Food Safety and Sanitation Guidelines – Restaurant Management

FavoriteLoadingAdd to favorites
  • Lesson Identification and TEKS Addressed

    Cluster : Hospitality and Tourism

    Course : Restaurant Management

  • TEKS Student Expectations

    • (1) The student gains academic knowledge and skills required to pursue the full range of career and postsecondary education opportunities within the restaurant industry. The student is expected to:
      • (A) organize oral and written information
      • (B) compose a variety of written documents such as agendas, menus, presentations, and advertisements
    • (2) The student uses verbal and nonverbal communication skills to create, express, and interpret information for providing a positive experience for guests and employees. The student is expected to:
      • (E) apply active listening skills to obtain and clarify information
    • (6) The student understands the importance of health, safety, and environmental management systems in organizations and their importance to organizational performance and regulatory compliance. The student is expected to:
      • (A) assess workplace conditions with regard to safety and health
      • (B) analyze potential effects caused by common chemicals and hazardous materials
      • (C) demonstrate first aid and cardiopulmonary resuscitation skills
      • (D) apply safety and sanitation standards common to the workplace
      • (E) research sources of food-borne illness and determine ways to prevent them
      • (F) determine professional attire and personal hygiene for restaurant employees
    • (7) The student uses leadership and teamwork skills in collaborating with others to accomplish organizational goals and objectives. The student is expected to:
      • (A) apply team-building skills
      • (B) apply decision-making and problem-solving skills
    • (9) The student demonstrates an understanding that personal success depends on personal effort. The student is expected to:
      • (C) analyze the effects of health and wellness on employee performance
      • (E) follow directions and procedures independently
    • (11) The student knows and understands the importance of employability skills. The student is expected to:
      • (A) demonstrate skills related to seeking employment in the restaurant industry
      • (B) identify the required training and educational requirements that lead toward an appropriate industry certification
      • (C) select educational and work history highlights to include in a career portfolio
      • (D) update a personal career portfolio
    • (12) The student understands the use of technical knowledge and skills required to pursue careers in the restaurant industry, including knowledge of design, operation, and maintenance of technological systems. The student is expected to:
      • (A) define job-specific technical vocabulary
  • 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 basic 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

    Occupational Safety and Health Administration (OSHA): The federal agency that creates and enforces safety-related standards and regulations in the workplace

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

    Sanitation: Keeping work areas from dirt or bacteria

    Uniform: Clothing that is worn by a particular group to help identify workers

  • Materials/Specialized Equipment Needed


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


    • Child Labor Rules for Employing Youth in Restaurants and Quick-Service Establishments
      Under the Fair Labor Standards Act (see All Lesson Attachments tab)
    • Children and Foodborne Illness Fact Sheet (see All Lesson Attachments tab)
    • Heimlich Maneuver Poster (see All Lesson Attachments tab)
    • Minimum Wage Poster (see All Lesson Attachments tab)
    • Restaurants and Fast Food Establishments Under the Fair Labor Standards Act (see All Lesson Attachments tab)
    • TFER Handwashing Poster (see All Lesson Attachments tab)

    Note: Only make a few copies of these handouts for reference.


    • 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 is an appropriate industry certification.

    This lesson could also be used as introduction to the ServSafe® Food Managers Course.

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

    Before class begins:

    Display as many of the lesson related supplies and materials (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 restaurants 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 at the beginning of the course . 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 – Restaurant Management (see All Lesson Attachments tab) is divided into three sections:

    • Personal Hygiene
    • Restaurant Safety
    • Food Safety

    Announce to students that OSHA’s Younger Worker Safety in Restaurants eTool will be administered at the end of the lesson and after successfully completely all the modules, they will receive a safety certificate of completion they may add to their portfolios. Keep a copy of the certificate for your files. Your number one priority is SAFETY.

    You may choose to cover each section separately.

    Personal Hygiene
    Introduce PowerPoint™ Food Safety and Sanitation Guidelines – Restaurant Management (see All Lesson Attachments tab).
    Distribute graphic organizer Food Safety and Sanitation Guidelines Notes (see All Lesson Attachments tab). Allow students to complete the steps as you review the slide presentation.

    View video:

    Discuss appropriate attire for you classroom labs. They may 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.”

    Restaurant Safety
    Continue slide presentation Food Safety and Sanitation Guidelines – Restaurant Management (see All Lesson Attachments tab).

    Discuss the many hazards that can occur in a restaurant.

    View video:

    Discuss the Heimlich Maneuver Poster. According to the Texas Food Establishment Rules, every food establishment must display this poster.

    Ask students if any of them are CPR certified. This is another certification that can be added to their portfolio and adding to their employability skills.
    Consider contacting the American Red Cross for information about certifying your students in CPR.

    View video:

    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.

