliefs incorporate the inevitability of death, as the
afterlife cannot be experienced personally with the current
senses, focusing on the fact that the experience we have of
the world is temporary and should be appreciated as such.
Education from an existentialist perspective places the
primary emphasis on students’ directing their own
learning. Students search for their own meaning and
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direction in life as well as

define what is true and what is false, what is pleasant and satisfying, what is unpleasant and
dissatisfying, and what is right or wrong. The goal of an existentialist education is to train students to
develop their own unique understanding of life.
An existentialist classroom typically involves the teachers and school laying out what they feel is
important and allowing the students to choose what they study. All students work on different, self-
selected assignments at their own pace. Teachers act as facilitators, directing students in finding the
most appropriate methods of study or materials, and are often seen as an additional resource, alongside
books, computers, television, newspapers, and other materials that are readily available to students.
Resources and Additional Resources
 [Link]
Assessment
Instruction: Assessment will be announced at our Facebook page or in our Group chat in
Messenger.