Food Safety and Sanitation Guidelines- Culinary Arts

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  • Lesson Identification and TEKS Addressed

    Cluster : Hospitality and Tourism

    Course : Culinary Arts

  • TEKS Student Expectations

    • (2) The student integrates listening, writing, and speaking skills using verbal and nonverbal communication to enhance operations, guest satisfaction, and professional development. The student is expected to:
      • (A) create formal or informal presentations
    • (6) The student understands the history of food service and the use of the professional kitchen. The student is expected to:
      • (K) demonstrate proper cleaning of equipment and maintenance of the commercial kitchen
    • (8) The student demonstrates leadership, citizenship, and teamwork skills required for success. The student is expected to:
      • (A) apply team-building skills
      • (B) apply decision-making and problem-solving skills
    • (9) The student explains how employees, guests, and property are protected to
      minimize losses or liabilities. The student is expected to:
      • (A) determine basics of safety in culinary arts
      • (B) assess workplace conditions and identify safety hazards
      • (C) determine the basics of sanitation in a professional kitchen
      • (D) assess food hazards and determine ways to prevent food hazards
      • (E) prepare for a state or national food sanitation certification or other appropriate certifications
    • (10) The student recognizes and models work ethics and legal responsibilities. The student is expected to:
      • (A) understand and comply with laws and regulations specific to the food service industry
  • Basic Direct Teach Lesson

    Instructional Objectives

    Students will:

    • practice correct handwashing steps
    • recognize ways to prevent common kitchen accidents
    • observe how to use a fire extinguisher
    • outline foodborne illness and the causes
    • clarify how proper food handling practices can prevent foodborne illness
    • analyze the difference between cleaning and sanitizing
  • Rationale

    This course is preparing you to be “job ready,” therefore we will be learning and following industry standards/food service regulations. Safety and Sanitation are of ultimate importance. This lesson will provide you with knowledge and skills that will allow you to keep your customers, colleagues, family and yourself safe and free from food borne illness.

  • Duration of Lesson

    Five 45 minute class periods

  • Word Wall

    Accidents: An undesirable or unfortunate happening that occurs unintentionally and usually results in harm, injury, damage, or loss; casualty; mishap

    Bacteria: Harmful microorganisms associated with foodborne illness. Carried by people, animals, insects, and objects

    Contaminated Food: Food that contains harmful microbes

    Cross-contamination: Letting microorganisms from one food to get into another

    Danger zone: The range of temperatures at which most bacteria multiply rapidly—between 40° and 140° Fahrenheit

    Fire extinguisher A portable container, usually filled with special chemicals for putting out a fire

    Food safety: following practices that help prevent foodborne illness and keep food safe to eat

    Foodborne illness: Sickness caused by eating contaminated food, sometimes called food poisoning

    Perishable foods: Foods that can become unsafe or spoil quickly if not refrigerated or frozen

    Sanitation: Keeping work areas from dirt or bacteria

  • Materials/Specialized Equipment Needed


    • computer with Internet for multimedia presentations
    • computers with Internet access (be sure to follow district guidelines)
    • light projector (Elmo)


    • Food Employees (see All Lesson Attachments tab)
    • Safe Foods Temperature Poster (see All Lesson Attachments tab)
    • Texas Food Establishments Rules: Field Inspection Manual (see All Lesson Attachments tab)
    • Three Compartment Sink (see All Lesson Attachments tab)

    Note: Make only one copy of each of these materials from the Texas Department of State Health Services to use for reference.


    • aprons
    • baking soda
    • bobby pins
    • chef jacket
    • chef pants
    • dish cloth
    • dish towel
    • exit escape route
    • fingernail polish remover
    • fire extinguisher
    • Food Manager’s certificate (teacher copy)
    • Glo Germ™ (optional)
    • hair restraints
    • oven mitt/pot holder
    • paper towels
    • sanitizing pails
    • soap
    • spray bottles (6) labeled SANITIZER

    Note to teacher:
    If you are ServSafe® certified – consider going to your local city or county health department to find the requirements needed to be able to issue a local food handler’s certification to your students. This certification is required in most jurisdictions for anyone who serves food. This could be a day care worker, nursing home attendant, adult day assistant, and of course, any food service establishment employee. Students may also use this certification to volunteer at their church fundraisers or community events. This may allow your students to be employed in their first job after successfully completing your course.

    This lesson could also be used to reinforce lessons in the the ServSafe® Managers Course.

