Safety and Sanitation Guidelines – Hotel Management

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  • Lesson Identification and TEKS Addressed

    Cluster : Hospitality and Tourism

    Course : Hotel 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 hotel industry. The student is expected to:
      • (A) organize oral and written information
      • (B) compose a variety of written documents such as agendas, thank you letters, 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:
      • (A) develop, deliver, and critique presentations
      • (F) apply active listening skills to obtain and clarify information
      • (G) follow directions and procedures independently
    • (9) 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
    • (10) 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) apply safety and sanitation standards common to the workplace
      • (C) analyze potential effects caused by common chemical and hazardous materials
      • (D) demonstrate first aid and cardiopulmonary resuscitation skills
      • (E) research sources of food-borne illness and determine ways to prevent them
      • (F) comprehend and model professional attire and personal hygiene
    • (12) The student understands the knowledge and skills required for careers in the hotel management industry. The student is expected to:
      • (A) develop 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 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

    CPR: A first aid procedure to help someone whose heart has stopped beating; stands for cardiopulmonary resuscitation

    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

    First Aid: Treatment give to an injured or suddenly ill person before professional medical care arrives

    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: A situation that could result in an accident or an emergency

    Material Safety Data Sheet (MSDS): A form completed by the manufacturer for each hazardous substance it makes.

    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)


    • aprons
    • bleach
    • exit escape route
    • fire extinguisher
    • Glo Germ™ (optional)
    • oven mitt/pot holder
    • paper towels
    • sanitizing pails
    • soap
    • spray bottles (6) labeled SANITIZER


    • All About OSHA (one copy) (see All Lesson Attachments tab)
    • Job Safety and Health: It’s the Law! Poster (few copies) (see All Lesson Attachments tab)
    • OSHA at a Glance (few copies) (see All Lesson Attachments tab)
    • Workers’ Rights (one copy) (see All Lesson Attachments tab)

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

    • Workplace Safety
    • Food Safety
    • Work Attire and Personal Hygiene

    You may choose to cover each section separately.

    Distribute graphic organizer Safety and Sanitation Guidelines Notes (see All Lesson Attachments tab) so that students may take notes during the slide presentation.

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

    Workplace Safety
    Discuss with the students the importance of safety at the workplace.

    This section will cover the following areas:

    • Occupational Safety and Health Act
    • Cleaning and Sanitizing
    • Chemical and Hazardous Materials
    • First Aid and CPR

    Display the Job Safety and Health Poster: It’s the Law (see All Lesson Attachments tab) and discuss with your students that the poster informs workers of their rights under the Occupational Safety and Health Act. All covered employers are required to display the poster in their workplace. Employers do not need to replace previous versions of the poster. Employers must display the poster in a conspicuous place where workers can see it.

    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 short video:

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

    This section will cover the following areas:

    • Foodborne Illness
    • Causes of Food Poisoning
    • Least Wanted Foodborne Pathogens
    • Long Term Effects
    • Who’s at Risk?

    Discuss with students the importance of keeping food safe to avoid foodborne illnesses.

    More information will be researched in the Independent Practice section.

    Personal Hygiene
    Continue with slide presentation.

    This section will cover the following areas:

    • Appropriate Work Attire
    • Personal Health
    • Wash Hands Often
    • How to Wash Your Hands

    Display the TFER Handwashing Poster (see All Lesson Attachments tab). Students will be allowed to practice the steps during the guided practice.

    Discuss appropriate attire for the lodging workplace. 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.”

    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 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 workspace 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, and so forth.

    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 A to Z Index of Foodborne Illness 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
    • treatment
    • prevention

    Students will present their information in a graphic organizer of their choice using Microsoft Word Smart Art.

    Access 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 – Foodborne Illness (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

    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 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?

    More questions may be added.

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

    Students will present their foodborne illness information to the class.
    Assess student presentations with the appropriate 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


    • Microsoft Office Clip Art


    • Reynolds, J. S. (2010). Hospitality services: Food & lodging. Tinley Park, IL: Goodheart-Willcox Company.
    • ServSafe® Manager. 6th. Chicago, IL: National Restaurant Association, 2012. Print.
    • ServSafe Starters Employee Guide™, 5th. Chicago, IL: National Restaurant Association, 2010. Print.


    • A-Z Index for Foodborne Illness
      Centers for Disease Control and Prevention
      Least Wanted Foodborne Pathogens
    • 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.
    • Occupational Health and Safety Administration
      With the Occupational Safety and Health Act of 1970, Congress created the Occupational Safety and Health Administration (OSHA) to assure safe and healthful working conditions for working men and women by setting and enforcing standards and by providing training, outreach, education and assistance.


    • Fire Extinguisher Tutorial
      Training video for using a fire extinguisher
    • 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.
    • Official 2012 Hands-Only CPR Instructional Video
      Learn how to perform CPR in this 60-second video showing Hands-Only CPR in action
    • 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

    Assign students to read about:

    Topics include:

    • What Is Foodborne Illness?
    • How Do Bacteria Get in Food?
    • The “Danger Zone”
    • In Case of Suspected Foodborne Illness
    • Foodborne Bacteria (Table)

    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

    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)

    At the end of the day, the goals are simple: safety and security.
    -Jodi Rell

    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

    I have no problem with the security… It’s something that must be done for the times in which we live. Safety first.
    -Aaron Brown

    Value will always be on top of everyone’s lists now, right along with safety.
    -David Neeleman

  • Multimedia/Visual Strategies


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


  • Files for downloading:

  • Graphic Organizers/Handout

    Graphic Organizers:

    • Fire Extinguisher Use
    • Fire Extinguisher Use (Key)
    • Safety and Sanitation Guidelines Notes
    • Safety and Sanitation Guidelines Notes (Key)


    • A to Z Index of Foodborne Illness Flashcards
    • All About OSHA
    • Job Safety and Health: It’s the Law! Poster
    • OSHA at a Glance
    • Rubric for Oral Presentation of Foodborne Illness
    • TFER Handwash Poster
    • Workers’ Rights

    Files for downloading:

  • Writing Strategies

    Journal Entries:

    • After I ate ___________, I felt ………………
    • A workplace accident I was involved in was …….
    • I found spoiled food in the refrigerator and I ………
    • I want to learn CPR because ….
    • The exit route to evacuate the building is ……

    Writing Strategies:

    RAFT Writing Strategy

    • Role – first aid student
    • Audience – local Red Cross
    • Format – email
    • Topic – classes for CPR

  • Communication 90 Second Speech Topics

    • Three things I learned about 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 arrangements 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 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