Nguyen Lieu 1

VOCATIONALHIGHERSECON
DARY
FIRSTY
EAR
FISH PROCESSING
TECHNOLOGY
TEACHERSSOURCEBO
OK
GOVERNMENT OF
KERALA
Department of
Education
200
5
State Council of Educational Research &

Training (SCERT)
Vidyabhavan, Poojappura,
Thriuvananthapuram-12, Kerala
Prepared
by:
State Council of Educational Research &
Training (SCERT) Vidyabhavan, Poojappura,
Thiruvananthapuram -12
Keral
a
Email:scertkerala@asianetind
ia.com
Type setting
by:
SCERT Computer
Lab.

Government of
Kerala
Department of General
Education
200
5
Preface
Dear
Teachers,
The activity based,
learner
centred
introduced
in
Secondary
imperative
to
process oriented and

pedagogy
is
the
Vocational
classes.
It
being
Higher
becomes
make significant changes in
the learning process as well as

evaluation
system
for
its
in the
successful
implementation.
Sourcebook is to assist the teacher to transact
the
modified
curriculum
through
leaner
centred and activity oriented strategies. The

sourcebook on Fish Processing Technology
has been designed in such a way to help the
teacher to provide suitable learning activities
for
effective
enough
teaching. This
opportunities
to
book
has
improve
the
proficiency of the teacher and to develop

diversified teaching strategies.
Thiruvananthapuram
Kumar
25.11.
Director
Dr.
E.
Valsala
05
SCERT, Kerala
CONTENTS
Section I
General
Approach .........................................................0 5
Approach to Fisheries ....................................................1 9

Curriculum
Objectives ...................................................2 1
Syllabus ...........................................................................2 4
Planning ..........................................................................2 7
Evaluation .......................................................................3 6
Section II
1.
General
Introduction ............................................5 1
2.
Fish as a Food
Material.........................................5 7
3.
Fish Spoilage .........................................................6 2
4.
Microbiology of Fish Spoilage .............................6 6

5.
Microbes in Public health

....................................7 1
6.
Fish Handling ........................................................7 7
7.
Freezing .................................................................8 2
8.
Freezers .................................................................8 7
9.
Freezing of Shrimps ..............................................8 9
10. Cold Storage ..........................................................9 1

11.
Storage, Transport and Distribution.....................9 3
12. Lay out of Processing Plant ..................................9 6

13. Factory Hygiene and Sanitation ..........................9 8
14. Modern Packing Methods ................................. 1 0 0
Section III
Sample Questions ....................................................... 10 2
GENERALAPPROACH
Introduction
The ultimate aim of education is human refinement. Education
should enable the learner to formulate a positive outlook towards
life and to accept a stand which suits the well being of the society
and the individual as well.
The attitude and potential to to work has determined the destiny,
progress and cultural development of the human race. As we all are
aware, the objective of education to form a society and individuals
having a positive work culture. The educational process expected
in
and outside our formal schools should concentrate upon
inculcating concepts, abilities, attitudes and values in tune with these
work culture. Hence vocationalised education cannot be isolated from
the main stream of education. In anthor sense, every educational
process should be vocationalised. However, due to our inability to
utilise the resources wisely, scarcity of job opportunities is a
severe issue of the present society. For overcoming this deep
crisis, emergent techniques have to be sorted out and appropriate
researches have to be seriously carried out. It is in the sence that the
content and methodology of vocational Higher Secondary Education
have to be approached.
The Vocational Higher Secondary course was envisaged as a part of
the National Policy on Education with the noble idea of securing a job
along with education. The relevance of Vocational education is very
great in this age of un employment. This education system, which
ensures a job along with higher education, stands aloof from other
systems of education.
A learning environment which ensures vocational aptitude, vocational
training, basic life skills, competencies related to different subjects,
appropriate values and attitudes and existential readiness has to be
provided here.
The curriculum should be one which recognises the specific
personality of the learner and should develop it in a desirable way. It
should provide opportunity to imbibe novel ideas to follow a critical
approach and for learning through experiences.
The competency to transform ones own resources for the betterment

of the society and the individual is to be ensured in each individual.
Training in the sense of equality, democratic sense, environmental
consciousness and devotion to the constitution is an inseparable
factor of the curriculum.
The need of a systematic curriculum is prevailing in vocational
subjects. A scientifically structured curriculum incorporating the
unique features peculiarity of Kerala ensuring the possibility of higher
education and utilising the national and international possibilities of
employment is required.
The new curriculum should be capable of assimilating the life skills,
scientific temper, attitude of coexistence, leadership qualities and
mental health to face the challenges of life. It should be capable of
strengthening the competencies imbibed by the learners up to the
tenth class.
A curriculum for selecting vocational areas according to the
aptitude of the students, learning it in depth, acquire general
awareness in the basic areas and to secure jobs has become the
social need of the day. A learner centered, process oriented, need
based vocational curriculum is envisaged.
What is learning?
Learning is construction of knowledge and so it is a live and
continuous mental process.
Learning is a process of advancement through adding and
correcting in the light of comparing the new issue with the
previously learned concepts.
Learning takes place as a part of the effort to solve
problems.
Learning takes place by assimilating bits of knowledge into ones
own cognitive structure.
Learning is not a linear process. It is a spiral process growing
deeper and wider.
Learning
is an intellectual process rather than the mere
memorisation of facts.
Learning is a conglomeration of a variety activities like problem
analysis, elucidation, critical thinking, rational thinking, finding
out co-relations, prediction, arriving at
conclusions,
applications, grouping for other possibilities and extracting the
crux. When opportunities are provided for intellectual processes
learning will become effective and intellectual ability will get
strengthened.
Theoretical
foundations
of
learning
Education is the best device that can be adopted for creation of a

new society. It should be democratic in content and process and
should acknowledge the rights of the learner. It should also provide
opportunity for better citizenship training. The concept of equality at
all areas should get recognition in theory and practice.

There should be conscious programme of action to develop
nationality, humanness and love and against the encroachment of
the sectarianism of caste and religion.
6
The learner should be able to take firm steps and deferred against the
social crisis like privatisation, liberalisation, globalisation etc. and
against all kinds of dominations.
They should develop a discrimination to use the acquired
learning as a liberative weapon.
They should be able to view education and life with the perspective
of social well being.
They should get opportunity to recognise that co-operation is
better than competition and that co-operation is the key to social life
and culture.
A basic awareness of all the subjects needed for life essential for all
students. The remnants of perspectives formed in us during the
colonial period still
influence our educational philosophy. The solution to the present day
perplexities
of the society which approaches education on the basis of
competitions and marketisation is only a comprehensive view of life.
It is high time that education was recognised on the basis of the
philosophy of human education. The human approach to education
has to reflect in its content, learning process and outlook. The
perspective of learning to be and learning to live together as
expressed by the
UNESCO and the concepts of existentialist
intelligence intrapersonal and interpersonal intelligence.
The basis of new approaches on curriculum, teaching- learning process
are derived from the developments place in the east and west of the
world.
When we begin to see the learner at the centre of the learning
process, the teaching process has to be changed timely. It is the
result of the rapid growth and development of Science and
Technology and Pedagogy. If we want to undergo the changing
process, we have to imbibe the modern hypothesis regarding learner,
they have;
Great
curiosity
Good
imagination
Numerous other qualities and
interests
Independent
individuality
Interest in free thinking and working in a fearless
atmosphere.
Have interest in enquiring and
questioning.
Ability to reach conclusions after logical

thinking.
ability for manifest and establish freely the conclusions
arrived at.
Interest for recognition in the
society.
Determination to face the interference of society and make
components which is a part of social life.
When we consider the learning system, the domains to be stressed in

education according to the modern development becomes relevant.
The
knowledge
consists of
domain
Facts
Ideas
Laws
The temporary conclusions and principles used presently by
scientists.
The learning is a process. The continuous procedures we undergo to
reach a particular goal is process. The skills which are parts of the
process to analyse the collected ideas and proofs and come to a
conclusion is called process skills. Some important process skills are,
the
skills;
To
observe
To collect data and
record
To
classify
To measure and prepare
charts
To
experiment
To
predict
To recognise and control the
variables
To
questions
raise
To
generalis
To form a hypothesis and
check.
To
conclude
To
communicate
To predict and
infer
To
tools.
use
Observation is the process of acquiring knowledge through

the senses. It is purely objective oriented. Learning experiences
which provide the opportunity to use all the senses may be
used.
The process of grouping is known as classifying. Starting from
simple groupings of data, it can extend to the level of
classification into minute sub-groups.
In addition to this, consider the skills related to creative domain
also, they are skills:
To visualize
To connect facts and ideas in new ways
8
To
To
To
To
findout new and uncommon uses of objects

fantasize
dream
develop creative isolated thoughts
Creativity is an essential component of process and activities.

The element of creativity is involved in finding out problems,
formation of hypothesis, finding solutions to problems etc.
Through activity oriented learning experiences, opportunities
to express creativity can be created.
Again, the following factors consisting in the Attitudinal domain are
also important as;
Self
confidence
Love
for
scientific
knowledge
Attitude to know and value
history
Respect
human
emotions
Decide with reasonable present
problems
Take logical decisions regarding personal
values
Hypothesis is a temporary conclusion drawn using insight.
Based on knowledge
and experiences relating to the
problems the causes and solutions can be guessed.
As regards the application domain the important factors are
the ability to:
observe in daily life examples of ideas
acquired.
take the help of scientific process to solve the problems of
daily life.
choose a scientific life
style
connect the ideas acquired with other
subjects.
integrate the subjects with other
subjects.
Some basic stands have to be taken on the new scientific
knowledge about intelligence learning and teaching. When such basic
concepts are accepted changes are required in the following factors.
The vision, approach, structure and content of the
curriculum.
The vision, approach, structure and content of the
textbooks.
Role of the teacher and the
learner.
Learner atmosphere, learning materials and learning
techniques.
Some scientific perspectives accepted by modern world in educational
psychology are given below.
Constructivism
This approach puts forward the concept that the learner constructs
knowledge. New knowledge is constructed when ideas are examined
and practiced in new situations relating them with the previously
acquired knowledge and experience. That is assimilated into the
congnitive structure of ones knowledge. This method which gives
priority to critical thinking and proble solving provides opportunity for
self motivated learning.
Social Constructivism
Social constructivism is a sub section of constructivism. Knowledge

is formed, spread and imbibed and it becomes relevant in a social
enviornment. Interactive learning , group learning, co-operative
participatory learning, all these are concepts put forward by social
constructivism.
The main propounders of constructivism are piaget, vygotsky and
Bruner. Discovery learning and interactive learning have prime
importance. Learning takes
place as a part of the attempt for problem solving. The activities of a
learner who
confronts cognitive disequilibrium in a learning situation when he
tries to overcome it is leads to the renewal of cognitive structure. It is
through this process construction of new knowledge and the
assimilation of them that learning take place. Observation and
enquiry are unavoidable factors. The learner advances towards new
areas of acquisition of knowledge where he tries to compare his
new findings with the existing conceptions.
Learning is a live
mental process. Rather than the ability for
memorisation of facts cognitive process has to be given emphasis.
The process of problem analysis, elucidation, critical thinking, rational
thinking, finding out co-relation, prediction, hypothesis formation,
application, probing for other possibilities, extracting the crux and
other processes are of critical importance in learning.
Constructivism gives greater predominance to co-operative learning.
Social and cultural factors influence learning. Sharing of knowledge
and experience among learners, collective enquiry, assessment and
improvement, group activity and collaborative learning, by sharing
responsibilities with the objective of public activity, provide
opportunity for effective learning.
In learning internal motivation is more important than external
motivation. The learner should have interest and initiative in learning.
Learning situation should be capable of forming a sense of ownership
in of the learner regarding the learning process.
Learning is not a linear process. It progresses in a spiralled way
advancing deeper and wider.
10
Learner-his nature and features
The learners in standard XI has undergone a learner centered and

process oriented learning experience up to X standard. He is
adequately competent to select vocational subjects according to his
aptitude and interest and to acquire higher education and profession
as he wishes. The aspirations about future life is framed in this
particular age foreseeing national and international job oppurtunities.
Some of the peculiarities of the learner at this stage are:
Physical, intellectual an emotional planes are intensive changes
during this age and their reflections can be observed.
Ability to enquire, discover and establish cause-effect relationship
between phenomena.
Readiness
to
undertake
challenges.
Capacity to shoulder leadership
roles.
Attempt
to
interprest
oneself.
Susceptibility
to
different
pressures.
Doubts,
anxieties and eagerness
about sex.
Longing
for
social
recognition.
Needs of the learner
To make acquaintance with a job through vocational

education.
To acquire more knowledge in the concerned area through higher
education.
To recognise and encourage the peculiar personality of the later
adolescent period.
To enable him to defend against the unfavourable circumstances
without any help
Role of the Learner
Active participant in the learning

process.
Acts
as
a
researcher
Sharer
of
information
Sharer
of
responsibilities
Collects
information
Takes
leadership
Involves in group
work
Acts
as
a
coparticipant
Observes
his
environment
Experiments
and
realises
Makes interpretations
inferences.
and
draws
11
Role of the Teacher
The teacher should;

consider the Stress and strain of the teenagers
understand the socio- economic and cultural background of the
students.
promote and motivate the students to construct knowledge.
arrange proper situations to interact in and outside of the
classroom.
guide the students by explanations, demonstrations etc.
promote opportunity for co-operative learning and collaborative
learning.
facilitate interpersonal and intra-personal interactions.
act as a democratic leader.
act as a problem solver
effectively guide the students for the selection and conduct of
various continuous evaluation elements.
continuously evaluate the progress of the learners.
gives scaffolding/support wherever necessary.
motivate for learning
promote divergent thinking.
act as a democratic group leader.
act as a co-learner
gives variety of learning experiences.
be a constant student
facilitate for reference/data collection
have a clear under standing about the age, needs, peculiarities,
abilities, nature, aptitude etc. of the learner.
have the ability to motivate the learner in order to acquire and
enrich their knowledge.
be a guide to the learner in developing insights and creating
responses on current affairs.
be capable to lead the learner into a variety of learning methods
and process based on curricular objectives.
be a link between school and community.
be a good organiser, guide, friend, philosopher and co-learner.
have an inter disciplinary approach in learning activities.
be able to guide the learner in his/her career prospects based on
his interest aptitude and ability.
be impartial and democratic.
provide ample experiences to attain the basic values and
objectives of the curriculum.
12
New
Concepts
Learning
1.
of
Discovery Learning-
The teacher has to create a motivating atmosphere for the learner to

discover concepts and facts, instead of listening always. Creating
occasion to progress towards discovery is preferred. Instead of
telling everything before and compelling to initiate the models,
situations are to be created to help the children act models as
themselves.
2.
Learning by discussion
That discussion leads to learning is Burner's theory. Here