    • copies of all handouts (see All Lesson Attachments tab)
  • Anticipatory Set

    Before class begins:

    Display as many of the lesson related supplies (see Materials or Specialized Equipment Needed) that you have available, on a table in front of the room:

    Display your Food Manager’s Certification as well for student’s to see.

    Begin the class with the following questions and have students share their responses:

    • Has anyone ever had an accident in the kitchen?
    • A fire? Cut? Slip or fall?
    • Has anyone ever had food poisoning?
    • Nausea? Upset stomach?
    • How did you feel?

    Allow time for students to describe the accidents they have had or have seen.
    These are the reasons that safety in the kitchen is of utmost importance.

  • Direct Instruction with Special Education Modifications/Accommodations

    Introduce lesson objectives, terms, and definitions.

    It is extremely important that students are taught safety before allowed in the cooking lab/kitchen area. Many school districts provide safety awareness guidelines that students and parents are required to sign. Be sure to follow your districts guidelines.

    The PowerPoint™ Food Safety and Sanitation Guidelines – Culinary Arts (see All Lesson Attachments tab) is divided into three sections:

    • Personal Hygiene
    • Commercial Kitchen Safety
    • Food Safety

    You may choose to cover each section separately.

    Personal Hygiene
    Announce to students that this lesson will reinforce the ServSafe® Food Manager’s curriculum or any state recognized Food Manager’s certifications.

    Discuss appropriate attire for you classroom labs. They may be different from those listed on the slide presentation.

    Distribute handout TFER Hand Wash Poster (see All Lesson Attachments tab) from the Texas Department of State Health Services. Allow students to practice this procedure and time each other for accuracy.

    Since this is a teaching lab, it is important to follow industry standards/ food establishment rules as closely as possible. Your job is to assist your students in becoming “job ready.”

    Commercial Kitchen Safety
    Your number one priority is SAFETY.

    Continue with slide presentation Food Safety and Sanitation Guidelines – Culinary Arts (see All Lesson Attachments tab).

    View short videos and discuss your classroom safety procedures with your students.

    Distribute graphic organizer Safety Hazards (see All Lesson Attachments tab).
    Divide class into subgroups of three and assign each group one of the hazards: burns and scalds, cuts, slips and falls.
    Allow students to brainstorm accidents that could occur in the commercial kitchen by following the SAFE acronym: See it, Assess it, Fix it, and Evaluate it. An example is provided.

    Distribute handout Fire Extinguisher Use (see All Lesson Attachments tab). Students may answer handout as they view the video.

    Ask students if they have a fire extinguisher at home. By law, their college dorm or apartment must have a fire extinguisher within a few feet from the kitchen. They should know how to use it.
    Explain the PASS acronym.

    View video on how to use a fire extinguisher.

    Food Safety
    Continue with slide presentation.

    Distribute graphic organizer Least Wanted Foodborne Pathogens (see All Lesson Attachments tab). Allow students to identify the pathogens and the sources from

    More information will be researched in the Independent Practice section.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • check for understanding
    • copy of slide presentation provided
    • allow students to make illustrations instead of writing out information

  • Guided Practice with Special Education Modifications/Accommodations

    Using the Internet, allow students to access – Culinary Arts to take an online quiz for five different difficulty levels:

    • Dishwasher – four questions
    • Prep cook – six questions
    • Line cook – eight questions
    • Sous chef – ten questions
    • Executive chef – 12 questions

    This quiz may be used as a practice for a state or national food sanitation certification or other appropriate certifications.

    Demonstrate the steps of how to use the fire extinguisher. Be careful not to press the handle, as some students may have allergies and the fumes and chemicals may be harmful to them.
    Inquire with your school district’s safety officer for procedures to be able to demonstrate the fire extinguisher use outside.
    Or inquire with the fire education officer at your fire department about speaking to your class about fire safety and proper fire extinguisher use.

    Demonstrate how to properly wash your hands and then have students practice this on their own. Encourage them to sing the Happy Birthday song twice or sing the ABC song as they wash their hands.

    If available, the Glo Germ™ kit may be used at this time to reinforce the importance of hand washing. Follow directions on the product.

    Demonstrate the difference between cleaning and sanitizing. Have a student wipe off a counter top or table with a dry towel. Ask students if the area is clean enough for food prep? Why or why not?
    Demonstrate making a simple sanitizing solution.

    For Teachers only
    Sanitizing solution: Add 1 teaspoon regular household bleach to 1 quart (4 cups) of tap water in a large spray bottle. Sanitize counters, cutting boards, tables, utensils, etc. before and after use.
    Solution can be made in a large container and then poured carefully into smaller spray bottles.


