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Introduction to Culinary Arts Kitchen Safety & Sanitation. What You Don’t Know CAN Hurt You!. HOSP–ICA-4: Demonstrate and practice correct sanitation as it relates to healthy living and the modern commercial kitchen and bake shop.
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Introduction to Culinary ArtsKitchen Safety & Sanitation What You Don’t Know CAN Hurt You! HOSP–ICA-4: Demonstrate and practice correct sanitation as it relates to healthy living and the modern commercial kitchen and bake shop. HOSP-ICA-6: Analyze and examine fundamental safety skills and practices related to the commercial kitchen.
Every day we assume that the food we eat is safe. However, unless everyone who has handled the food has used good sanitation practices this may not be the case. SANITATION is the process of handling food in ways that are clean and healthy.What do you see wrong in this picture?
No one likes to cut a finger on a knife, get burned or slip and fall. Most of us, however, have had one or more of these accidents. SAFETY in the kitchen means using precautionary methods in the kitchen to prevent an accident. Most accidents in the kitchen are due to carelessness. What could make this kitchen unsafe?
SAFETY first. How much do you already know about kitchen safety? For each question below, decide whether the practice is safe or unsafe. Click the box next to each question to reveal the answer. 1. Use a towel or your apron to remove a pan from the oven. 2. Pour salt or baking soda over the flames of a grease fire. 3. Wipe up spills on the floor right away. 4. Pour water on a grease fire. 5. Tie back long hair. 6. Climb up on the counter to get items from the top shelf. 7. Use electric appliances with wet hands. 8. Wear loose clothing while working in the kitchen. 9. Cut away from your body when using a sharp knife. 10. Keep cabinet doors open so everything is in easy reach. UNSAFE SAFE SAFE UNSAFE SAFE UNSAFE UNSAFE UNSAFE SAFE UNSAFE
SAFETY first. How much do you already know about kitchen safety? For each question below, decide whether the practice is safe or unsafe. Click the box next to each question to reveal the answer. 11. Personal hygiene is important while preparing food. 12. Hide kitchen accidents to avoid upsetting the instructor. 13. Store knives in backpacks to transport them. 14. Do not wear finger nail polish and long fingernails. 15. Sit on the kitchen work tables during break time. 16. When removing pan from oven, pull the rack out. 17. Leave sharp knives in a sink full of water. 18. Plug several cords into an electrical outlet at a time. 19. Disconnect appliances before cleaning them. 20. Use cold, soapy water for washing dishes. SAFE UNSAFE UNSAFE SAFE UNSAFE SAFE UNSAFE UNSAFE SAFE UNSAFE
FOCUS STANDARDS HOSP–ICA-4: Demonstrate and practice correct sanitation as it relates to healthy living and the modern commercial kitchen and bake shop. Identify personal hygiene policies and hand washing procedures. Identify the biological, physical, and chemical contaminants, and prevention measures. Practice proper contaminant prevention measures as it relates to food preparation in the commercial kitchen. Identify and demonstrate proper pot and pan washing with four-compartment sinks and the use of sanitizers and detergent chemicals. Demonstrate the proper use and cleaning of an automatic dishwasher (if available) and identify the chemicals used for dishwasher cleaning. Discuss pest control and management of infestations. Discuss Health Department inspections and facility requirements of commercial foodservice establishments. Students conduct a mock Health Department inspection of the kitchen lab. Identify and demonstrate proper receiving and storage principles such as FIFO, rotating inventory, and storage/receiving temperatures. Discuss and practice proper labeling of stored foods. Identify the factors that affect the growth of food borne pathogens (i.e. FATTOM) and explain how time and temperature guidelines can reduce growth of microorganisms. List and demonstrate food handling, preparation, and storage techniques that prevent cross-contamination between raw and ready-to-eat foods and between animal and seafood, including sources of other potentially hazardous food products. Discuss and practice the proper use of gloves in food handling. Identify, calibrate and properly use thermometers.
FOCUS STANDARDS HOSP-ICA-6: Analyze and examine fundamental safety skills and practices related to the commercial kitchen. • Discuss principals of basic First Aid treatments for a foodservice environment including basic cuts, lacerations, abrasions, punctures, CPR, food allergies, anaphylactic shock, Heimlich maneuver, and minor burns. • Examine and practice correct Fire Safety procedures using correct classifications of fire extinguishers, hood suppression systems, and emergency evacuation routes. • Practice and examine kitchen safety in the areas of falls, strains, sprains, and lifting using proper techniques. • Identify gas safety issues for gas ranges and ovens, including shut off valves and pilot lights. • Examine and identify a Material Safety Data Sheet and explain their importance when handling common foodservice chemicals. Display manual of all MSDS for each chemical used in the kitchen, dining room, and dish room.