discussion is not opposing each other. It is a sharing on the plane of
ideas. New ideas are arrived at by seeking explanations, by mutual
giving and taking of ideas and by problem solving.
3.
Problem solving and learning
Only when the learner feels that some thing is a problem to be

solved that he takes the responsibility of learning it. It is an inborn
tendency to act to solve a problem that causes cognitive
disequilibrium in a particular area. It is also needed to have confidence
that one is capable of doing it. The problems are to be presented in
consideration of the ability and level of attainment of the learner.
4.
Collaborative learning
This is the learning in which the responsibilities are

distributed
among the members of the group keeping common learning
objectives. The common responsibility of the group will be
successful only if each member discharges his duties. All the
members will reach a stage of sharing the result of learning, equally
through the activity with mutual understanding. The teachers who
arrange collaborative learning will have to make clear the
responsibilities
to be discharged. This is possible through the
discussion with the learners. Collaborative learning will help to avoid
the situations of one person working for the whole group.
5.
Co-operative learning
This is the learning in which the learners help one another. Those who
have more knowledge, experience and competency, will help others.
By this exchange of resources the learners develop a plane of social
system in learning also. As there are no high ups and low ones
according to status among the learners they can ask the fellow
students doubts and for helps without any hesitation or in hesitation
Care should be taken not to lead this seeking of help to mechanical
copying. It should be on the basis of actual needs. So even while
encouraging this exchange of ideas among the members of the group
cautions acceptance is to be observed as a convention. There should
be an understanding that satisfactory responses should come from
each member and that the achievement of the group will be
assessed on the basis of the achievement of all the members
13
Zone of Proximal Development
Vygotsky observes that these is a stage of achievement where a

learner can reach by himself and another higher zone where he can
reach with the help of his teachers and peers and elders. Even
though some can fulfil the learning activity by themselves there is
the possibility of a higher excellence. If appropriate help is forth
covering every learner can better himself.
7
Scaffolding
It is natural that the learner may not be able to complete his work if
he does not get support at the proper time. The learner may require
the help of the teacher in several learning activities. Here helping
means to make the learner complete the activity taking responsibility
by himself. The teacher has to keep in mind the objective of
enabling the learner to take the responsibility and to make it
successful.
8
Learning: a live mental process
Learning is a cognitive process, only a teacher who has an awareness

as to what the cognitive process is alone can arrange learning
situations to the learner to involve in it. Learning can be made
effectively and intellectual sharpness can be improved by giving
opportunity for the cognitive processes like reminding, recognising
compromising , co- relating, comparing, guessing, summarising and
so on. How is cognitive process considered in language learning? Take
guessing and prediction for example.
Guessing the meaning from the
context. Guessing the content from
the heading. Predicting the end of
the story.
Guessing the incident, story from the
picture.
Guessing
the
facts
from
indications.
and other such activities can be given the following activities can
be given for the cognitive process of summarisation.
Preparation
of blue
print.
Preparation
of
list.
Preparation
of flow
chart. Epitomising in
one word.
Giving
titles and so on.
Symbols, performance of characters indications, lines of a
poem, tables, pictures, concepts, actions, body language and
such things can be given for interpretation. Process based
language given for interpretation. Process based language learning

has to give prime importance to the cognitive process.
9
Internal motivation
Internal motivation is given more importance than external motivation.

The teacher
14
has to arouse the internal motivation of the learner, A person

internally motivated like this alone can immerse in learning and own
its responsibility. How motivating is each of the activities is to be
assessed.
10
Multiple intelligence
The Theory of Multiple Intelligence put forward by Howard Gardener

has created a turning point in the field of education. The National
curriculum document has recommended that the curriculum is to be
designed taking into consideration of this theory.
Main factors
intellect :
1.
of
the
Verbal/linguistic Intelligence -
Ability to read and write, making linguistic creations , ability to

lecture competence effective a communication , all these come
under this . This can be developed by engaging in language games
and by teaching others.
2.
Logical /mathematical Intelligence
Thinking rationally with causes and effect relation and finding out
patterns and relations come under this area, finding out relations
and explaining things sequential and arithmetical calculations are
capable of developing this area of intelligence.
3.
Visual /spatial Intelligence
In those who are able to visualise models and bringing what is in the
imagination into visual form and in philosophers, designers and
sculptors this area of intelligence is developed. The activities like
modelling using clay and pulp, making of art equipments, sculpture,
and giving illustrations to stories can help the development of this
ability.
4
Bodily Kinaesthetic Intelligence
The activities using body language come under this. This area of
intelligence is more developed in dancers and actors who are able
to express ideas through body movements and in experts in sports,
gymnastics etc.
5
Musical Intelligence
This is an area of intelligence which is highly developed in those who

are able to recognise the different elements of music in musicians and
in those who can here and enjoy songs. Playing musical instruments,
initiating the songs of musicians, listening silently to the rhythms and
activities like this are capable of developing this area of intelligence.
6 Interpersonal Intelligence
Those in whom this area of intelligence is developed show qualities of

leadership and behave with others in a noble manner. They are
capable of understanding the thought of others and carrying on
activities like discussion successfully.

15
7 Intrapersonal Intelligence
This is the ability to understand oneself. These people can recognise

their own abilities and disabilities. Writing diaries truthfully and in an
analysing way and assessing the ideas and activities of others will
help developing this areas of intelligence
8
Naturalistic Intelligence
A great interest in the flora and fauna of the nature, love towards
fellow beings interest in spiritual and natural factors will be capable
of developing this area.
9.
Existential Intelligence
The ability to see and distinguish ours own existence as a part of the
universe, ability to distinguish the meaning and meaninglessness of
life, the ability to realise the ultimate nature of mental and physical
existences, all these are the peculiarities of this faculty of intelligence.
Emotional Intelligence
The concept of emotional intelligence put forward by Daniel Golman

was used in framing the new curriculum.
The fact that ones
Emotional Quotient (E.Q) is the greatest factor affecting success in
life is now widely accepted. The teacher who aims to focus on
improving the emotional intelligence of students need to concentrate
on the following.
i)
Ability
to
take
decisions
Rather than imposing decision on students while planning and
executing activities, the students may be allowed to take part in the
decision making process. Taking decisions through open discussion
in the class, inviting students suggestions on common problems
etc. are habits to be cultivated.
ii)
Ability
to
reach
consensus
When different opinions, ideas and positions arise the students
may be given the responsibility to reach a consensus.
Imaging what would be the course of action in some situations,
allowing to intervene in a healthy way in problems between
individuals.
iii)
Problem
solving
Developing the idea that there is reason and solution to any

problem.
Training in finding reasons for

problems.
Suggesting solutions through individual or group

efforts.
Discussing
social
problems.
Analysing the shortcomings in methods to solve

problems.
Whether plastic can be banned within school premises can be given
as a problem. Group discussion will provide reasons and solutions.
Problems which can influence classroom learning and for which the
learner can actively contribute solutions need to be posed.
16
Self
criticism,
evaluation
Ability to face problem-situation in
life
Thinking what one would do if placed in the situation of others,
how one would respond to certain experiences of others - All these
foster the growth of emotional intelligence.
iv)
Life
skills
Life skills need to be given a prominent place in education. W.H.O.
has listed ten skills required for success in life.
Self
awareness
Empathy
Inter
relations
personal
Communication
Critical
thinking
Creative
thinking
Decision
making Problem
solving
Copying
with
emotion
Copying
with
stress
The new curriculum addresses these
areas.
Knowing the characteristics of the learner, role of the teacher and how
to use the teachers handbook help the teacher to plan and
effectively implement learning activities.
Objectives of
Curriculum.
the
Vocational
Higher
Secondary
To facilitate higher education while giving opportunity to enter in

the field of employment.
To develop enviornmental awareness, sense of national integration,
tolerance and human values so as to ensure social and cultural
improvement.
To enable the learner to find on his own
employment.
To inculcate mental courage in the learner to face unfavourable

situations.
To make human resource development
possible.
To enable the learner to understand social problems and to react
appropriately.
To develop the learner to identify and develop his own
competencies.
To develop vocational aptitude, work culture and attitude in the
learner so as to provide useful products and services to the
society.
To create an awareness about mental and physical
health.
To acquire awareness about different job areas and to provide
backgrounds for acquiring higher level training in subjects of
interest.
To
develop possibilities of higher education by creating
awareness about common entrance examinations.
17
To provide situation for the encouragement of creative thinking and

organising training programmes in each area, creative abilities
and to develop artistic talents.
Nature
Approach
of
The learning device is to be organised in the selected vocational

subjects in such a way that adequate practical experience should be
given, making use of the modern technology. The development in
each area on the basis of information technology is to be brought to
the learner. The work experience in the respective fields (OJT, Field
trip, Production/Service ..... training, Survey, Workshop, Exhibition,
Youth festival, Physical fitness etc.) are to be adjusted suitable to the
learning and evaluation process. The participation and leadership of
the students in planning and execution is to be ensured through this
kind of activities. Social service is to be made a part of the course.
Approach towards Vocational Higher Secondary Education

The learning methodology has to be organised so as the learning
provide adequate practical thinking on the opted vocational subject
utilising the new technology. The development of information
technology should be made available in each sector. Work
experience, OJT, Field trip production, Service cum training centre,
Survey, Workshops, Exhibitions, Youth festivals, Physical fitness etc
should be systematised well appropriate to learning and evaluation.
Learner participation should be ensured in the planning and
implementation of these activities. Social service should be a part of
the course. If a learner has to change his school, he should be
provided an opportunity to continue his studies in the new school.
While considering criteria for admission to higher courses, grades of
vocational subjects should also be given due weightage. In tune
with the changes in the Vocational Higher Secondary Education
changes should be ensured in the field of higher education.
The teachers have to take special care in arranging learning
activities for the development of all the faculties of intelligence.
Learning
activities
atmosphere.
and
learning
A proper learning atmosphere is essential for the betterment of

learning activities. They are:
Proper
physical
environment
Healthy
mental
atmosphere
Suitable
social
atmosphere
Active participation of PTA, Local bodies and
SRG
Reference materials and visual media
equipments. Academic monitoring

School
Resource Group
(SRG)
18
APPROACH TO FISHERIES
Introduction
Vocational education, a dream of Mahatma Gandhi, was realized by
the central government to address the problem of massive
unemployment among the youth in our country. Among the different
vocational courses introduced, Fisheries courses has great relevance.
Being a country with a vast coastline of about 8000 km fishing and
allied industries play an important role in providing employment to a
vast majority of the population, as well as sustaining the economy
with the foreign exchange earned from the export of various fisheries
products. Among the maritime states of India, Kerala holds a
remarkable position in fisheries sector. That is why the importance of
fisheries in the economic development of Kerala was emphasized by
our President Dr. APJ Abdul Kalam.
The courses like Fishing Craft and Gear Technology, Fish processing
Technology, Aqua-culture offer scope in studying new technologies,
and help to improve the fishing industry, which directly or indirectly
helps to improve the standard of living of fisher folk and also
generate employment opportunities.
Aims
To create general awareness about the fisheries sector, its
resources and their significances.
To impart knowledge and training on various fish culture,
capture and processing techniques.
To create and develop confidence and skills for initiatives in self
employment in fisheries sector.
Educational Approach
The studies conducted by UNESCO, SCERT on the various defects of
teacher centred education evolved a new idea of student centred
educational approach. According to their approach the learning
activities should pave way for the construction of knowledge. While
selecting the learning activities we should take into account the
nature, mental ability and skills of students. This approach should
explore the activities like problem solving and self studying. It is
important that the new educational approach should create
opportunities for individual learning, co-learning and group learning.
19
For this we can adopt different strategies and

techniques.
1.
Discovery learning
The teacher has to create an atmosphere that encourages the learner

to discover ideas and facts of his own. For example the teacher can
assign the students to identify and classify different marine fishes.
This gives an opportunity for the learner to observe the different
***** fishes available in the local market and can collect information
from different sources like internet and journals. Their observation
can be consolidated and presented.
2.
Co-operative learning
In this method the learners learn by helping each other. The

negotiation among peers take place here. For example, if we want to
make an awareness among the students about different preservative
methods, the students can be divided into different groups and a
group discussion on the topic can be conducted. The ideas evolved
from the discussion can be consolidated and presented in the class
by one person from each group.
3.
Collaborative learning
The two important aspects of this method of learning are sharing of

ideas and negotiation among the learners. Suppose we have to deal
with different packaging materials for fishery products. A group
discussion can be conducted. Divide the class into four groups ask
them to collect different types of packaging materials and to analyse
their merits and demerits. For this prepare discussion points.
Traditional packing
materials.
Modern packing
materials.
Merits and demerits of packing

materials.
Impact on the
environment.
Assign each group to discuss about one of the discussion points.

Encourage the group leaders to present the findings of their group and
allow the class to comment on it. When the presentations are over
teacher may consolidate it and ask each one to prepare the report.
This type of learning is called Collaborative learning.
4. Socio-Cultural
learning
related
This method of learning pertains to social and cultural aspect of the

society. For example to study the problems faced by the fishermen
for keeping the fish in fresh condition, conduct an informal interview
among the fishermen to collect the problems faced by them and
findout the solutions to tackle the problems and prepare a report.
20
CURRICULUMOBJECTIVES
To understand the status of Indian fisheries and

export.
To identify the maritime states, fishing zones, major fishing

harbours and ports of India.
To understand various fishing methods

briefly.
To develop skills to identify the morphological characters of

typical fish and prawn.
To develop
elasmobranch.
skills
to
differentiate
teleost
and
To understand the commercially important fishery resources

of India.
To develop the skills to familiarise different varities of fishes,

crustaceans and molluscs.
To understand the proximate composition

of fish.
To understand the classification of protien based on its

solubility.
To understand the importance of fish in

human diet.
To develop a skill to compare the nutritive value of fish with

other food items.
To apply the knowledge acquired about nutrition in real life
situations.
To understand the post mortem changes taking
place in the fish muscle.
To
understand
different
agents of fish spoilage.