    • wear an apron and gloves when adding bleach to water as bleach can discolor clothes
    • spray bottles must be labeled
    • store out of children’s reach
    • replace sanitizing solution often

    Have a student wipe off a counter top or table with a towel that has been immersed in the sanitizing solution. Once again, ask students if the area is clean enough for food prep. Why or why not?

    Read more:
    How to Make a Bleach Sanitizing Solution

    Stress the importance of sanitation and it’s connection to preventing many foodborne illnesses.
    Discuss which areas of the lab are expected to be sanitized and who’s job it is to sanitize these areas. Stress sanitizing areas BEFORE and AFTER food prep, setting tables, etc.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • encourage participation
    • praise hands on acitivity

  • Independent Practice/Laboratory Experience with Special Education Modifications/Accommodations

    Divide the class into subgroups of two or three. Students will work with partnersto research the following information on food poisoning and answer the two questions:

    • sources
    • symptoms
    • treatment
    • long term effects
    • prevention

    Distribute handout Foodborne Illness Research (see All Lesson Attachments tab). Allow students to choose a pathogen from the list to research. More may be added from other sources.

    Access to demonstrate where to find the information needed. Explain to students that they will be presenting information to the rest of the class.

    Distribute Rubric for Foodborne Illness Poster and Rubric for Foodborne Illness GlogsterEDU™ Poster (see All Lesson Attachments tab) and review so students know what is expected.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • extra time for assignments
    • reduce assignment

  • Lesson Closure

    Review terms, definitions, and objectives.

    Prior to class beginning:
    Prepare a large sanitizing solution and pour into labeled spray bottles.

    Divide students into their lab teams. Provide each team with labeled SANITIZER spray bottles and instruct students to sanitize their kitchen/lab area.

    Beach ball Question and Answer – Toss ball to students to review information learned.

    • What can we put on a grease fire?
    • What is the acronym to remember to use the fire extinguisher?
    • How long can leave food out?
    • What are the handwashing steps in order?
    • Who is most at risk for food poisoning?
    • What jewelry is allowed during food prep?
    • What are the five hand washing steps?

  • Summative/End of Lesson Assessment with Special Education Modifications/Accommodations

    Students will present the information on the foodborne pathogens.

    Assess student presentations with a rubric.

    Distribute certificate Culinary Arts Safety Award (see All Lesson Attachments) to students when they have successfully completed this lesson. Students should save the certificate to their portfolio.

    Individualized Education Plan (IEP) for all special education students must be followed. Examples of accommodations may include, but are not limited to:

    • encourage participation
    • give much encouragement and praise

  • References/Resources


    • Culinary Arts, Harlingen High School South, Harlingen, Texas
    • Microsoft Office Clip Art


    • Culinary essentials. (2010). Woodland Hills, CA: Glencoe/McGraw-Hill.
    • ServSafe® Manager. 6th. Chicago, IL: National Restaurant Association, 2012. Print.
    • ServSafe Starters Employee Guide™, 5th. Chicago, IL: National Restaurant Association, 2010. Print.



    • General Kitchen Safety
      The commercial kitchen is a busy environment that is full of many potential dangers that are both obvious and, in some cases, less obvious to the untrained person. When working in this environment, one must be aware of these potential hazards and how to avoid them.
    • How to Safely Clean Spills in the Kitchen
      Within a commercial kitchen one of the most frequent accidents that can occur is slipping on a wet surface. These types of accidents are particularly hazardous because often they can cause back injuries and cause serious lost time. In most cases these injuries are preventable with good safety management of spills.
    • How to Use a Fire Extinguisher
      Accidents happen. Be prepared to fight your own fire by learning how to use a fire extinguisher.
    • Preventing Burns
      Within a commercial kitchen you will be exposed to high temperatures that could cause injury to you. Always think safety and have a plan.
    • Put Your Hands Together
      CDC – Centers for Disease Control and Prevention
    • Sanitizing the Kitchen
      Consumers can protect themselves by preventing the spread of germs by both cleaning and sanitizing surfaces where food is prepared. This video explains how to make sanitizing solution with ingredients most people already have around the house.
  • Additional Required Components

    English Language Proficiency Standards (ELPS) Strategies

  • College and Career Readiness Connection

    AchieveTexas Career Cluster Crosswalks

    The Career Cluster Crosswalks housed on the AchieveTexas website provide Texas teachers with a direct connection between their CTE course TEKS and the College and Career Readiness Standards (CCRS). Language Arts, Mathematics, Science, Social Studies, and Cross-Disciplinary integration are the focus of the CCRS. These college and career readiness standards are essential in the planning and delivery of CTE lessons. The extent to which the integration occurs is determined by the methods and strategies utilized by each teacher.

