Food Safety and Sanitation Guidelines – Lifetime Nutrition and Wellness

1 Star2 Stars3 Stars4 Stars5 Stars (3 votes, average: 4.67 out of 5)
Loading...
FavoriteLoadingAdd to favorites
  • Lesson Identification and TEKS Addressed

    Cluster : Human Services

    Course : Lifetime Nutrition and Wellness

  • TEKS Student Expectations

    Lifetime Nutrition and Wellness

    • (4) The student understands safety and sanitation. The student is expected to:
      • (A) demonstrate safe and sanitary practices in the use, care, and storage of food and equipment
      • (B) explain types and prevention of food-borne illnesses
      • (C) practice appropriate dress and personal hygiene in food preparation

  • Basic Direct Teach Lesson

    Instructional Objectives

    Students will:

    • recognize ways to prevent common kitchen accidents
    • outline foodborne illness and the causes
    • clarify how proper food handling practices can prevent foodborne illness
  • Rationale

    Studies have shown that most home accidents occur in the kitchen. Since the kitchen is the gathering place for many activities, it is important to know how to keep yourself and those around you safe.

    Before you participate in any foods lab, you must pass a safety and sanitation test with a score of 80 or above. This lesson with prepare you with the knowledge and skills necessary to pass this test.

  • 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 free from dirt or bacteria

  • Materials/Specialized Equipment Needed

    Equipment:

    • computer with Internet for multimedia presentations
    • light projector (Elmo)

    Supplies:

    • aprons
    • baking soda
    • bobby pins
    • dish cloth
    • dish towel
    • exit escape route
    • fingernail polish remover
    • fire extinguisher
    • Glo Germ™ (optional)
    • hair restraints
    • oven mitt/pot holder
    • paper towels
    • sanitizing pails
    • soap
    • spray bottles (6) labeled SANITIZER
    • step ladder
    • skillet with lid

    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 as introduction to the ServSafe® Food Managers Course in Culinary Arts.

    • 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.

    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 they are 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 district’s guidelines.

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

    • Kitchen Safety
    • Food Safety
    • Personal Hygiene

    You may choose to cover each section separately.

    Kitchen Safety
    Announce to students that a safety test will be administered at the end of the lesson and a score of 80 or above must be attained in order to participate in ANY labs. Keep the safety tests in your files for the remainder of the school year as documentation. Your number one priority is SAFETY.

    Students may retest if their score is below 80. Keep student learning styles in mind. Some students may need to have the safety test administered orally.

    Introduce slide presentation Food Safety and Sanitation Guidelines (see All Lesson Attachments tab).

    Distribute graphic organizer Kitchen Hazards (see All Lesson Attachments tab) so that students may take notes. Ask students what other hazards could cause accidents in the kitchen.

    Distribute handout Kitchen Safety Guidelines (see All Lesson Attachments tab).
    Students should take turns reading each statement while you walk around the lab areas demonstrating what can happen if we do not take precautions with the equipment being used. Students should keep this handout to study for tests and for future reference.

    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.
    http://youtu.be/lUojO1HvC8c

    Food Safety
    Continue with slide presentation.
    Distribute handout Sanitation and Food Safety Rules (see All Lesson Attachments tab).
    Allow each student to read one statement as you demonstrate the procedures. Stress the difference between an area or item being CLEANED verses being SANITIZED. Mention homemade sanitizing solutions.

    More information will be researched in the Independent Practice section.

    Personal Hygiene
    Continue with slide presentation.
    Distribute graphic organizer Hand Washing Steps (see All Lesson Attachments tab). Allow students to complete the steps.
    Discuss appropriate attire for the classroom labs. They may be different from those listed on the slide presentation.

    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.”

    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

    Demonstrate the steps required 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, and utensils before and after use.
    Solution can be made in a large container and then poured carefully into smaller spray bottles.