To develop
organoleptically.
the
skill
for
evaluating
shrimp
To develop the skill to differentiate fresh and

spoiled fish.
To understand the structure of

bacteria.
causative
To understand the effect of environmental factors on bacterial

growth.
To understand the methods to prevent fish

spoilage.
Apply the knowledge acquired in new

situations
To understand different types of food poisioning caused by the

pathogenic bacteria.
21
To develop skill for identifying the types of food poisioning

through their symptoms.
Understand the different methods of controlling food poisioning.
Apply the acquired skill in unfamiliar situation.
To understand the hygienic handling of fish and prawn on board

fishing vessel and on shore.
To develop the skill for fish handling.
To develop the steps in the preparation of fish for processing.
To understand the principle of chilling.
To understand the different methods of icing.
To understand the process of ice manufacture.
To develop the skill for icing the fish.
To identify different types of ice.
To develop skill for chlorinating water.
To understand the significance of quality of ice and water to be

used in fish processing.
To understand the need for chlorination of water in fish processing.
To understand the use of Refrigerated Sea Water (RSW) and Chilled

Sea Water
(CSW) for fish storage.
To familiarise the different equipments in fish processing industry.
Apply the acquired skills to new situations.
To understand refrigeration and different types of refrigerants.
To understand the concept of freezing as a preservative method.
To develop a skill to differentiate freezing and chilling.
To develop a skill to differentiate slow freezing and quick freezing.
To understand the terms related to freezing.
To understand the factors affecting freezing rate.
To understand different freezing methods.
To understand different product styles of cephalopods and fishes.
To apply the acquired skills in new
situations.
To familiarise with different
steps in freezing.
To familiarise with
common types of freezers.
22
To develop skills in preparing different product styles of prawns.
To develop skills for the freezing of
shrimps.
To
cold storage
understand the functions of a
To
understand
different
types of cold storage

To understand the chilled storage and frozen
storage
To understand
distribution
fish
transportation
and
To understand the changes in fish muscle during freezing and in

the cold storage.
To get an awareness about the minimum infrastructural facilities

required for a fish processing plant.
To understand the details about factory hygiene and

sanitation.
To understand the significance of sanitation in sea food

industry.
To develop skills to maintain personal hygiene and

sanitation.
To apply the acquired knowledge in new

situations.
To understand the concept of packing and its

importance
To familiarise with different types of packaging

materials.
To understand
packaging.
To apply
situations.
the
recent
trends
knowledge
in
in
new
To develop skills for identifying and applying different types of

packing materials.
23
SYLLABUS
Unit. 1
General Introduction
Morphology and biology of typical fish and shell fish. Major Indian
fisheries: marine, estuarine and fresh water. Pelagic and demersal
fisheries of India. Fishing methods. Marine fish production in India.
Export of marine products from India
Unit. 2
Fish
Material
as
Food
Importance of fish in human

diet.
Chemical aspects of fish flesh components- Water, fat (oil), protien,
carbohydrate, vitamins.
Unit. 3
Fish Spoilage
Rigor mortis, Autolytic

oxidation of fat.
Unit. 4
Microbiology
Spoilage
spoilage,
of
Bacterial
spoilage,
Fish
Structure and growth of bacteria, Role of bacteria in fish spoilage,

Effect of temperature, pH, Oxygen, Salinity etc. on bacterial growth,
methods of controlling spoilage.
Unit. 5
Health
Microbes
in
Public
Microbes that cause infection to man- Staphylococcus aureus,

Salmonella sp . Clostridium botulinum, Vibrio cholera, Escherichia coli,
feacal Streptococci.
Unit. 6
Fish Handling
Hygienic handling of fish on board fishing vessel and on shore,

Manufacture and storage of ice, Quality of ice, Use of ice for handling,
transportation and processing of fish, Quality of water to be used in
fish processing, Chlorination of water, Refrigerated sea water for fish
preservation.
Unit. 7
Freezing
Principles involved in freezing of

fish.
Different freezing methods, freezing of fishery products and the steps
involved. Slow freezing Vs Quick freezing, Double freezing, Post
freezing treatment.
24
Unit. 8
Freezers
Airblast freezers
Contact plate
freezers
Spray and Immersion freezers
Other types of freezers
Freezing time and freezer operating temperatures
Unit. 9
Freezing of Shrimps
How to make good frozen products

Freezing of shrimps in different styles like whole, HL, PD, PUD, CPD,
Block and
IQF products.
Unit. 10
Cold Storage
Types of cold store

Unit. 11
Storage, Transportation and Distribution
Chilled storage
Frozen storage
Change in fish muscle during frozen storage
Unit. 12
Lay out of Processing Plants
Site, building, water supply, equipments and clothing

Unit. 13
Factory Hygiene and
Sanitation Building, equipment and

staff sanitation Maintanace of Quality
control
Unit. 14
Modern Packing Methods
Choice of packing materials

Types of modern packaging
25
Topics added to Syllabus

Unit - VIII -
Freezing

involve in freezing
Note: As a Vocational course the students should have a knowledge
about the newly added topics.
Topics Deleted from Syllabus

Unit- II
Fish as food material
Analysis of major components - Moisture, fat, protien, carbohydrate,

ash.
Unit- III
Fish Spoilage
Measurement of spoilage in fish

Unit- IV
Microbiology of fish spoilage
Yeast and moulds.

Unit- V
Microbes in Public health
Shigella species, Clotridium perfringens, Vibrio prahaemolyticus,

Bacillus cereus.
Unit- VI
Fish Handling
Insulated containers for fresh fish transportation

Unit- X
Cold Storage
Important design factors

Unit- XI
Storage, Transport and Distribution
Requirments for chill and cold storage

Note: The above mentioned topics are deleted from the syllabus.
The topics donot have any vocational importance at this stage.
26
PLANNING
The role of teacher as well as the learner has changed in the emerging
scenario. So teacher being the facilitator should bear in mind the fact
that the C.Os are to be accomplished within the specified time
schedule. In order to fulfill this goal the facilitator should prepare
necessary plan. Four such plans are given below which include field
visit to a collaborative institutions, OJT, Surveys, Exhibition and all the
teaching learning activities include and outside the class room.
Year
Plan
Unit
Plan
Daily
Plan
Year plan covers all the unit and the entire activities to be completed
with in a year.
Unit plan include all the portions, processes and activities before
studying a unit. This plan must give reveal the actual information
about the curriculum objectives, concepts, process skills, activities,
material required and evaluation.
Daily plan is the daytoday plan to provide activities for a period (one
hour). The structure of daily plan is given with each chapter.
27
28
YEAR PLAN
Unit
1
Name of Unit
General
Introduction
Fish as a
food
material
Name of Sub Unit

Status of Indian Fisheries and
Export
Identification of maritime
states, harbours and ports.
Various fishing methods.
Morphology of typical fish
and
prawn.
Difference between Teleost
and
Elasmobranch.
Commercially important
fishery resources of India.
Different varieties of
Proximate composition of
fish Classification of protien
diet Nutrative value of fish
and other
food
Number of hrs.
2
Month
planned
To
June
2
6
2
25 hours
July
Activity/Suggesti
on
Field visit and
Data
collection.
Demonstratio
n Discussion
Assignments
Seminar.
1
6
6
3
2
2
3
August
10 hours
Discussion
Unit
3
Name of Unit
Fish Spoilage
Microbiology of
fish spoilage
Microbes in
public health
Name of Sub Unit
Number of hrs.
Post mortum changes

taking place in fish.
Causative agents of fish
spoilage
Organoleptic evaluation
of shrimp.
Differentiation of fresh and
spoiled
fish
Structure
of Bacteria
Environmental factors on
bacterial growth
Methods to prevent fish
spoilage
Different types of food

poisoning. Methods of
controlling food
poisoning
2
2
Month
planned
To
September
Activity/Suggestio
n
September
Discussion
with the help
of OHP and
Charts.
Demonstratio
n
Field visit,
Quiz,
Discussion
Assignment.
Demonstratio
n of Samples
10 hours
2
3
11 hours
8 hours
October
29
30
Unit
6
Name of Unit
Fish Handling
Freezing
Name of Sub Unit

Handling on board and on
shore
Manufature of Ice
Chlorination of
water
RSW and
Refrigeration
and Refrigerants
Concept of
freezing Freezing
and chilling
Freezing methods
Product styles
Different steps in freezing
Number of hrs.
7
4
1
3
2
2
2
3
2
3
Month
planned
To
October
Activity/Suggesti
on
November
Field visit
Discussion
15 hours
Field visit and

Demonstration
Discussion
14 hours
Freezers
Common type of freezers
8 hours
November
Field visit
Demonstratio
n Discussion,
Freezing of
shrimps.
Different product styles of

prawn
Freezing of prawns
3
7
December
Video show,
Discussion with
the help of
charts and
samples.
10 hours
Unit
10
Name of Unit
Cold Storage
11
Storage,
Transport and
Distribution
12
Lay out of
processing plant
13
Factory hygiene
and
Sanitation
14
Modern
Packing
methods
Name of Sub Unit
Number of hrs.
Month
planned
To
January
Activity/Suggestio
n
January
Field visit
Discussion
5 hours
January
3
1
2
January
Field visit,
Discussio
n
Discussion
Functions of cold storage

Types of cold storage
Chill storage and frozen

storage Transportation and
distribution. Changes in fish
muscle during
freezing and cold storage.
Infrastructure facilities
required for a processing
plant.
Hygiene and
sanitation
Significance of
sanitation Personal
Concept
Types of packaging materials
Recent trends
1
2
2
1
4
3
5 hours
5 hours
Field visit
Discussion
6 hours
February
8 hours
Collection
Debate
Discussio
n
31
32
UNIT PLAN
UNIT. 2 FISH AS A FOOD MATERIAL

Curriculum Objectives
Concepts
Ideas/
Process Skill
Understand
the
Proximate
composition of fish.
Water, Fat,
Protien,
Carbohydrate
, Minerals,
Vitamins,
NPN
Compounds
Observation
Communicatio
n Comparison
Understand
the
classification
of
protien based on its
solubility.
Sarcoplasm
ic protien.
Fibrillar protein
Stroma protien
Observation
Classification
Communicatio
n
Understand
importance of
in human diet.
the Deficienc
fi sh y
diseases.
Observation
Communicatio
n Comparison
Activities
Observatio
n of charts.
Discussion
Materials
Evaluation
Charts and
Reference
Participa
- tion
Interest
Preparation of
notes.
Charts and ParticipaReference tion

Interest
.
Prepara
tion of
Observatio Charts and Participa
n of charts Reference - tion
and
Prepara
compariso
- tion of
n
notes.
Observatio
n of charts.
Discussion
Total
Nos.
Concepts
Ideas/
Process Skill
Activities
Materials
Evaluation
Develop skills to Comparison of

compare
the fish protien
nutritive value of with vegetable
fish with other food and meat
items.
protein.
Observation
Communicatio
n Comparison
Observatio
n of charts
and
Compariso
n
Charts
Apply
the
knowledge acquired
about nutrition to
other situation.
Communication
Discussion
Preparatio
n of notes.
Reference Participa
- tion
Presenta
- tion of
notes.
Essential
aminoacids.
Polyunsaturate
d
fatty acids.
Vitamin A and
D Iodine
Calcium
Phosporous
Participa
- tion
Interest.
Total
Nos.
33
DAILY PLAN
UNIT. 2 FISH AS A FOOD

MATERIAL
Name of Teacher
Class
: I st VHSE
Division
: .................
..... Name of the School
.... Strength
: 30
: .....................
Average age : .....................
: ................
Subject
Processing
: Fish
Duration
: 1 hour
Technology
Topic
: Nutrative
value of fish
Develop skills to compare the nutritive value of fish with other food
items.
Concepts and Ideas

The nutritive value of fish in regards to protein, fat, viatmins and
minerals is better compared to meat and vegetables.
Process Skill
Observation
Comunicatio
n
Comparison
Previous Knowledge
Students have knowledge about the proximate composition of fish,
meat and vegetables.
Materials required
Charts showing the percentage of proximate composition of fish,
meat and vegetables.
Response/ Feed back

Interest, Comparison
34
Participation in discussion
Presentation of findings based on charts.
Activities
Assignment
Prepare three different charts

showing
the
percentage
of
proximate composition of fish,
meat and vegetable. Divide the
whole class into five or six groups.
Ask the groups to obeserve the
charts and discuss the nutritive
value of fi sh compared to meat
and vegetables. Ask each group
to present their findings. After
the presentation
teacher summerises that
the nutritive value of fish is better
than others.
Write an assignment on
the nutritive value of
fi sh
compared to meat and
vegetables.
Consolidation
Fish contains more soluble
protien than meat.
The protiens in fi sh are
easily digestable, hence fi sh
is a good nutritive food for
children.
The presence of Vitamin. A and
D in fish increases its nutritive
value.
Minerals like Iodine, Calcium
and Phosphorus also
increases
its
nutritive value.
35
EVALUATION
Introduction
As the curriculum is based on a particular vocation, evaluation
becomes an inevitable procedure. Evaluation is done along with
learning process throughout the course of study. Inorder to make an
evaluation, the teacher should be able to understand the students,
their scholastic and co-scholastic knowledge. Capacity building in the
selected vocation is the most important part in vocational education
and it should be evaluated accordingly. The technical skills, interest
and devotion in the particular field, communication skills, analysis,
organising and presentation skills etc. have to be evaluated. The
personal and social qualities also have to be evaluated. Thus
evaluation is an integral part of learning process which assesses the
implementation of the curriculum.
Need
and
Evaluation
importance
of
Evaluation is to assess the scientific knowledge of students and to

recognise to what extent they have achieved the specified
capabilities. A written examination at the end of an year which is
purely based on a textbook is not of much use. Evaluation is a
systematic process
of collecting, analysing and interpreting
evidence of students progress and achievement both in cognitive
and non- cognitive areas of learning for the purpose of taking a
variety of discussions.
The teacher can properly assess the level of the learner and can
identify his/her strength and weakness. This will help each student to
evaluate themselves and to improve their level of learning by taking
necessary assistance from the teacher (self evaluation) classmates
can evaluate themselves through interaction (peer group evaluation)
Evaluation even help the teacher to analyse and improve their
performance. Evaluation helps to integrate the teacher, learner and
even the parents. Thus student who are socially useful and can
perform productive work are created. This will improve the quality of
our young generation.
Features
Evaluation
of
36
Evaluation should be humane in nature. It must help the students grow

as social beings.
Evaluation should be the responsibility of the teacher who teaches the

students and is responsible for developing the requisites healthy attributes
in them.
Evaluation should be consistent with its purpose and must provide a
reliable and valid measure of the students performance.
Evaluation should reflect the outcome of each learning intervention and
should provide all the students with equal opportunity to display their
individual potential.
Evaluation should take into account both the background and the prior
experience of the students.
Procedures for grading and their reporting should be appropriate and
easily understood by one and all.
Evaluation should restore the faith and trust of the masses by ensuring
transparency in the procedure.
Theories of constructivism and multiple intelligence are the basis

of modern learning. So evaluation strategies have also to be
changed. Evaluation must be;
Continuous and comprehensive
Scholastic and co-scholastic
Depending on grading system.
Depending on a vocational or trade proficiency.
Continuous and Comprehensive Evaluation

Most of our traditional evaluation methods are related only to the area
of scientific knowledge or the memory of students. To eliminate the
limitations of this method we are forced to evaluate the multidimensional competencies of the learner with respect to the
practicability and nature of the subject.
Continuous and Comprehensive
Evaluation is an essential
ingredient of any learning process. It helps the learner to understand
and evaluate his own progress and to develop adequate strategy for
further improvement. Continuous Evaluation also helps us to measure
the attained goals of formulated curriculum objectives.
Merits of Continuous and Comprehensive Evaluation system are:
1. Making students learning regular
2. Provides for a variety of activities
3. Effective feedback is possible
4. Assess the all round development of the learner on a continuous basis
through a variety of activities.
5. Remedial and diagnostic teaching is possible.
6. The process as well as the product is assessed.
Different
tools
are
used
to
evaluate
the
multi
dimensional
competencies of the learners. The Continuous and Comprehensive

Evaluation (CCE) includes not only written test (class tests) but also
oral tests, observation, interview, debates, discussions, seminars etc.
37
The learner proceeds through a variety of learning experiences.