    Discuss with students the importance of food safety and the causes of foodborne illness.

    Stress the difference between an area or item being CLEANED verses being SANITIZED. Mention homemade sanitizing solutions.

    View video:

    More information will be researched in the Guided Practice section.

    Optional: Introduce CDC’s National Institute for Occupational Safety and Health (NIOSH) Youth @ Work curriculum.

    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.

    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

    Distribute handout Least Wanted Foodborne Pathogens (see All Lesson Attachments tab) and direct students to the Partnership for Food Safety Education –

    Allow students to fill in the pathogen and the sources of contamination on the handout.
    Discuss with students the importance of food safety in the food industry.

    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

    Direct students to OSHA’s Younger Worker Safety in Restaurants eTool:

    Students should complete all sections of the eight modules that includes:

    • potential hazards
    • possible solutions
    • employer solutions

    Note: If you do not have access to a computer lab, modules may be completed together as a class using your computer/laptop and a projector.

    The modules include the following hazards:

    • Serving
      • Strains and Sprains
      • Slips/Trips/Falls
      • Burns and Scalds
      • Workplace Violence
      • Knives and Cuts

    • Clean-up
      • Electrical Hazards
      • Strains and Sprains
      • Hazardous Chemicals
      • Slips/Trips/Falls
      • Burns and Scalds
      • Cuts
    • Drive-thru
      • Noise
      • Strains and Sprains
      • Workplace Violence
      • Prolonged Standing
      • Car Exhaust
    • Cooking
      • Deep Fat Fryers
      • Burns
      • Strains and Sprains
      • Fire Hazards
      • Heat Hazards
      • Slips/Trips/Falls
      • Electrical Hazards
    • Food prep
      • Machine Guarding
      • Knives and Cuts
      • Kitchen Equipment
      • Strains and Sprains
      • Slips/Trips/Falls
    • Delivery
      • Strains and Sprains
      • Heat and Cold Exposure
      • Slips/Trips/Falls
      • Freezers
    • General
      • Electrical Hazards
      • Fire Hazards
      • Slips/Trips/Falls
      • New Workers
    • Resources
      • Child Labor Laws
      • Other Resources
      • State Laws
      • Fair Labor Standards Act

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

    • work with a peer tutor
    • computer aided instruction

  • 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 in this lesson.

    • What is the acronym to remember to use the fire extinguisher?
    • Which is the best type of shoe to wear to reduce the risk of slipping?
    • Who is most at risk for food poisoning?
    • What jewelry is allowed during food prep?
    • What are the five hand washing steps?
    • Name three hazardous cleaners

    More questions may be added from the Restaurant Safety for Teen Workers Quiz (see All Lesson Attachments tab).

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

    After students have read all of the restaurant modules, they are ready to take the quizzes and play the Restaurant Safety Puzzle Game!

    Students will receive a puzzle piece for each quiz they finish correctly.
    If they finish all the quizzes, the puzzle will be complete and they may print a completion certificate.

    Note: The Restaurant Safety Puzzle Game must be completed in one class period.
    If they close the puzzle board, they will lose all the puzzle pieces and will need to start over.

    When all puzzles pieces are complete, students will receive a Teen Worker Safety certificate of achievement for successfully completing the OSHA Office of Technical links multiple choice quiz for Teen Worker Safety in Restaurants is hereby declared a Safe Teen worker.

    Students should save the certificate to their portfolio.

    If a computer lab is not available, distribute copies of Restaurant Safety Quizzes (see All Lesson Attachments tab).

    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


    • Microsoft Office Clip Art: Used with permission from Microsoft


    • Culinary essentials. (2010). Woodland Hills, CA: Glencoe/McGraw-Hill.
    • Foundations of restaurant management & culinary arts: Level one. (2011). Boston, MA: Prentice Hall.
    • ServSafe® Manager. 6th. Chicago, IL: National Restaurant Association, 2012. Print.
    • ServSafe Starters Employee Guide™, 5th. Chicago, IL: National Restaurant Association, 2010. Print.



    • GET THE POINT – Slips, Trips and Falls Safety DEMO Restaurants are busy, congested places that are particularly prone to slips, trips and falls because of the nature of the work and the work environment. This training program discusses the specific hazards presented to restaurant personnel and how to prevent accidents and work safely.
    • How to Perform CPR – Martha Stewart
      Lipica Shah of the Red Cross demonstrates the correct way to perform CPR, one of the essential how-tos in Martha’s “20 More Things Everyone Should Know” series.
    • How to Use a Fire Extinguisher
      Accidents happen. Be prepared to fight your own fire by learning how to use a fire extinguisher.
    • 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:

  • 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 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

    • 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 fire department to assist in securing fire alarms to give to people living in low income housing and provide information on the safety use.

  • All Attachments