    Career Cluster Crosswalks for Education and Training, Hospitality and Tourism, and Human Services Career Clusters can be found at:

  • Recommended Strategies

    Reading Strategies

    Current Events:
    Assign student to read about global foodborne illness outbreaks or food recalls.
    Information can be found in newspaper articles, magazines, journals, and online print.

    Encourage students to “visualize” as they read. Many students are visual learners and will benefit from making sketches or diagrams as they read. Providing students with graphic organizers to help them organize their thoughts is also helpful.

  • Quotes

    I have long believed that good food, good eating is all about risk. Whether we’re talking about unpasteurized Stilton, raw oysters or working for organized crime ‘associates,’ food, for me, has always been an adventure.
    - Anthony Bourdain

    The history of government regulation of food safety is one of government watchdogs chasing the horse after it’s out of the barn.
    -David A. Kessler, M.D. (FDA Commissioner)

    Food safety involves everybody in the food chain.
    -Mike Johanns

    Our job is to ensure that meat and poultry products are safe, wholesome, accurately labeled for the benefit of the American consumers, and to make sure that they are in compliance with all federal laws.
    -Mike Johanns

  • Multimedia/Visual Strategies


    • Culinary Arts Safety Award
    • Food Safety and Sanitation Guidelines – Culinary Arts
    • Presentation Notes – Food Safety and Sanitation Guidelines – Culinary Arts


    • GlogsterEDU™

    Files for downloading:

  • Graphic Organizers/Handout

    Graphic Organizers:

    • Least Wanted Foodborne Pathogens
    • Safety Hazards


    • 2009 FDA Food Code
    • Fire Extinguisher Use
    • Fire Extinguisher Use (Key)
    • Foodborne Illness Research
    • Food Employees
    • Inspection Report 2006
    • Rubric for Foodborne Illness GlogsterEDC™ Poster
    • Rubric for Foodborne Illness Poster
    • Safe Food Temperature Poster
    • Texas Food Establishment Rules
    • TFER Hand Wash Poster
    • Three Compartment Sink

    Files for downloading:

  • Writing Strategies

    Journal Entries:

    • A cooking accident I had was ………..
    • A fire extinguisher would make a great gift because …….
    • Food safety violations at food establishments that I have observed are ……
    • Other careers that require proper hand washing are __________ because …….
    • Food Handler Certifications are important because ………

    Writing Strategies:

    • RAFT writing strategy is designed to demonstrate student understanding of material in a creative and relevant way.
      • Role – first aid student
      • Audience – elementary students
      • Format – flyer
      • Topic – what to do in case of a burn
  • Communication 90 Second Speech Topics

    • Three things I learned about kitchen safety are …….
    • The most important thing about personal hygiene is …..
    • Three things I will teach my family about food safety is ……
  • Other Essential Lesson Components

    Enrichment activity

    Students can create signs on correct handwashing steps to post in all public restrooms in the school.
    Students can make arrangement to play PSAs to be broadcast during announcements to remind students the importance of food safety.
    Making Food Safer to Eat – What You Need to Know PSA (:60)

  • Family/Community Connection

    Invite a fire fighter to speak to your students about how to put out a kitchen fire. He/she may do a demonstration and allow the students to use the fire extinguisher.

    Invite the city/county health inspector to do a mock inspection of the kitchen labs to observe the conditions of the food prep areas. They will be able to give recommendations for keeping the kitchens clean and bug free.
    Use the handout Inspection Report 2006 for retail food establishments (see All Lesson Attachments tab) as a guide.

    Inquire with the fire education officer at your fire department about speaking to your class about fire safety and proper fire extinguisher use.

  • CTSO connection

    Family, Career, and Community Leaders of America

    • Illustrated Talk An individual or team event – recognizes participants who make an oral presentation about issues concerning Family and Consumer Sciences and/or related occupations. Participants use visuals to illustrate content of the presentation.
  • Service Learning Projects

    Successful service learning project ideas originate from student concerns and needs. Allow students to brainstorm about service projects pertaining to lesson.

    Students may contact local elementary schools to provide handwashing lessons to elementary students.

  • All Attachments