Therefore the level of progress should be evaluated in a
comprehensive and continuous manner. More over, the learner is to
be made aware of the findings and it helps him to measure his
progress. Necessary help should be provided to them in time. As
such we can generate the environment and opportunity for
Continuous Evaluation.
In order to evaluate the multidimensional competencies of the
learner, different tools and techniques have to be used. The multidimensional competencies of the learner include :
Class -room interaction
Task orientation
Creative expression
Field/institutional interactions
Knowledge assessment/ expression
Continuous
Items
Evaluation
1. Assignment
2. Seminar
3. Class test
4. Project
etc.
For continuous evaluation class test (CT) is made compulsory taking any two of
the above said indicators. CT can be a written test, oral test (viva), Practical test.
CE Item
Evaluation Indicators
1. Assignment 1. Awareness of the content
2. Seminar
Weightage
4/3/2/1
2. Comprehensiveness of the content
4/3/2/1
3. Systematic and sequential

arrangement
4/3/2/1
4. Observation/suggestions/Views
Judgements/
Evaluation
4/3/2/1
4/3/2/1
1. Ability to plan and organise
4/3/2/1
2. Skills in the collection of data
4/3/2/1
3. Awareness of the content (presentation

of the paper, participation in
discussion, ability to substantiate the
ideas and views)
Score
4/3/2/1
20
38
4. Ability to prepare the report

(sequence in the presentaionof the
concepts, authenticity and clarity of
ideas/views/concepts
3. Project
5. Quality of Seminar Document

1. Ability to plan
(Selection of the method for solution of the
problem, identifying suitable tools,
planning the various activities to be
carried out in each stage)
2. Ability to collect data (sufficiency and
Relevance of data. Classification
and arrangement of data for
analysis, reliability and authenticity
of the Collected data.)
3. Ability to analyse the elements and
procedure (Structuring of elements
and developing logic. Efficieny in
using the package/tool. Recognising
design errors and correcting them)
4. Ability to prepare the project report
(Reflection of the process skills.
Communicability and authenticity of the
report in relation with the
4/3/2/1
4/3/2/1
20
4/3/2/1
4/3/2/1
4/3/2/1
4/3/2/1
4/3/2/1
20
CE item calculation
Subject
item: Assignment
Sl. No Name
Evaluation Indicators
Anand
I
(4
)
2
Shibu
II
(4)
III
(4)
IV
(4)
V
(4
)
4
Total
Score
(20
)
17
19
39
Consolidated statement of
CE
Class: Ist year
Stream: Fisheries
Subject: Fish Processing Technology
Sl. No Name
CE Items
1
Total
(60)
Class
Test
Assigme
nt
Semina
(20
)
(20
)
Project
r/
Total
CE Out
of 20
Score
20
obtained
(20)
60
Anand
18
17
19
54
18
Shibu
20
19
18
57
19
No minimum score for

CE
Terminal Evaluation (TE)

Terminal Evaluation is in written form. The test should not be aimed to
test the memory alone. The terminal evaluation questions give
more emphasis on application level, analysis and synthesis. The
questions are framed so that the students are able to apply their
different mental process. The maximum score is
80 and the minimum score of TE is 24
(30%).
The terminal evaluation questionnaire should be capable of
measuring
Content validity
Criterion validity
Constant validity
Reliability
Class test, term evaluation and annual examination should be in tune
with the new approach.
Should not be prepared to test the rote memory.
Questions asked should provoke the thinking abilities of students.
Questions to test the competency of application analysis, synthesis and

evaluation are to be given. In otherwords the questions should be framed
in such a way that the students are able to apply their various mental
processes.
Questions should be based on the learning process and the new approach
to each subject.
40
Results should be scientifically analysed.
Evaluation results should be analysed and follow up may be carried out

at relevant levels (remedial measures).
Eighty percent marks are set apart for the common examination as the
part of the Term Evaluation
The Question Paper must have
Application level questions
Synthesis level questions
Comparison of facts
Challenging questions
Scope for obtaining innovative ideas
Giving creative thinking by the students
Questions based on the objectives of learning activities
Practial oriented questions
Enviornment related questions
Divergent thinking level questions
Role of the Teacher in the Evaluation

Process
Preparation for the effective execution of evaluation

Preparation of daily planning notes (teaching manual) and helping learners
in their activities.
While learners are engaged in doing seminars/collections/assignments/
collections, conduct interim evaluation and provide necessary help.
Consider assignment, seminar, collections etc. as learning activities and
approach them as evaluation materials.
Prepare a format to record continuous evaluation.
Identify and evaluate the progress at different stage.
Find out learners difficulty by conducting feedback.
Make use of the support mechanism fully, provided by the department of

education.
Make the parents aware of the new approach to curriculum and evaluation
system through class P.T.A.
Make use of the training programme for professional excellence and
transparency in work.
Make use of the Humanities Teachers Council for academic progress.
Identify and make use of the possibility of action research to resolve
classroom learning problems.
Grading
It is not scientific to assess the achievement of a student soley based
in the marks in the terminal examinations. Marking system proved
unscientific in evaluating the growth and development of students

both in cognitive and non-cognitive areas. To overcome this
shortcomings, a popular mode of evaluation based on
41
students performance- grading system- has been evolved. At the

Higher Secondary stage, it is desirable to use a point absolute
grading to co-ordinate and record the evaluation. After giving the
score, they are changed into percentages and appropriate letter
grades are awarded curresponding to each percentage. The score
percentage and corresponding letter grade in Fish Processing
Technology is given below.
Score in percentage
Grade
90-100
A+
80-89
70 -79
B+
60-69
50-59
C+
40-49
30-39
D+
20-29
Below 20
Consolidated statement of CE & TE

Class: Ist year
Stream: Fisheries
Sl. No Name
CE
(20
)
TE
(80
)
Anand
18
6
0
Shibu
19
Total
CE+
TE
(100)
7
8
Grade
B
+
7
2
9
1
+
The maximum score of CE+TE is 100 and the minimum score is 30.
(30%)
42
Practical Evaluation (PE)

PE is the important part of vocational practicals. The practical skills
must be evaluated after completing all practical experiments in each
term and at the end of the academic year. PE must cover all
required indicators to evaluate the technical skill and practical
knowledge of the different topics covered.
Syllabus
Practical
420 hrs
1 Collection and identification of commercially important teleosts,

elasmobranches, crustanceans and molluscs.
50 hrs.
2 Study and recording of morphological characters of

selected telecosts, elasmobranches, crustacean and molluscs.
25 hrs
3. Preparation of charts showing fish landing centres,

fishing harbours and ports in India and Kerala.
Compilation of data of fish landings (item-wise and
quantity wise) of India and Kerala for the past 10 years.
30 hrs
4. Estimation of the proximate composition of fish: Moisture content,

glycogen content, fat content, protein content and ash.
30 hrs
5. Visit to fisheries bacteriology laboratory for familiarisation with

bacteriological methods and demonstration of procedures for isolation
and identification of bacterial from fish.
75 hrs
6. Organoleptic evaluation: Organoleptic evaluation tests on fish and

shellfish and organoleptic tests for detection of spoilage.
7. Analysis of water for chlorine and pH.
50 hrs
10 hrs
8. Familiarisation of techniques of handling for

processing of fish and shellfish. On-hand training for handling
and dressing fish and shell fish for processing.
75 hrs
9. Familirisation of freezing and processing of fish

and fish products. Visit to ice plants, freezing units, peeling sheds
and cold storage.
75 hrs
43
Indicators for Practical evaluation and their score

No
Percentage
Score
40%
60
Procedure
and
demonstratio
Calculation
10%
15
Identification
20%
30
Spotters
10%
15
Record
10%
15
Viva
10%
15
Total
150
Indicators
Consolidated statement of Practical Evaluation

Class: Ist year
Stream: Fisheries
No Name
Procedure and Calculation
Identification
Spotters
Record
Viva
Total
Grade
demonstration
60
15
30
15
15
15
150
1 Anan
d
40
10
20
10
12
13
105
B+
2 Shibu
55
13
25
13
13
13
142
A+
How will you find out grade for PE

Convert the total score into percentage and findout the grade
eg: Total score: 105, percentage
105
150 100
70 , Grade B+
The minimum score to be obtained is fixed at 40% that is 60 out of 150.

Grade B
Vocational Competency Evaluation

Being a vocational course, a system to judiciously evaluate the
required value addition and consequent capacity building in the
selected vocational subject is highly essential. As the other
evaluation components like CE, PE and TE cannot assess the
vocational competencies and professional skills acquired by the
students, an internship evaluation (IE) component has been
introduced to meet
this
requirement.
44
Internship evaluation should be done based on the following

components.
I.
Regularity and punctuality.
A regular presence and habit of time bound completion of task is a

must for attaining maximum efficiency.
Regularity and Punctuality can be evaluated by 5 Point scale.
Rating Scale
1
Regularity
Never
regular
Often
regular
Usually
regular
Most of the
Always
time regular regular
Punctuality
Never
Punctual
Often
Punctual
Usually
Punctual
Most of the time Always

Punctual
Punctual
Regularity and punctuality can be assessed by using attendence of

the student and time bound completion of tasks.
II.
Value addition
Value addition can be evaluated through conducting field

visits/survey. The experiences gained through field visit and survey
increases the level of intrinsic motivation and positive attitude
towards the vocational field and there by increase his value as a
skilled semi- professional.
The aim of value addition is to measure the interest, devotion Group
management, perseverance of the learner in specific areas Value
addition can be evaluated from field visit, survey and simulated
experiments.
III.
Capacity building
Capacity building can be evaluated through conducting the following

activities.
1.
OJT/Simulated experiment
2.
Performance- Camp/ Exhibition/ Clinic.
3.
Performance- Production/Service cum Training censtre.
These components helps the students to practice the acquired skills

in the real situation and there by increasing self confidence and
promoting self reliance.
Capacity building is aimed at measuring the skills of the learner
from OJT/
production
cum
training
centre/
research
and
development/graded area exposure .
45
IE Item
1. Regularity
and
Punctuali
2. Value
addition
3.
Capaci
ty
buildin
g
46
Evaluation
Indicators
Weightage
Score
10
Field Visit
1. Attitude and
readiness towards
the task.
2. Capacity
for
observatio
n.
3. Data collection.
4. Application of ideas.
5. Documentation/
recording
.
OR
Survey
1. Planning.
2. Data collection.
3. Consolidation of
data and analysis.
OJT/ Simulated
Experiment/ Practical
skill
1.
Involvement
/
Participation
.
2. Skills in doing
work/
Communication
skill.
3. Time bound action.
4. Capacity for
observation, analysis
and innovation.
5. Documentation,
Recording and
display.
OR
Performance in
4/3/2/1
4/3/2/1
4/3/2/1
4/3/2/1
4/3/2/1
20
4/3/2/1
4/3/2/1
4/3/2/1
4/3/2/1
4/3/2/1
4/3/2/1
4/3/2/1
4/3/2/1
4/3/2/1
4/3/2/1
4/3/2/1
4/3/2/1
4/3/2/1
20
IE Item
Evaluation
Indicators
4. Innovation.
5.
Involvement/Soci
al commitment.
OR
Performace in
production/ service
cum training centre
(PSCTC)
1. Mastery of
vocational skills.
2. Managerial capacity.
3. Promoting
self
confidence.
4. Innovative approach.
Weightage
Score
4/3/2/1
4/3/2/1
4/3/2/1
4/3/2/1
4/3/2/1
4/3/2/1
4/3/2/1
Vocational Competency Items for Internship Evaluation

Items
Score
Regularity & Punctuality
10
Field visit/survey(any one)
20
OJT/simulated experiment/
Practical Skill/
PerformanceCamp/exhibition/Clinic
Performance- PSCTC (any
Total
20
50
A minimum of 80% attendance is required for promotion to the second

year. Those who have shortage of attendance should repeat first year.
Those who have 80% and above attendance but failed to achieve 30%
of Internship Evaluation (IE) will be promoted to the second year. He
has to improve the component in which he performed poor. He has
to attain the minimum by improving the particular component to
get eligible for appearing second year public examination.
47
Consolidated statement of IE
Class: Ist year
Stream: Fisheries
Sl No
48
Name
Regularity &
Punctuality
Field visit
or survey
OJT or
Practical
skill
Total
Score
10
20
20
50
Grade
Anand
12
10
27
C+
Shibu
15
16
37
B+
Format for Subject Wise Evaluation

Sl
no:
Name
CCE
1
2
3 (20) Total
(20) (20) Sem (60
Clas Asi)
s
sign nar/
Test
Proje
TE
(80)
Total
out
of
20
Total
Grade
PE
(100)
1 2
3 4
5 6 Total Grade
Vocational Competency Evaluation

Regularity
and
Punctual
ity (10)
Value
Additio
n (20)
Capacit
y
buildin
g (20)
Total
(50)
Grade
49
Sl no:
Nam
e
CE
Total
Grade
TE
Gener
al
Foundati
on
CE
Format for School wise Score

Sheet
English
TE
Total
Grade
CE
TE
TE
Total
Grade
Total
Grade PE
Total
Grade
VCE
Vocational Subjects
CE
CE
TE
Total
Physics
PE
Grade
CE
PE
Total
Grade
TE
Total
Grade
Mathemati
cs
CE
Chemistry
TE
UNIT. 1
GENERAL INTRODUCTION
Introduction
Fisheries is a multidisciplinary sector which deals with
aquaculture, fish capturing, fish processing, etc. Since the students
have limited knowledge about fisheries, this unit aims to convey
the fundamental aspects such as status of fisheries in Indian
economy, morphology of fishes, commercialy important Indian fish
resources and various fishing methods.
Syllabus
Morphology and biology of typical fish and shell fish. Major Indian
fisheries: marine, estuarine and fresh water. Pelagic and demersal
fisheries of India. Fishing methods. Marine fish production in India.
Export of marine products from India.
To understand the status of Indian fisheries and
export.
To identify the maritime states, fishing zones, major fishing
To understand various fishing methods

briefly.
To develop skills to identify the morphological characters of typical
fish and prawn.
To develop skills to differentiate teleost and

elasmobranch.
To understand the commercially important fishery resources
of India.
To develop the skills to familiarise different varities of fishes,
Sub Topic - Status of Indian Fisheries and

Export
Suggested
Activities
Data
Collection
Ask the students to collect the data of fish landings and exports from
journals, internet and economic reviews. Based on the collected data
plot graphs and discuss the fluctuations and trends in landings and
export. This activity aims to acquire a knowldege about the status of
Indian fisheries and export.
Sub Topic - Indian Coast

Line
Suggested
Activities
Demonstration
Demonstrate a map of India. Ask them to draw the map and mark the
maritime states, different fishing zones, important harbours and ports.
51
Sub
Topic
Methods
Fishing
Suggested Activities - Field trip with

Discussion
A field trip is preferable as a strategy to study different fishing
methods. Teacher may enble the students to visit a suitable fish
landing centre to familiarise with various fishing methods. On the
basis of the field trip a discussion can be conducted.
Points for discussion

Discuss methods such as gillnetting, trawling, purse- seining, shore
seining, boat seining, line fishing and fish traps.
Sub Topic - Morphological Characters of Typical Fish and
Prawn
Suggested
Activities
Group
Discussion
The students are divided into groups. Each group shall not exceed six
students. Each group is provided with a typical fish and prawn. Groups
are asked to discuss the morphological characters of the given
specimens with the help of labelled chart.