    Note:

    • 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
    eHow.com http://www.ehow.com/how_4867154_make-bleach-sanitizing-solution.html#ixzz24vmmL8Ik

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

    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 activity

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

    Divide the class into subgroups of two. Students will work with a partner to research the following information on food poisoning and answer the two questions:

    • sources
    • symptoms
    • incubation period
    • duration of illness
    • What can I do?
    • How can I prevent the illness?

    Distribute handout Food Poisoning Research and graphic organizer Food Poisoning Spider Web (see All Lesson Attachments tab). Allow students to choose a virus or bacteria to research.

    Access http://www.foodsafety.gov to demonstrate where to find the information needed. Explain to students that they will be presenting information to the rest of the class using a light projector (Elmo).

    Distribute Rubric for Oral Presentation – Food Poisoning (see All Lesson Attachments tab) and review so students know what is expected.

    Optional Homework: Assign the T Chart on Home Kitchen Safety (see All Lesson Attachments tab)
    Students may check their home for safe and unsafe practices and advise parents how to correct problems.

    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

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

    Review lesson objectives, terms, and definitions.

    Divide students into their lab teams. Provide each team with labeled SANITIZER spray bottles and instruct students to sanitize their kitchen/lab area. Provide gloves if needed in case of allergic reaction.

    Beach ball Question and Answer – Toss ball to students to review information learned for Kitchen and Food Safety Test (see All Lesson Attachments tab)

    • What can we put on a grease fire to extinguish it?
    • What is the acronym to remember when using the fire extinguisher?
    • How long can food be left out, unrefrigerated?
    • What are the hand washing steps in order?
    • Who is most at risk for food poisoning?
    • What jewelry is allowed during food prep?

    More questions may be added from the test.

    Students may turn in optional homework assignment and discuss safe and unsafe issues in their home.

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

    Students will be assessed with a 50 statement, multiple choice, true/false, fill in the blank test.
    Distribute the Kitchen and Food Safety Test (see All Lesson Attachments tab).

    Reminder: Students should score 80 or above to be able to use the foods lab. Stress safety and sanitation before all labs.

    Distribute certificate Safety and Sanitation Award (see All Lesson Attachments) to students when they have successfully passed the test. Students should save the certificate to their portfolio.

    After the test, students may begin their Food Poisoning presentations.
    Assess student presentations with a rubric.

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

    • oral tests
    • encourage participation

  • References/Resources

    Images:

    • Microsoft Office Clip Art: Used with permission from Microsoft.

    Textbooks:

    • Kowtaluk, H. (2010). Food for today. Columbus, OH: 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.

    Websites:

    • Your Gateway to Federal Food Safety Information
      FoodSafety.gov is the gateway to food safety information provided by government agencies.
      www.foodsafety.gov

    YouTube™:

    • How to Use a Fire Extinguisher
      Accidents happen. Be prepared to fight your own fire by learning how to use a fire extinguisher.
      http://youtu.be/lUojO1HvC8c
    • Kitchen Fire 411
      Susan Koeppen visits a fire testing facility to show you how to deal with a grease fire in your kitchen quickly and safely.
      http://youtu.be/PyrbiU0sB4s
    • 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.
      http://youtu.be/_9IhS2jv2OM
  • Additional Required Components

    English Language Proficiency Standards (ELPS) Strategies

    • use of word wall to understand terminology
    • graphic art or illustrations to clarify safety guidelines
    • oral test if needed
  • College and Career Readiness Connection

    AchieveTexas Career Cluster Crosswalks

    The Career Cluster Crosswalks housed on the AchieveTexas website http://www.achievetexas.org/index.html 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:
    http://www.achievetexas.org/Career%20Cluster%20Crosswalks.htm

  • Recommended Strategies

    Reading Strategies

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

    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

    To keep the body in good health is a duty…otherwise we shall not be able to keep our mind strong and clear.
    -Buddha

  • Multimedia/Visual Strategies

    PowerPoint™:

    • Food Safety and Sanitation Guidelines
    • Presentation Notes – Food Safety and Sanitation Guidelines

    Technology:

    Files for downloading:

  • Graphic Organizers/Handout

    Graphic Organizers:

    • Food Poisoning Spider Web
    • Hand Washing Steps
    • Hand Washing Steps (Key)
    • Kitchen Hazards
    • Kitchen Hazards (Key)

    Handouts

    • Fire Extinguisher Use
    • Fire Extinguisher Use (Key)
    • Food Poisoning Research
    • Home Kitchen Safety
    • Kitchen and Food Safety Test
    • Kitchen and Food Safety Test (Key)
    • Kitchen Safety Guidelines
    • Rubric for Oral Presentation – Food Poisoning
    • Safety and Sanitation Award
    • Sanitation and Food Safety Rules

    Files for downloading:

  • Writing Strategies

    Journal Entries:

    • After I ate ___________, I felt ………………
    • A kitchen accident I had involved…………………….
    • I found spoiled food in the refrigerator and I ………
    • I wash dishes at home and follow these rules ……
    • I can prevent a foodborne illness by…..

    Writing Strategies:

    RAFT

    • 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 hand washing steps to post in all public restrooms in the school.
    Students can make arrangements to play Public Service Announcements (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)
    http://www2c.cdc.gov/podcasts/createrss.asp?c=298

    Infographics:

    Infographics are graphic visual representations of information, data or knowledge intended to present complex information quickly and clearly.

    The infographic below is related to this lesson. Allow students to view the image on a projector and lead a discussion concerning the information provided.

    Lifetime Nutrition and Wellness Math Problem

    • (4) The student understands safety and sanitation. The student is expected to:
      • (A) demonstrate safe and sanitary practices in the use, care, and storage of food and equipment

    Tina has a twelve-pound frozen turkey. Directions say to defrost the turkey at no more than 43°F for 2.5 hours per pound. After defrosting, Tina cooks the turkey for 30 minutes per pound at 325°F. How much time total does it take to get the turkey from frozen to cooked?
    a. 30 hours
    b. 36 hours
    c. 42 hours
    d. 48 hours

    Answer: b

    Lifetime Nutrition and Wellness Social Studies Assessment Questions

    • (4) The student understands safety and sanitation. The student is expected to:
      • (A) demonstrate safe and sanitary practices in the use, care, and storage of food and equipment

    Food began to be processed and packaged during the:
    a. Great Depression
    b. Roaring Twenties
    c. Industrial revolution
    d. World War I

    Answer: c

    Lifetime Nutrition and Wellness Writing Prompt:

    • (4) The student understands safety and sanitation. The student is expected to:
      • (A) demonstrate safe and sanitary practices in the use, care, and storage of food and equipment

    Think about safe and sanitary practices in the use, care, and storage of food. Imagine that you have friend who does not follow these practices. Write an essay explaining safe and sanitary practices in the use, care, and storage of food. (9th and 10th grade expository writing)

  • 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.

    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

    www.fcclainc.org

    • 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.

    STAR Events:

    • Sports Nutrition
      An individual or team event, recognizes participants who use Family and Consumer Sciences skills to plan and develop an individualized nutritional plan to meet the needs of a competitive student athletic in a specific sport.
    • Nutrition and Wellness
      An individual event, recognizes participants who track food intake and physical activity for themselves, their family, or a community group and determine goals and strategies for improving their overall health.

    Online STAR Events:

    • No Kid Hungry National Outreach Project
      A team event, recognizes chapters that participate in the “No Kid Hungry” Share our Strength National Outreach Project. Participants will use Family and Consumer Sciences content and skills to address ending childhood hunger through service learning, education/awareness, and fundraising.
  • Service Learning Projects

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

    Example:
    Students may contact their local fire department to assist in securing fire alarms to give to people living in low income housing and provide information on safety.

No Comments

Leave A Reply