Food Safety and Sanitation Guidelines – Practicum in Culinary Arts

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  • Lesson Identification and TEKS Addressed

    Cluster : Career Development

    Course : Career Preparation I: High School

  • TEKS Student Expectations

    Practicum in Culinary Arts

    • (2) The student develops skills for success in the workplace. The student is expected to:
      • (A) comprehend and model appropriate grooming and appearance for the workplace
      • (F) demonstrate knowledge of personal and occupational health and safety practices in the workplace
      • (G) demonstrate the ability to work with the other employees to support the organization and complete assigned tasks
      • (J) demonstrate effective verbal, non-verbal, written, and electronic communication skills
      • (K) apply effective listening skills used in the workplace
    • (7) The student uses concepts and skills related to safety in the workplace. The student is expected:
      • (A) identify and apply safe working practices
      • (B) solve problems related to unsafe work practices and attitudes
      • (C) explain Occupational Safety and Health Administration regulations in the workplace
      • (D) analyze health and wellness practices that influence job performance
    • (11) The student documents technical knowledge and skills. The student is expected to:
      • (A) complete a professional career portfolio to include:
        • (ii) official documentation of attainment of technical skill competencies
        • (iii) licensures or certifications
        • (iv) recognitions, awards, and scholarships
        • (vii) abstract of key points of the practicum

    Career Preparation I

    • (2) The student develops skills for success in the workplace. The student is expected to:
      • (A) identify and model appropriate grooming and appearance for the workplace
    • (7) The student applies concepts and skills related to safety at the workplace. The student is expected to:
      • (A) identify and apply safe working practices related to training station
      • (B) demonstrate knowledge of personal and occupational safety practices in the workplace
      • (C) offer solutions related to unsafe work practices and attitudes
      • (D) explain Occupational Safety and Health Administration regulations in the workplace
  • Basic Direct Teach Lesson

    Instructional Objectives

    Students will:

    • practice correct handwashing steps
    • recognize ways to prevent common workplace 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
    • identify the right to work in a safe and healthy environment
    • analyze the impact of work related injuries
    • identify hazards in a workplace and how to prevent them
  • 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

    Fair Labor Standards Act: Enacted in 1938, this act protects the rights of all workers, including children. The act played an important role in making the workplace safer for children.

    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

    Hazard: Anything at work that can hurt you, either physically or mentally

    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

    Equipment:

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

    Materials:

    • Child Labor Laws for Employing Youth in Restaurants and Quick-Service Establishments
      Under the Fair Labor Standards Act (FLSA) (see All Lesson Attachments tab)
    • Preventing Deaths, Injuries, and Illnesses of Young Workers (see All Lesson Attachments tab)
    • Restaurants and Fast Food Establishments Under the Fair Labor Standards Act (FLSA) (see All Lesson Attachments tab)

    Note: Make only a few copies of these materials for reference.

    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 testing your students for the Food Managers Exam. This will provide value to your course and will provide employability skills to your students.

    This lesson could also be used as introduction to the ServSafe® Food Managers Course in Practicum 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 at work?
    • 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 workplace 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 in their place of employment. Many school districts provide safety awareness guidelines that students and parents are required to sign. Be sure to follow your districts guidelines.

    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.”

    The PowerPoint™ Food Safety and Sanitation Guidelines – Practicum in 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.

    Introduce slide presentation Food Safety and Sanitation Guidelines – Practicum in Culinary Arts (see All Lesson Attachments tab).

    Personal Hygiene
    Discuss appropriate attire for you classroom labs. They may different from those listed on the slide presentation.
    Distribute graphic organizer Workplace Attire (see All Lesson Attachments tab). Students should list the appropriate work attire for their place of employment and what they should not wear.

    Commercial Kitchen Safety
    Continue with slide presentation.
    Distribute graphic organizer Hazards (see All Lesson Attachments tab). Discuss with students what safety hazards they see in the classroom. Ask students what other hazards could cause accidents in their place of employment.

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

    Ask students if they have located the fire extinguisher where they work. By law, they should have access to one in case of fire and should know how to use it.
    Explain the PASS acronym.

    Food Safety
    Continue with slide presentation.
    Stress the difference between an area or item being CLEANED verses being SANITIZED. Mention homemade sanitizing solutions.

    More information will be researched in the Guided 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

    Introduce CDC’s National Institute for Occupational Safety and Health (NIOSH) Youth @ Work curriculum.
    http://www.cdc.gov/niosh/talkingsafety/states/tx/default.html

    Included in the curriculum are:

    • Talking Safety Certificate (see All Lesson Attachments tab)
    • Talking Safety PowerPoint™ (see All Lesson Attachments tab)
    • Talking Safety Teacher’s Guide (see All Lesson Attachments tab)
    • Talking Safety Overheads (see All Lesson Attachments tab)
    • Talking Safety Student Handouts (see All Lesson Attachments tab)
    • Your Safety IQ Quiz (see All Lesson Attachments tab)

    Review the materials and discuss workplace safety and how to prevent accidents.

    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.

    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 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

    Separate the Contamination of Food flashcards (see All Lesson Attachments tab) and place in a basket for students to choose.

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

    • sources
    • symptoms
    • prevention

    Distribute Rubric for PowerPoint™ or Prezi™ Presentation (see All Lesson Attachments tab) and review so students know what is expected.

    Researching this information may assist the students in successfully passing the Food Managers Exam.

    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 in to 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?
    • 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 contamination of food research.

    Assess student presentations with a rubric.

    Distribute certificate NIOSH Safety Certificate (see All Lesson Attachments) if you have covered the NIOSH curriculum. 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:

    • oral tests
    • encourage participation

  • References/Resources

    Images:

    • Microsoft Office Clip Art

    Textbooks:

    • 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.

    Websites:

    • National Institute of Occupational Safety and Health (NIOSH)
      NIOSH is the federal agency responsible for conduction research and making recommendations for the prevention of work-related injury and illness. This agency is part of the Centers for Disease Control and Prevention.
      http://www.cdc.gov/niosh/

    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
    • Put Your Hands Together
      CDC – Centers for Disease Control and Prevention
      http://youtu.be/ZlDqcmY_EV8
    • 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

  • 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

  • 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)
    http://www2c.cdc.gov/podcasts/createrss.asp?c=298

  • Family/Community Connection

    Invite a fire fighter to speak to your students about how to put out akitchen 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.
  • Service Learning Projects

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

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

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