Discuss the general features of fish such as body shape, fins,
scales, gills and operculam, eyes and air bladder.
Discuss general features of prawn such as body shape, gills, eyes,
exoskeleton and appendages.
Sub
Topic
Elasmobranchs
Teleost
and
Suggested
Activities
Group
Discussion
Students have previous knowledge about external characters of
fishes. On the basis of that knowledge arrange a general discussion
on different charatecters of a typical teleost and an elesmobranch.
Teacher may consolidate the differences between a teleost and an
elasmobrach and ask them to prepare a note.

Discuss the differences in vertebral column, scales, caudal fin,
position of mouth, operculam, number of gills and mode of
reproduction.
Sub Topic - Commercially Important Fishery Resources of
India
Suggested Activities - Assignments and
Seminar
Students have a basic idea about fishery resources of their area.
Hence it is better to give assignments and seminar based on the
topic. Class may be divided into small groups and ask them to collect
information on different fishery resources such as oil sardine,
Mackerel, Tuna, Bombay duck, Shark and Prawns. Teacher may guide
the seminar by giving specific points for presentation.
52

Scientific names of economically important fishes and prawns,
geographical distribution in India food and feeding habits, habitats,
spawning season, fishing season, fishing methods and utilization.
Sub Topic - Different varieties of Fishes, Crustaceans and
Molluscs
Suggested Activities - Field
trip
Arrange a visit to fishlanding centre or fish market and ask the
students to collect and list the names and features of various fishes,
crustaceans and molluscs, they came across. In addition to this, the
students are asked to classify the specimens.
The teacher may guide the students to familiarise fishes such as Oil
sardine, Mackeral, Anchovies, Tuna, Seer fish, Ribbon fish, Carangids,
Sharks, Rays, Skates, Scianids, Silver bellies, Pomfrets, Cat fishes,
Flat fishes, Polynemids, Codes, Thread fin bream, White fish, Pearl
spot, Mullets, Milk fish, Carps, Prawns, Lobsters, Cephalopods,
Mussles, Clams, Oysters etc.
Additional Points
Total coast line of India
8129
Kms
Total coastline of Kerala
590
Kms
Marine fish production in India (2004- 2005) 2.99 Million
M Ton. Total fish production in India (2004- 2005) 5.98
Million M Ton. Area of Indian EEZ
2.02 Million sq.
Km Area of Continental shelf
0.506 Million sq.
Km
Major
Fishing
zones
North West Zone
Maharashtra
South West Zone
Goa
South East Zone
Andrapradesh
North East Zone
Bengal
Gujarath,
Kerala,
Tamilnadu,
Orissa
Karnataka,
and
Pondichery
and
West
Important Ports
Chennai, Kochi, Visakhapatanam, Tuticorin, Kolkata, Mangalore,
Mumbai, Kandla, Marmagoa, Nhevasheva, Paradeep, Haldia and
Ennore.
Important
India
Fishing
Harbours
of
Neendakara, Kochi, Baypore, Mangalore, Karwar, Ratnagiri,

Jafuabad,
Tuticorin,
Mumbai,
Veraval,
Mandapam,
Nagapattanam, Chennai, Visakhapatnam, Kakinada, Paradeep.
Marine products export from India (2004 - 2005)
Quantity
461329 MT
Value
6646.69
Crores
53
54
Commercially Important Fishery Resources of India

Name of
Fishery
Scientific
Name
Major
Distribution
July to
March
Kollam to
Ratnagiri
Zoo
plankton
feeder
South
west
monsoon
August
to
April
Harpodo
North West
Carnivores
Zone
(Even
cannibalistic
)
Novembe
r to
March
Septemb
er to
Decembe
r
Kollam to
Ratnagiri
longicep
s
Rastrellig
er
kanagurta
nehereu
s
4.Tuna
Peak
Fishing
Season
June to October
la
3.Bomba
y
Duck
Common
Spawning
Season
Plankton
feeder
(Mainly feeds
on Fragillaria
occeanica)
1. Oil Sardine Sardinel
2. Indian
Mackeral
Common
Feeding
habits
1.Auxis sp.
2.
Euthynn
us affinis
3.
Thunnu
s
albacar
es
Lakshadweep Voracious
Through out
,
the year.
Minicoy
Carnivore
Islands,
s
Kerala
and predatory
and
Tamilnadu
Through out
the year.
General
Fishing
Methods
Purse
seining, Boat
seining,
Shore
seining, Gill
Purse
seining, Boat
seining,
Shore
seining,
(Rampani in
Karnataka)
Bagnet (Dol
net) Boat
seining, Gill
netting, Trawl
netting.
Common
Utilisation
Fresh,
iced
form.
By
products - Body
oil, fish meal,
fish manure etc.
Fresh, iced, salt
dried,
wet
cured, colombo
cured.
By
productsFish
meal,
fish
manure etc.
Fres h and sun
dried
etc.
By products Lami
nated
Purse seining
Bombay duck,
manure etc.
Fresh,
Pole and
lining.
(Lakshadweep
)
frozen, canned
smoked
form
etc.
Tuna long lining
By product
- Masmin
Name of
Fishery
Scientific
Name
Major
Distribution
Common
Feeding
habits
Carnivores
sp.
North West
Zone,
Dasyatis
Kerala and
5.
Elasmo
branch
s
Scoliodon
sp.
South
East Zone
6.Prawn
Penaeu
Kerala
Common
Spawning
Season
Through out
the year.
Peak
Fishing
Season
Through out
the year.
General
Fishing
Methods
Hook and lining.
Common
Utilisation
Wet cured,
sun dried
etc.
By products Shark liver oil,
shark fin rays,
shark skin,
shark cartilage.
Bottom
Fresh, frozen.
trawling
canned, sun
monod
Trammel
on
netting
dried
form etc.
Penaeu
s
indicus
Parapenae op
sis stylifera.
Metapena
eus
monoceros
Metapena
eus
dobsoni
Omnivores
Monsoon
Monsoon
gill
Drift
netting
Stake netting
By products Chitin,
chitosan etc.
55
Unit
: 1 General Introduction
56
To Understand the status of Indian

Fisheries and export.
To identify the maritime states,

fishing zones, major fishing
To understand various fishing

methods briefly
To develop skills to identify the

morphological characters of typical
fish and prawn.
To develop skills to differentiate

teleost and elasmobranch.
To understand the commercially

important fishery resources of
India.
To develop skills to familiarise

different varieteis of fishes,
Ideas/
Process Skill
Conce
pts
Total fish
Collection
landings
and Total
export from
India.
Maritime
Drawing
states,
fishing
zones, ports
and
Trawling
Observation
Gill
Communicatio
n
netting
Seining
etc.
Morpholog
Identification.
y of fish
Communicatio
and prawn.
n
Teleost
Observation
Elasmobranc Differentiation
h
Communicatio
n
Fishes,
Identification
Prawn
Observation
s
Classification.
Fin fishes
Identification
Shell fishes Observation
Classification.
Activities
Collectio
n of data
Drawing
and
Marking
.
Materials
Journals,
Internet,
Economi
c
reviews.
Map
Evaluation
Authenticity
Interpretatio
n Interest.
Interest
Participation.
Field visit Models.

Demonstr
a- tion.
Discussion
Group
discussio
n
Group
discussio
n
Participatio
n Interest
Presentatio
n.
Specimen Participation
Interest
Presentation
Specimen Participation
Charts
Interest
Presentation.
Assignmen Specimen Presentation

t
Charts.
Depth of
Seminar
knowledge
.
Field trip Specimen Observation
s. Charts.
Interest
Participation
UNIT. 2
FISH AS A FOOD
MATERIAL
Introduction
Fish is a food of excellent nutritional value providing high quality of
protiens, fats and a wide variety of vitamins and minerals. Its protien
is easily digestable and contains more essential aminoacids and
essential fatty acids than in cereals and legumes.
People in developed countries are much more dependent on fish as
part of their daily diet. It reveals the importance of fish as food
material. In this unit an attempt has been made to make the students
aware of different biochemical components in the fish muscle. In
addition, this unit deals with the nutritional value and the importance
of fish in human diet.
Syllabus
diet.
Chemical aspects of fish flesh components- Water, fat (oil), protien,
carbohydrate, vitamins.
To understand the proximate composition
of fish.
To understand the classification of protien based on its
solubility.
To understand the importance of fish in

human diet.
To develop a skill to compare the nutritive value of fish with other
food items. To apply the knowledge acquired about nutrition in real
life situations. Suggested Activities- Discussion

Use charts showing percentage of different components in fish,
meat and vegetables. Compare the proximate composition of fish
with others. Discuss nutrition in general and connect it with the
nutritional value of fish. Thus let them understand that nutritive
value of fish is superior.
About water, fat, protien, carbohydrates, minerals, vitamins

and NPN
compounds in fish
muscle.
57
Classification of protiens according to their solubility and

mention their percentage in fish muscle.
Compare the protien, fat and vitamins in fish with meat and
vegetable.
Deficiency diseases caused by the inadequate consumption of fish
such as goiter kwashiorkar, night blindness, rickets etc.
Nutritive value of essential aminoacids, PUFA, Viatmin A and D,
Iodine,
Calcium and Phosporus in the fish.
Additional information
1. Fats
Fats are triglycerides of higher fatty acids, usually containing even
numbers of carbon atoms. Fish fats have a high content of polyunsaturated long chain fatty acids with four to six double bonds,
which is uncommon in mammalian fats, fattyacids eg: Palmitic acid,
oleic acid, arachidonic acid etc.
2. Protiens
Protiens are basically complex nitrogenous organic substances.
These are long chains of
polypeptides having of very high
molecular weights ranging from thousands to lakhs. Basic building
units of protiens are amino acids. Compared to meat, digestable
protiens are more in fish. In fish muscle 95% of total protien are
easily digestable.
3. Non- Protien Nitrogenous Compounds (NPN
Compounds)
NPN Compounds play a very important role in the physiological
functions of live fish muscle. They are generally encountered in fish
muscle and comprises ammonia, urea, tri- methyl amine oxide,
guanidine and imidazole and miscellaneous substances like purins
and pyramidines. The details are given below:
Tri Methyl Amine Oxide
(TMAO)
It is considered to be one of the compounds responsible for the
characteristic fishy ordour and flavour of marine fish.
Free
Alpha
Amino
Acids
Attractive flavour of prawns and other crustaceans are due to their
comparatively higher contents of Free Alpha Amino Acids. Quicker
rates of spoilage of invertibrates are also due to the presence of
free Amino Acids in their muscles. There are two types of Free Alpha
Amino Acids viz. essential and non- essential.
4. Vitamins
Low molecular weight subtance performs an important role in
regulating the body functions. Vitamins are not synthesised by

body and hence can be substituted through the food. Fats soluble
and water soluble vitamins are there.
Vitamine A,D, E and K are fat
soluble.
58
Riboflavin, Nicotinic acids, Pyridoxine, Cyanocobalamine are water

soluble vitamins.
Proximate Composition
Components
Percentage in Fish
Protien
18 - 24
Lipids and Fat
0.2 - 22
Water
66 - 84
Minerals
0.4 - 2
Carbohydrate
below 0.1
Vitamins
Trace
NPN compounds
0.3 - 0.6
Different types of protiens in Fish Muscle

Types of
protien
Sarcoplasmic
protiens
Solubility
In water or salt
solution of low
ionic oncentration.
Percenta
ge
to total
Function
Example
16 22
Metabolism
Myogen,
myoglobin,
Haemocyanin
Myofibrillar
protiens
In salt
solution or
0.1 N NaOH.
Stroma
protien
s
Only in
strong
acid or
alkali
65 - 75
Muscle
moveme
nt
Actin,
myosin,
Tropomyocin
, Troponin
Connectiv
e tissue
Collagen
and
Elastin
Classification of Fishes based on Fat content

Lean Fishes
Less than 2.5% of

fat
Semi fatty fishes
2.5% - 5% of fat
Fatty fish
More than 5% of fat
eg:
Anchovies,
Silver bellies
eg. Ribbon
fish,
Carangids
eg. Oil
sardine,
mackerel
59
60
Unit
: 2 Fish as a Food Material

Understand
the
Proximate
composition of fish.
Understand the classifi cation

of protien based on its solubility.
Understand the importance of

fish in human diet.
Ideas/
Concept
s
Water, Fat,
Protien,
Carbohydrat
e, Minerals,
Vitamins,
NPN
Compounds
Sarcoplasm
ic protien.
Fibrillar
protein
Strom
a
protie
Deficienc
y
diseases.
Process Skill
Activities
Materials
Evaluation
Observation
Observatio Charts and
Reference
Communicatio n of
charts.
n Comparison
Discussion
Participatio
n Interest
Preparation
of notes.
Observation
Classification
Communicatio
n
Participation
Interest.
Preparatio
n
of notes.
Observatio Charts and

n of
Reference
charts.
Discussion
Observation
Observatio Charts and Participation
Communicatio n of charts Reference Preparatio
n of notes.
n Comparison and
compariso
n
Develop skills to compare

the nutritive value of fish with
other food items.
Apply the knowledge acquired

about nutrition to other situation.
Ideas/
Concept
s
Comparison
of fish
protien with
vegetable
and meat
protein.
Essential
aminoacids.
Polyunsaturat
ed
fatty acids.
Vitamin A
and D
Iodine
Calcium
Phosporou
s
Process Skill
Activities
Materials
Observation
Observatio Charts
Communicatio n of charts
n Comparison and
Compariso
n
Evaluation
Participation
Interest.
Communicatio Discussion Reference Participation

n
Preparatio
Presentatio
n of notes.
n of notes.
61
UNIT. 3
FISHSPOILAGE
Introduction
Fish is a highly perishable food and starts spoiling at the moment they
are taken out of water. Post mortem changes take place in fishes
in atmospheric and refrigerated temperatures. Post mortem changes
taking place in fish are sensory changes, Autolytic changes,
Bacteriological changes and lipid oxidation. This unit reveals the
students about the post mortem changes taking place in fish muscle
and the causative agents of fish spoilage. Besides, it equips the
students to differentiate the spoiled fish from the fresh one.
Syllabus
Rigor mortis, Autolytic
oxidation of fat.
spoilage,
Bacterial
spoilage,
To understand the post mortem changes taking place in the
fish muscle.
To understand different causative agents of fish
spoilage.
To develop the skill for evaluating shrimp
organoleptically. To develop the skill to differentiate
fresh and spoiled fish. Suggested Activities Demonstration
Students have to acquire the skill to recognise the spoiled fish. Hence
it is necessary to include demonstration as an activity. Bring samples
of fresh and spoiled fishes of the same species to the class room.
Teacher should ask the groups to evaluate and compare the
appearence of gills, eyes, belly and texture of the spoiled fish with
that of the fresh fish and make a report on the basis of this
organoleptic evaluation. The report should be presented in the class
by the group leader and discuss the report in detail.

Sensory evaluation of fish and
shrimp.
Post mortem changes such as Rigor mortis, Autolysis, Microbial
changes Belly burst and Rancidity.
Role of enzymes, microbes and oxygen in fish
spoilage.
62
Additional Information
Comparision of Fresh and Spoiled Fish
Fresh Fish
Spoiled Fish
Flesh firm, elastic, cannot

easily be seperated from the
bone.
Sea weedy or fishy odour
Loose, non elastic, can

easily be separated from
the bone.
Off odour
Gills have bright red colour
Colour faded into

brown and finally
yellow.
Red in colour,
cloudy, opaque
Eyes are bright, clear and

transparent
Skin is slimy with un faded colour
Sweet characteristic flavour
Not slimy and colour

faded
Un pleasant flavour
Bright colour
Dull colour
Scales are firm and strong
Not firm and

easily detachable
63
64
Unit
: 3 Fish Spoilage
Ideas/
Concept
s
Rigor
mortis
Autolysis
microbial
changes
Belly burst
Rancidity
Understand the post mortem

changes taking place in fish
muscle.
Understand different causative

agents for fish spoilage.
Enzyme
s
Microbe
s
Develop the skill for evaluate

shrimp organoleptically.
Black
spot
loose
shell
Develop skills to differentiate

fresh and poiled fish.
Appearance
of gills,
eyes, flesh
etc.
Process Skill
Activities
Materials
Evaluation
Observation
Demonstratio Specimens Participatio
Communicatio n
Reference n Interest.
Presentatio
n Comparison Discussion
n
of notes.
Communicatio Discussion Reference Presentatio

n of notes.
n
Preparatio
Participatio
Prediction
n of notes
n
in discussion.
Observation
Demonstrati Specimens Participatio
Communicatio on
Reference n in
discussion.
n
Discussion
Preparation
of notes
Observation
Demonstrati Specimens Participatio
Communicatio on
Reference n in
discussion.
n
Discussion
Preparation
of notes

fresh and poiled fish.
Ideas/
Concepts
Appearanc
e of gills,
eyes, flesh
etc.
Process Skill
Activities
Materials
Observation
Demonstrati Specimen
s
Communicatio on
n
Discussion Referenc
Preparation e
of notes
Evaluation
Participatio
n in
discussion.
65
UNIT. 4
MICROBIOLOGY OF FISH
SPOILAGE
Introduction
Students have previous knowledge about the role of micro
organism in fish spoilage. They have got a basic idea about the micro
organisms at school level. Our aim is to give an idea about bacteria
present in fish and fishery products. This unit deals with the effect of
various enviornmental factors on bacterial growth and methods of
controlling fish spoilage. In addition, they should also get an idea
about the structure of bacteria. On completion of this unit the
students get the concept of preventing the bacterial spoilage by
altering different enviornmental conditions.
Syllabus
Structure and growth of bacteria, Role of bacteria in fish spoilage,
Effect of temperature, pH, Oxygen, Salinity etc. on bacterial growth,
methods of controlling spoilage.
To understand the structure of bacteria.
To understand the effect of environmental factors on bacterial
growth.
To understand the methods to prevent fish spoilage.
Apply the knowledge acquired in new situations.
Sub Topic - Reprodcution of Bacteria

Suggested Activity - Discussion
With the help of OHP and charts discuss binary fission and spore
formation. Let the students prepare notes by observing it.
Points for Discussion

During the favourable environmental conditions bactetia multiply
by binary fission at a faster rate within a short period.
Bacteria produce spores to withstand unfavourable enviornmental
conditions.
66
Sub Topic - Structure and Shape of Bacteria

Suggested Activity - Demonstration with Discussion
Recall the previous knowledge that gained by the students in
lower classes about the structure and shape of bacteia through a
discussion. Charts showing the structure and shape of bacteria can be
exhibited. Permanent microscopic slides can also be shown. Let the
students understand the structure and shapes of bacteria by
observation. Let them recognise the shapes and ask them to classify
based on their shape, such as spherical (coccus), rod (Bacillus), Spiral
(Spirillum) and Coma (Vibrio).
Ask the students to record labelled diagram and let them prepare
notes. Based on this, conduct a group discussion.

How the bacterial cell differs from a typical plant cell.
The shapes of bacteria.
Sub Topic - Effect of enviromental factors on bacterial growth
Suggested Activity - Discussion
Salinity
Discuss the effect of fresh water on marine organism and saline
water on fresh water organisms and lead them to halophilic and
halophobic bacteria.
Temperature
Plot a temperature scale on black board ranging from 0 - 1000 C. Let
the students identify the range of normal atmospheric temprature and
help them to divide the whole range into three sections- cold
condition, normal condition and hot condition. Lead them to
understand psychrophiles, mesophiles and thermophiles.
pH
Students have acquired the concept of acidic pH, neutral pH and
alkaline pH in their previous classes. Let the students get aware
that most of the bacteria generally live in neutral pH and a few
exceptions are inhabiting in acidic pH.
Oxygen
The students have learned of the necessity of oxygen for living
organisms. Make them aware of that certain organisms can withstand
in the absence of oxygen. Based on this, teacher leads the students
to understand about aerobes and anaerobes.
Moisture
Water is necessary for the existence of life. The students realise
that microbes cannot survive without free water in their habitat.
67
Sub Topic - Bacterial Growth

Suggested Activity - Discussion with Demonstration
Using a growth curve chart discuss different phases of bacterial
growth such as Lagphase, Logarithemic phase, Stationary phase and
Mortality phase.
Sub Topic - Methods of controlling microbial spoilage
Suggested Activity - Group Discussion
Students are divided into groups. Each group should not exceed six
students. Ask them to discuss how to control fish spolage with the
knowledge acquired from the effect of enviornmental factors on
microbial growth. Additional skills for discussion should be given as
at which temperature, salinity, pH or water content bactaria
destroys. Consolidation should be done in order to make the student
understand that the conditions prevailing in fish favours the
multiplication of bactaria. Students should understand that by
altering the temperature, salt content, pH and water content, we can
destroy or prevent the growth of bactaria. Thus the students must
understand that icing, freezing, salt curing, drying, canning, smoking
irradiation and marinading can be employed as methods of fish
preservation.
Additional Points
Differences between bacteria and a typical plant cell
Bacteria
Typical Plant Cell
1. Prokaryotic
(without clear nucleus, posses
only genetic material)
Eukaryotic.
(with
nucleus)
2. Cell wall is made of

mucopeptides
3. Membraneous organels absent
Cell wall is made of

cellulose
Present
Examples of different morphological

types Coccus
Staphylococcus,
Streptococcus Bacillus
sp, E. coli, Bacillus sp. Coma
Clostridium
-
Vibrio
cholera
Spirillum
Spirillum sp.
Classification of Bacteria based on Environmental

factors
Psychrophiles
- Bacteria which grow at a temperature of 0200 C with an optimum at 150 C.

eg.
Psuedomonas.
68
Mesophiles
- Bacteria which survive at a temperature of

20- 450 C
with an optimum growth at 30 370 C. eg. Salmonella typhi.
Thermophiles
- Bacteria which survive at a temperature of

45- 900 C
with an optimum growth at
550 C. eg. Clostridium
botulinum.
Halophilic
- Bacteria which grow best in the

of salt. eg. Serratea salinaria.
Halophobic
- Bacteria which cannot tolerate salt

concentrations higher than 6%.
eg. Achromobacter, Pseudomonas.
Acidophiles
- Bacteria which can survive at a pH of 4.5 and

below. eg. Lactic acid bacteria.
Aerobic
- Bacteria which grow only in the presence

of air. eg. Salmonella typhi.
Anaerobic
- Bacteria which grow only in the absence of

oxygen eg. Clostridium sp.
Autotrophs
- Bacteria which can synthesis their own food

material. eg. Green sulphur bacteria.
Heterotrophs
- Bacteria which depends on others for their

food. eg. Vibrio cholera.
Growth Curve of Bacteria
C
Number
of micro
organism
s
A
B
Time
AB - Lag Phase
BC - Logarithemic Phase
CD - Stationery Phase
DE - Mortality Phase
presence
69
70
Unit
: 4 Microbiology of Fish Spoilage

Ideas/
Concept
s
Understand the structure of bacteria Structure
and shape
of bactaria.
Understand the effect of

environmental factors on
bacterial growth.
Temperatur
e Salinity
Oxygen
Humidity
pH
Understand the methods to

prevent fish spoilage
Apply the knowledge acquired in

new situations.
Icing
Freezing
Salt
curing
Drying
etc.
Process Skill
Activities
Materials
Evaluation
Obeservatio
n of charts
Discussion
Labellin
g
diagram
Communicatio Discussion
n
Preparatio
Observation
n of notes
Demonstr
a- tion
Participatio
n in
discussion.
Presentatio
n of
labelled
diagrams.
Reference Participatio
n in
Charts/
discussion.
OHP
Presentatio
n of notes
n
n in
discussion.
Observation
Differentiatio
n
Communicatio
n Drawing
Charts,
Permanen
t slides
Diagrams
UNIT. 5
MICROBES IN PUBLIC
HEALTH
Introduction
Students are aware of food poisoning caused by micro organisms.
Some of the micro organisms present in fish and fishery products
cause food poisioning and affects public health adversely. This unit
aims to develop a skill to understand and identify food poisioning,
causative organisms, its symptoms and preventive measures.
Syllabus
Microbes that cause infection to man- Staphylococcus aureus,
Salmonella sp . Clostridium botulinum, Vibrio cholera, Escherichia coli,
To understand different types of food poisioning caused by the
To develop skill for identifying the types of food poisioning
through their symptoms.
Understand the different methods of controlling food

poisioning.
Apply the acquired skill in unfamiliar

situation.
Suggested Activities - Field visit, Quiz,

Assignment
Interact with the students about food poisoning caused in there area.
Then divide the whole class into two groups and ask them to collect
information about food poisoning from pamphlets published by health
department, posters, magazines and news papers. Conduct a field
visit to a microbiology laboratory and ask them to prepare an
assignment with the help of the information collected. Teacher may
consolidate about the food poisoning caused by Salmonella,
Staphylococcus aureuas, V. cholera, Clostridium botulinum, E. Coli and
71
72
Additional Points
Bacteria
Characteristics
Clostridium
Anaerobic, gram
+ve, rod shaped,
spore forming.
Bacterial Food Poisoning

Source of
Contamination
Sea mud and under
processed canned
food.
Produce a
neurotoxin botulin
Salmonella
Aerobic, gram
-ve, rod shaped,
non- spore
forming, motile.
Contaminated
water, sorting of
fish on
contaminated
beach, handling by
potential carriers,
inadequate
personal hygiene
and factory
sanitation.
Symptoms
Preventive measures
At the beginning
diarrhoea, weakness,
uneasiness, tiredness,
head ache, dizziness.
Later, constipation
occures with difficulty
to talk and
distrubance in vision.
Muscles of neck
become fatigued.
Death may occur due
to respiratory failure.
Proper fish
handling methods.
Severe fever, head

ache, vomitting,
diarrhoea, abdominal
pain.
Proper fish
handling methods.
Good sanitary
practices. Chlorination
of water. Ideal process
conditions.
Good sanitary
conditions.
Avoid potential
carriers
from handling the fish.
Avoid fishing from
Bacteria
Characteristics
Staphylococc Aerobic gram

+ve, coccoid, non
us
spore forming,
non motile.
Source of
Contamination
Poor fish handling
practices and
personal hygiene.
Symptoms
Nausea, vomitting,
diarrhoea, abdominal
pain, weakness,
abnormal blood
pressure.
Preventive measures
Proper fish
handling methods.
Good sanitary
conditions.
Avoid potential
carriers
*
Escherichi
a coli
Aerobic gram
-ve, rod shaped,
non- spore
forming.
Poor fish handling

practices and
personal hygiene.
Presence of
E. coli in fish and
fishery products is
an indication of
faecal
contamination.
Bloody diarrhoea
followed by
kidney failure.
Maintanance of cool
temperature during
Proper fish
handling methods.
Good sanitary
conditions.
Avoid potential
carriers
73
Avoid fishing from

* Presence of E. coli in fish and fishery products is an indication of faecal contamination.
74
Bacteria
Characteristics
Vibrio cholera Aerobic, gram

-ve, comma
shaped,
non- spore
forming, motile.
Source of
Contamination
Contaminated
water, sorting of
fish on
contaminated
beach, handling by
potential carriers,
inadequate
personal hygiene
and factory
sanitation.
Symptoms
Nausea, vomitting,
profuse diarrhoea
with abdominal
cramps,
Dehydration.
Preventive measures
Proper fish
handling methods.
Good sanitary
conditions.
Avoid potential
carriers
Avoid fishing from
near shore waters.
Bacterial Food poisoning - incubation period and duration of illness

Causes of Poisoning
Salmonella (Infection)
Staphylococcus aureus
(Food intoxication)
Clostridium botulinum
(Food intoxication)
Escherichia coli
(Infection and toxin)
Vibrio (Infection)
Incubation
Period (hrs)
6 to 36
2 to
6
Duration of
illeness
1 to 7 days
6 to 24 hrs.
12 to 96
Death in 24 hrs
to 8 days or slow
convalescence over
6 - 8 months
12 - 72
1 - 7 days
248
2 - 5 days
75
76
Unit
: 5 Microbiology of Fish Spoilage

Understand diff erent types

food poisoning caused by
Develop skill for identifying the

type of food poisoning through
their symptoms.
Understand the different

methods of controlling food
poisoning.
Apply the acquired skill in

unfamiliar situations.
Ideas/
Concept
s
of Salmonella
the E. coli
Staphylococ
cus V.
cholera
C. botulinum
Diarrhoea
Vomitting
Headache
Stomachac
he
Proper
fish
handling
Sanitation
Chlorination
Process Skill
Activities
Materials
Evaluation
Observation
Assignment Reference Presentation
Identification s
Microbial Interest.
Communicatio Field trips. colonies.
n
Observation
Communicatio
n
Identification
Collection Reference Participation

of
Presentation
information
.
Observation
Collection
Communicatio of
information
n
s.
Journals
Magazine
s Internet
Presentatio
n of notes.
UNIT. 6
FISH HANDLING
Introduction
Fishing Industry has given great importance for hygienic handling of
fish on board and on shore, because it determines the quality of the
final product. This unit aims to get an awareness about the
importance of hygienic handling practices, and use of different chilling
methods to keep the fish fresh. This unit also describes the use of
chlorine for disinfection in various stages of processing to reduce the
bacterial load considerably. The students should acquire skills to
handle the fish hygienically, when the completion of this unit.
Syllabus
Hygienic handling of fish on board fishing vessel and on shore,
Manufacture and storage of ice, Quality of ice, Use of ice for handling,
transportation and processing of fish, Quality of water to be used in
fish processing, Chlorination of water, Refrigerated sea water for fish
preservation.
To understand the hygienic handling of fish and prawn on board
fishing vessel and on shore.
To develop the skill for fish

handling.
To develop the steps in the preparation of fish for

processing.
To understand the principle of

chilling.
To understand the different methods of
icing.
To understand the process of ice

manufacture.
To develop the skill for icing the
fish.
To identify different types of
ice.
To develop skill for chlorinating

water.
To understand the significance of quality of ice and water to be
used in fish processing.
To understand the need for chlorination of water in fish

processing.
To understand the use of Refrigerated Sea Water (RSW) and Chilled
Sea Water
(CSW) for fish storage.
77
To familiarise the different equipments in fish processing

industry.
Apply the acquired skills to new

situations.
Sub Topic. 1
shore
Hygienic handling of Fish on board and on
Suggested Activities discussion
Field
visit
and
Students have already learned the need for hygienic handling

practices. To familarise them with hygienic handling practices conduct
a field visit to a nearby fishing harbour and a pre- processing centre.
Ask the students to acquire the skill for proper hygienic fish handling
on board and on shore. They can also collect details group wise. On
the basis of field visit prepare a report and arrange a group
discussion.

Washing, sorting, beheading, gutting, splitting, filleting, bleeding,
icing, storing and transport.
Sub Topic. 2
Ice
Manufacture and storage of
Suggested Activities -
Field visit
Conduct a field visit to nearby ice plant and familiarise with the
manufacturing process of ice; on the basis of this a discussion can be
arranged.

Icing methods- bulking, shelving,
boxing. Types of ice- block ice and
flake ice. Manufacture of block ice.
Insulated containers- Plastic box, thermocol box, MPEDA box,
Matsyafed box.
Sub Topic. 3
Suggested
Discussion
Chlorination of Water
Activities
Conduct a discussion about the use of bleaching powder on the

purification of water. On the basis of discussion teacher should
consolidate the bactaricidal property of chlorine.

1. Bactericidal property of
chlorine.
2. Use of chlorinated water in fish
handling.
3.
Advantages
of
Chlorination
Sub Topic. 4 - Refrigerated Sea

Water(RSW) Suggested Activities Demonstration
Using charts/LCD/OHP discuss the structure and working of RSW and
CSW
and
its
advantages
and
disadvantages.
78
Unit
: 6 Fish Handling
Ideas/
Concept
s
Understand the hygienic handling of hygenic
handling on
fish and prawn onboard and on
board and
shore.
on shore.
Process Skill
Observation
Activities
Field visit.
Discussio
Materials
Fishing
vessel.
n.
Develop a skill for fish handling
Understand the steps in the

preparation of fish for processing.
Beheadin
Observation
Field visit.
g.
Discussio
Gutting,
n.
Splitting,
Understand the principle of chilling
Chilling.
Understand the process of

ice manufacture
Ice
manufactur
e
Participation
in
discussion.
Interset
in field
visit.
Sanitory
operation
s
Evaluation
Specimen
Field
visit
report.
Participatio
n in
discussion.
Communicatio Discussion References Participation
n
Observation
Field visit.
Discussio
n.
Ice plant
Participation
Interest
79
80
Understand different methods of
icing.
Ideas/
Concept
s
Bulking
Shelving
Process Skill
Activities
Materials
Evaluation
Communicatio Discussion Ice

n
Participation
Observation
Field visit.
Experiment Ice
s
and
water.
Discussion Bleachin
g
powder.
Sodium
hypochlorit
Acquire
d
concept.
Participation
Boxing.
Develop skills for icing. the fish.

Identify different types of ice.
Block ice
Ice
Flake ice
Understand the significance of

quality of ice and water.
Potable
water
Observation
Understand need for chlorination of

water in fish processing.
Bactericid
al
property
of
chlorine.
Observation
Develop skills for chlorinating water.
To
understand
the
use
of Fish storage Observation
Refrigerated seas water (RSW) and
chilled sea water (CSW) for fish
storage.
Demonstratio Chart
n
s OHP
Discussion LCD
Participatio
n in
discussion.
Participatio
n in
discussion.
Familiarise the different

equipments in fish processing
industry.
Apply the acquired skills in
new situations.
Ideas/
Concept
s
General
awarenes
s
Process Skill
Observation
Activities
Field visit
Materials
Evaluation
Equipments Participation
Interest
81
UNIT. 7
FREEZING
Introduction
Freezing is basically the removal of heat from a substance until it
attains sub zero temperatures and assumes a hard consistancy by
the solidification of its water content. From this unit the student
learns the fact that microbes are inactivated or destroyed due to the
solidification of free water and the enzymes are denatured due to the
lowering of temperature. A thorough knowledge on different types of
freezing techniques is also essential to adopt appropriate methods in
accordance with consumer demand. This unit deals with the principle
of freezing, different steps involved in the freezing of fishery products
and helps to develop skills for selecting suitable freezing techniques.
Syllabus
Principles involved in freezing of
fish.
involved. Slow freezing Vs Quick freezing
Double
freezing
Post
treatment
freezing
To understand refrigeration and different types of
refrigerants.
To understand the concept of freezing as a preservative
method.
To develop a skill to differentiate freezing and
chilling.
To develop a skill to differentiate slow freezing and quick
freezing.
To understand the terms related to

freezing.
To understand the factors affecting

freezing rate.
To understand different freezing
methods.
To understand different product styles of cephalopods

and fishes.
To apply the acquired skills in new

situations.
To familiarise with different steps in

freezing.
82

visit
Visit a freezing plant and familiarise with different steps in freezing,
different product styles and refrigeration system. Ask the students
to prepare a report based on the visit and show flow charts for the
different stages of frozen fish products.
Group discussion
Students are divided into various groups and each group does not
exceed six students. Ask them to discuss why the food products kept
in the freezer is not get spoiled easily and lead them to understand
how the enzymatic spoilage and microbial spoilage are controlled by
freezing.

Principles
of
Refrigeration
Different types of refrigerants - Ammonia, Freon, Liquid nitrogen

and Dry ice.
Effects of freezing on enzymes, microbes and

rancidity.
Freezing point, zone of maximum crystallisation, Thermal arrest
period, Freezing time, freezing curve.
Factors affecting freezing rate such as freezing temperature,
product thickness, thermal conductivity of packaging material.
Different freezing methods such as Block freezing, Individual Quick
Freezing
(IQF), double freezing, carton freezing, vacuum freezing, cryogenic
freezing.
Raw material preparation, washing, size grading, weighing, setting,
glazing, freezing, reglazing, packing and labelling, cold storing
and shipment.
Thawing, Thaw rigor, Thaw drip, drip
loss.
Mention product
styles.
Squid - squid rings, squid tentacles, squid fillets, squid
wings. Cuttle fish - Whole, Whole cleaned, Fillets, roe,
tentacles, wings. Octopus - Whole gutted.
Fish - Whole, whole gutted, fillets, steaks,
minced, loins. Crab - Whole, Cut crab, crab meat
Lobster - Whole, lobster tail, cooked.
Slow freezing and quick

freezing.
Freezing Curve
83
84
Unit
: 7 Freezing
Understand refrigeration and

different types of refrigerants.

freezing and chilling.
Understand the concept of freezing

as a preservative method.
Understand freezing methods.
Ideas/
Concept
s
Principle of
refrigeratio
n.
Different
refrigerant
Short term
storage
and long
term
storage.
Prevention
of microbial
and
enzymati
c
spoilage
Reduction
in rate of
rancidity.
Block, IQF,
double,
carton,
vacuum
and
cryogenic
freezing
Process Skill
Activities
Materials
Evaluation
n in
discussion
Presentatio
n of
Comparison
Field visit
n in
dicussion.
n
Preparatio
Presentatio
n
n of
of
reports
Comparison
Field
visit
Reference Participating
in
discussion.
n
Preparatio
Presentatio
n
n of
of a report.
reports.
Observation
Field visit
n
Preparatio
n of report
Observation
Field visit Reference Participatio
n in
discussion.
n
Preparatio
Presentatio
n
n of
of a report
reports.
Understand product style

of cephalopods and
fishes.
Apply the acquired skills in

unfamiliar situation.
Familiarise with steps in freezing.
To understand the factors

affecting freezing rate.
Ideas/
Concept
s
Differen
t
product
styles.
Various
steps in
freezing
Process Skill
Activities
Materials
Evaluation
Observation
Feild visit Reference Participatio
n in
discussion
n
Preparatio
Presentatio
n
n of
of reports.
Observation
Field visit Reference Participatio
n in
discussion
n
Preparatio
Presentatio
n
n of
of report.
Temperature Observation
Discussion Reference Participatio
n in
Thickness
Communicatio
discussion
of product.
n
Thermal
conductivit
y of
packaging
material.
85
86
To understand the terms

related to freezing.
To understand slow and quick

freezing.
Ideas/
Process Skill
Activities
Materials
Evaluation
Concept
s
Freezin
Observation
g point
n in
Communicatio
discussion
Maximum
n
zone of
crystalisatio
n
Thermal
arrest
period
Freezin
g time.
Freezin
Slow
activitie
s
Observation
n in
Communicatio
discussion
n
UNIT. 8
FREEZERS
Introduction
Several types of freezers are used in seafood industry for freezing of
fish. In this unit we are going to familiarise different types of freezers
and their working. We also intend to classify freezers based on
freezing techniques, so that a comparison may be drawn among
them. During this process of learning the students realise how to
select a type of freezer for a specific head.
Syllabus Airblast
freezers Contact
plate freezers
Spray
and
freezers
Immersion
Other
types
freezers
of
Freezing time
temperatures
and
freezer
operating
To familiarise with common types of
freezers.
Suggested Activities - General discussion with Demonstration and Field

visit
Teacher can explain different types of freezers with the help of charts,
OHP and models. A trip can be arranged to a nearby freezing plant to
familiarise with the structure and operations of different freezers. An
assignment will be given to the students based on the field trip. In
order to get more ideas about freezers a class seminar may be
arranged. Teacher may guide the students to attain the curriculum
objectives through discussion and seminar.

Discuss about the structure and operation of different types of
freezers such as Plate freezers, Air blast freezers, Drum freezers,
Immersion freezers, Fluidised bed freezers, Spray freezers and their
merits and demerits.
87
88
Unit
: 8 Freezers
Ideas/
Process Skill
Concept
s
Familiarise with common types Structure
Observation
of freezers.
Operation
Communicatio
n
Freezing
time
Freezing
temperature
Refrigerant.
Activities
Field visit
Discussion
Seminar
Assignmen
t
Materials
Evaluation
Interes
Freezers
Reference t
Presentatio
s
n of
seminar
Participatio
n
in
discussion
Preparation
and
Presentation
of
assignmen
t
UNIT. 9
FREEZING OF
SHRIMPS
Introduction
Students have already learned that freezing is one of the
methods of fish preservation by lowering the temperature. Likewise
the students should get an awareness about the method of freezing of
shrimp also. Here an attempt has been made to make the students
understand about different steps in freezing of shrimps and its
product styles.
Syllabus
How to
products
make
good
frozen
Freezing of shrimps in different styles like whole, HL, PD, PUD, CPD,
Block and
IQF
products.
To develop skills in preparing different product styles of
prawns.
To develop skills for the freezing of

shrimps.
Suggested Activities - Discussion with the help of Charts, Samples and

Video show
Students have previous knowledge in the freezing of fish. Teacher can
introduce additional steps involved in freezing of shrimps through a
general discussion with the help of a flow chart showing important
steps in freezing. Teacher can also depend on visual media in
connection with shrimp processing to familiarise the different steps
comprehensively. Using flow charts, photographs and video shows
discuss with the students about different styles of frozen shrimp
products. Based on this students may be asked to evaluate different
product styles and prepare a report.
Different steps- Raw material preparation, grading, weighing, filling,

glazing, freezing, reglazing, packing cold storage and shipment.
Product styles- Whole, HL,PD,PUD,CPD and

Fantail.
IQF products and Block frozen prawn

products.
89
90
Unit
: 9 Freezing of Shrimps
Develop skills in preparing

different product style.
Develop skills for the freezing of

shrimp
Ideas/
Process Skill
Activities
Concept
s
Whole
Observation
Discussion
HL
Communicatio
n
PD
PUD
CPD
Block
IQF products
Materials
Evaluation
Flow
charts
Samples
Visualmedi
a
Participatio
n
Preparation
of notes
and
flow charts.
Raw
Observation
Field visit Shrimp
material
preparation n
grading,
weighin
g filling,
glazing,
freezing,
reglazing,
packing
clod storage
Interest
Participatio
n Field
report.
UNIT. 10
COLD STORAGE
Introduction
It is necessary to keep frozen products in cold condition until it is
delivered to the consumer. The students should be made aware of
the fact that cold store provides such a condition. The students
should get the concept and functions of cold store when the
completion of unit. They should also acquire the skills to select
appropriate type of cold store.
Syllabus
Types
store
of
cold
To understand the functions of a cold
storage
To understand different types of cold

storage
Suggested Activities - Field Visit and

Discussion
Arrange a visit to a cold store and ask the students to note down
the various activities taking place there. In addition to this the pupils
are asked to draw the diagramatic representation of the cold store.
Charts, models and multimedia tools can be used for introducing
different types of cold stores. A general discussion can be conducted
based on different types of cold stores and its operations.

Principle and concept of cold
storage.
Cold store temperature and its

fluctuation
Different types of cold storage- Jacketed type, finned type and unit
cooler type.
91
92
Unit
: 10 Cold Store
Understand the functions of a cold

store.
Understand different types of cold

store.
Ideas/
Concept
s
Principle
Jacketed
type
Finned
type Unit
cooler
type.
Process Skill
Activities
Materials
Evaluation
Observation
Field visit
n Drawings
Charts
Models
Multimedi
a
Preparatio
n of notes
Observation Field visit

n
Charts
Models
Referenc
e
Participation
Preparatio
n of notes.
UNIT. 11
STORAGE, TRANSPORT AND

DISTRIBUTION
Introduction
The students are familiar with the concept of storage, transport and
distribution. This unit helps the students to understand different types
of fish storage, live fish transportation and the concept of cold chain.
Syllabus
Chilled
storage
Frozen
storage
Change in fish muscle during frozen
storage
To understand the chilled storage and frozen
storage
To understand fish transportation and

distribution
To understand the changes in fish muscle during freezing and in
the cold storage.
Sub
TopicStorage

Trip
A field trip can be arranged to a frozen storage and cold storage
and asks the students to conduct a comparative study and prepare a
report.
Differentiate chilled storage and frozen storage based on main

points like storage temperature, quality of the product, nature of
product to be stored etc.
Sub
Topic-
Transport
and
Distribution
Suggested
Activities
Group
discussion
Using pictures of fish transporting vehicles and video casettes of fish
distribution, conduct a group discussion on different types of fish
transport and distribution system. Collect information from each
group about locally available fish distribution system.
93

Various types of fish transport
systems.
Additional
chain
Points
Cold
Cold chain is the scientific and systematic distribution of frozen

fish in the interior market by refrigerated vans, refrigerated
railwagons etc.
Sub Topic- 3 - Changes in Fish muscle during freezing and in the
cold storage.
Suggested
Activities
Discussion
Discuss the points such as ice crystal formation, shrinkage, driploss,
organoleptic changes, freezer burn, texture, protein denaturation,
nutritional changes, enzyme denaturation, declaining of bacterial
load, discolouration.
94
Unit
: 11 Storage, Transport and Distribution

Understand the chilled storage

and frozen storage.
Understand fish transportation

and distribution.
Understand the changes of fish

muscle during freezing and in the
cold storage.
Ideas/
Process Skill
Activities
Materials
Evaluation
Concept
s
Storage
Observation
Field trip
Reference Field
temperature Communicatio Discussion
report.
Quality of
Participatio
n Comparison
the product,
n
Nature of
in discussion.
the product
to be
stored.
Observation Discussion
Communicatio
n
95
Ice crystal
formation
Shrinkage
Drip loss
Organolepti
c changes
Freezer
burn
Texture
Protein
denaturatio
Observation Discussion
Communicatio
n
Pictures,
cassets
and
videos of
transportin
g vehicles
References
Participatio
n in
discussion
Participatio
n in
discussion
UNIT. 12
LAYOUT OF PROCESSING
PLANTS
Introduction
Like any other industry fish processing plants also need proper layout
for smooth functioning. This unit introduces various aspects to be
considered while preparing a layout for the installation of a
processing plant.
Syllabus
Site, building, water supply, equipments and
clothing
To get an awareness about the minimum infrastructural facilities

required for a fish processing plant.
Suggested Activities
Students have already visited fish processing plants. Hence a
discussion can be conducted about minimum infrastructural facilities
by using a standard layout of a processing plant.
Mention chute, raw material receiving room, chill room,

processing hall, working table and utensiles, freezers, cold
storage, machinery, ventillation, measures for controlling flies and
animals, lighting, potable water and ice, toilet facilities, laboratory
etc.
96
Unit
: 12 Layout of Processing Plants

Understand minimum
infrastructural facilities required
for a processing plant.
Ideas/
Concept
s
Chute,
raw
material
receiving
room,
chill room,
processing
hall,
processing
table and
utensils.
freezers,
cold store,
Water
supply and
electricity.
Process Skill
Activities
n
Materials
Evaluation
n in
discussion
97
UNIT. 13
FACTORY HYGIENE AND SANITATION

Introduction
The students have learned the role of microbes in fish spoilage and the
importance of proper hygiene and sanitation to prevent microbial
contamination in sea food. They have also got a general idea about
the need for hygiene and sanitaion for healthy enviornment. This
chapter aims to make them understand how proper hygiene and
sanitation can be acquired.
Syllabus
Building, equipment and staff
sanitation Maintanace of Quality
control Curriculum Objectives
To
To
To
To
understand the details about factory hygiene and sanitation.

understand the significance of sanitation in sea food industry.
develop skills to maintain personal hygiene and sanitation.
apply the acquired knowledge in new situations.
Suggested Activities - Discussion

A discussion can be conducted about factory sanitation and
presonal hygiene based on their previous knowledge acquired from
the visit at the processing plant.

Mention about the significance of sanitation on consumers point of
view, public health, microbiology and product quality.
The concentration of chlorine to be used at different stages of
sanitation.
Sanitation practices such as personnel hygiene, sanitation of

utensils and equipments,
building sanitation, ventillation,
fumigation, maintenance of proper drainage, pest control, toilet
facilities, medical check up on workers and waste disposal.
Additional Points - Chlorination of Water

Processing water
Floor washing
Hand dip
Foot dip
5 ppm
100 ppm
20 ppm
100 ppm
Processing table and

Utensils
Glaze water
50 ppm
Below 2
ppm
98
Unit
: 13 Factory Hygiene and Sanitation

Ideas/
Process Skill
Activities
Materials
Evaluation
Concept
s
Prevention
Communicatio Discussion Reference Participatio
n in
of Microbial n
contaminatio
discussion
n
Understand the details about

factory hygiene and sanitation.
Understand the significance of

sanitation in seafood industry.
Product
quality,
public
health
n
n in
discussion
Develop skills to maintain

personal hygiene and sanitation
Hygienic
practice
s.
n
Chlorinate Participatio
n in
d water.
discussion
Apply the acquired knowledge in

new situations
99
UNIT. 14
MODERN PACKING METHODS
Introduction
A product should be supplied to the consumer in the most appropriate
form. For this, packaging is an essential thing. Packaging methods
conserve and preserve all the qualities of the product in good
condition. In this unit an attempt has been made to make the
students understand the concept of packing, its importance, types of
packaging materials and modern trends in packaging.
Syllabus
Choice
materials
modern
of
packing
Types
of
packaging
To understand the concept of packing and its
importance
To familiarise with different types of packaging

materials.
To understand recent trends in

packaging.
To apply the knowledge in new

situations.
To develop skills for identifying and applying different types of
packing materials.
Suggested Activities - Collection and

Debate
Ask the students to collect different types of packaging materials used
for packing fishery products. Conduct debates on merits and
demerits of different types of packaging materials. Teacher may
consolidate important points of debate such as suitable packaging
materials for each fishery product, which product can be packed in a
particular packing material and recent trends in packing.

The concept of packing and its importance in
sea food.
100
Mention different packing materials - Metals, glass, wood, paper,

paper boards, corrugated fibre boards and plastics (HDPE, LDPE)
Mention about recent trends in packing- PCB, cellophane, MLF,
modified atmospheric packing, vacuum packing and retortable
pouch.
Unit
: 14 Modern Packing Methods

Understand the concept of packing

and its importance.
Familiarise with diff erent types

of packing materials.
Understand recent trends in

packaging
Apply the knowledge in new

situations
101
Develop skills for identifying

and applying different types of
packing material.
Ideas/
Concept
s
Process Skill
Metals,
Collection
glass, wood, Communicatio
paper,
n Observation
paper
boards,
corrugated
fibre boards
Observation
PCB,
Laminates,
Comparison
Cellophane
, MLF,
Modified
atmospheri
c
packaging
Vacuum
packing
Activities
Collection
Debate
Collection
Debate
Discussio
n
Materials
Evaluation
Interest
in
collectio
n
Participatio
n in
debates
Interest in
Packing
collection
materia
Participatio
l
Reference n
Packing
material
s
Reference
SAMPLE QUESTIONS
1. A doctor asked the parents of a child, who has the deficiency of

protein, to give more fish. Can you explain why?
2. A doctor prescribed shark liver oil to a patient, who has a
deficiency disease.
Can you say what are the possible deficiencies that patient may
have and why did the doctor prescribe shark liver oil?
3. How can you help a customer to seperate fresh fish from spoiled
one?
4. Oil which is kept in an open bottle for a few days produces foul
smell. Why?
5. The bactarial load of fish kept in cold condition is lower than that
of ambient temperature. What is your explanation?
6. The buyer of an industry regularly complaints that the raw
materials he received from the supplier is highly contaminated.
Can you help the fisherman and the supplier to provide good
quality raw material.
7. A tourist party, who consume a canned fish product, affected
by food poisoning. Which are the symptoms you observe in
them? Can you infer which bacteria caused it?
8. Suppose you have visited a peeling shed. You noticed that the
workers are using tap water for sanitation purpose. What are your
suggestions?
9. Match the following
A
Plate freezer
Liquid
nitrogen
Air blast freezer
Freon- 12
Spray freezer
Cooled air
Cryogenic freezer
Super cooled brine
102
10
.
Pelagic/Demersal Fatty/Semifatty/Lean
Oil sardine
Fatty
Ribbon fish
Shark
Seer
Carangids
Demersal
Silver belly
11. Seperate the character of an elasmobranch from the following.
a. Bony skeleton
c
Four pairs of gills
skeleton e.
f.
g. Ventral mouth
b. Placoid scales
d. Cartilageneous
Heterocercal caudal fin
Cycloid scale
12. Rancidity is
oxidation of fat)
(Self digestion, death stiffness,
13. Suppose a processor bought heavily feeded fishes from the

landing center.
Does he take any precautions. Why?
14
.
Number of
micro
organis
m
A
The graph shows the growth of bactaria. Complete the following.

AB
CD
BC
DE
X axis
Stationary phase
103
15. A boat man kept a part of his catch in ice and the remaining part
without ice.
During the auction the iced fish fetch more price than the other.
What is your explanation for it?
16. On analysis of a frozen prodcut, large ice crystals are found. Can
you evaluate the quality, duration of freezing, temperature and
type of freezing techinque employed?
SUGGESTED TOPICS FOR ASSIGNMENT

Prepare one Assignment in each term
Topics for First term
Fishery resources of a nearby fish landing centre.
Fishing methods employed in your area.
Importance of fish in human diet.
Topics for Second term
Food poisoning through fish and fishery products.
Problems faced by a pre- processing centre/ peeling shed.
Different product styles of fish/ shrimps/cephalopods etc.
Topics for Third term
Various types of cold storage.
Transportation and distribution of fresh fish in and around your area.
Different types of packaging materials for fish and fishery products.
Hygiene and sanitation practised in a hospital in your locality.
104
Different types of containers used for the storage and

transportation of fish and fishery produts in your area.
SUGGESTED TOPICS FOR SEMINAR

Conduct only one seminar in a year. For this the whole class is divided
in to 4 - 5 groups. Each group should be given different topic for
seminar. Each group prepares one seminar topic. One representative
from each group presents their topic and as a result all students
share all the topics.
Problems faced by traditional fishermen to keep the fish in fresh
condition.
Constraints faced by freezing plants to ensure
quality.
Quality problems in iced fish

storage.
Chakara- a bloom to fisher
folk.
Impact
of Trawl
Ban
SUGGESTED TOPICS FOR PROJECTS

Conduct only one project in a
year
Analyse the content of moisture present in different fish
species.
Landings of economically important species of fishes, prawns and
cephalopods within 5 Kms of nearby coastal area.
T. P. C. of gills, intestine and flesh of three different

species of fish.
T. P. C. of same species of fish collected from different centres
(Market, local landing centres and harbours)
Requirements on to start a pre- processing
plant.
105
REFERENCE
Fish Processing Technology - T. K. Govindan
Fish and Fisheries of India
- Jhingran
Fish as Food Vol. I, II and III - Borgstrom. 1961

Quality control Assessment
- CIFT
Text book of Fisheries

Science and Indian Fishes
- Srivasthava
Summer Institute on
Fish Processing Technology - CIFT
Microbiology
Marine Fisheries of India -
Bal, D.V and K. Virabhadran
Fish Processing Technology
- K. K Balachandran
Internet Sites
listserv@searn.sunet.se
http://dir.yahoo.com/science/agriculture/aquaculture/
fisheries/institutes/college_ and _university/_departments
http:/www.webscope.com/fishelp/info.htm/.
106

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VOCATIONALHIGHERSECON

State Council of Educational Research &

process oriented and

make significant changes in

the learning process as well as

centred and activity oriented strategies. The

proficiency of the teacher and to develop

Approach to Fisheries ....................................................1 9

Fish Spoilage .........................................................6 2

Microbiology of Fish Spoilage .............................6 6

Microbes in Public health

Fish Handling ........................................................7 7

Freezing of Shrimps ..............................................8 9

10. Cold Storage ..........................................................9 1

Storage, Transport and Distribution.....................9 3

12. Lay out of Processing Plant ..................................9 6

The competency to transform ones own resources for the betterment

Education is the best device that can be adopted for creation of a

all areas should get recognition in theory and practice.

Ability to reach conclusions after logical

When we consider the learning system, the domains to be stressed in

Observation is the process of acquiring knowledge through

findout new and uncommon uses of objects

Creativity is an essential component of process and activities.

The vision, approach, structure and content of the

Social constructivism is a sub section of constructivism. Knowledge

Learner-his nature and features

The learners in standard XI has undergone a learner centered and

Needs of the learner

To make acquaintance with a job through vocational

Role of the Learner

Active participant in the learning

Role of the Teacher

The teacher should;

The teacher has to create a motivating atmosphere for the learner to

That discussion leads to learning is Burner's theory. Here

Problem solving and learning

Only when the learner feels that some thing is a problem to be

This is the learning in which the responsibilities are

Zone of Proximal Development

Vygotsky observes that these is a stage of achievement where a

Learning: a live mental process

Learning is a cognitive process, only a teacher who has an awareness

language given for interpretation. Process based language learning

Internal motivation is given more importance than external motivation.

has to arouse the internal motivation of the learner, A person

The Theory of Multiple Intelligence put forward by Howard Gardener

Ability to read and write, making linguistic creations , ability to

Logical /mathematical Intelligence

Visual /spatial Intelligence

Bodily Kinaesthetic Intelligence

This is an area of intelligence which is highly developed in those who

Those in whom this area of intelligence is developed show qualities of

activities like discussion successfully.

This is the ability to understand oneself. These people can recognise

The concept of emotional intelligence put forward by Daniel Golman

Developing the idea that there is reason and solution to any

Training in finding reasons for

Suggesting solutions through individual or group

Analysing the shortcomings in methods to solve

To facilitate higher education while giving opportunity to enter in

To inculcate mental courage in the learner to face unfavourable

To provide situation for the encouragement of creative thinking and