ACADEMIC/ NATIONAL STANDARDS • ELACC9-10SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. • ELACC9-10SL4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. • SMI5: Students will compare and contrast parameters affecting microbial growth, ways of controlling growth of microorganisms, and examine the effects that physicochemical factors can have on microbes. • ELACC9-10SL2: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. National / Local Standards / Industry / ISTE: • NFCS-8.2. Demonstrate food safety and sanitation procedures
UNDERSTANDINGS & GOALS Enduring Understandings: From this session, students will identify and demonstrate proper preventive measures of biological, physical, chemical contaminants and to identify the factors that affect the growth of food born pathogens and explain how time and temperature controls can greatly reduce the risk of bacterial growth in our foods. Additionally, students will identify the principles of proper receiving, storage, and food handling techniques. Food safety is everyone’s responsibility in minimizing the risk of food borne illnesses. Food handler’s personal hygiene practices are a leading cause of biological and physical contamination. Knowledge and understanding of one’s personal hygiene and properly washing one’s hands and knowing when you should wash your hands are vital in minimizing food contamination and preventing food borne illnesses. Essential Questions: Why is it important to safeguard our food during the receiving, storage and preparation and service of our food? Explain how preventing cross contamination and monitoring food temperatures are essential aspects of a food handler’s diligent responsibilities. What are the factors that affect the growth of food-borne pathogens? Why is personal hygiene an important aspect of a food handler’s regular routine? How does a food handler know if he or she has met the standards required by the state of Georgia health inspection code? Why is food safety so important?
OPENING- BELL RINGER Work Period Define the terms (40 Total) in the Food Safety & Sanitation PowerPoints on the school webpage. They are labeled in Presentations in the Culinary Arts course. • Please ensure that your sourcebook is organized properly: • Cover Page • Name • Period • 2013-2014 • Intro to Culinary Arts • Table of Contents • (2 pages- front only) • Section 1- Notes • Section 2- Bell Ringers • Section 3- Lab Report
OPENING- BELL RINGER LEAST WANTED POSTER (Foodborne Illness Notetaking Guide) Working with someone at your table, ensure that the abovementioned assignments are complete. (15 minutes) • Please ensure that your sourcebook is organized properly: • Cover Page • Name • Period • 2013-2014 • Intro to Culinary Arts • Table of Contents • (2 pages- front only) • Section 1- Bell Ringers • Section 2- Notes • Section 3- Lab Report
OPENING- BELL RINGER Work Period Updates/Reminder *There are several handouts and posters without names. Complete all missing assignments. Return permission slip for SGTC. Using the following site, complete the handouts provided: http://ww2.chambersburg.k12.pa.us/about/schools/faust/faustlibrary/Webquests/safety/index.htm • Please ensure that your sourcebook is organized properly: • Cover Page • Name • Period • 2013-2014 • Intro to Culinary Arts • Table of Contents • (2 pages- front only) • Section 1- Bell Ringers • Section 2- Notes • Section 3- Lab Report
OPENING- BELL RINGER Start’Em Out Right ServSafe Case Study Listen to the following case study and respond to the questions below: • What things would you change or fix in this operation? • What would you include when designing the personal hygiene programs? • How would you introduce this to the staff and to the children? • Please ensure that your sourcebook is organized properly: • Cover Page • Name • Period • 2013-2014 • Intro to Culinary Arts • Table of Contents • (2 pages- front only) • Section 1- Notes • Section 2- Bell Ringers • Section 3- Lab Report
OPENING- BELL RINGER • Please ensure that your sourcebook is organized properly: • Cover Page • Name • 2013-2014 • Intro to Culinary Arts • Table of Contents • (2 pages- front only) • Section 1- Bell Ringer • (30 pages) • Section 2- Notes • (50 pages) • Section 3- Lab Report • (20 pages) MAKE UP DAY *Complete ServSafe PowerPoint Presentations & Notes *Complete ALL missing work -Deadline Tuesday 3/11/14 -TODAY is the only day you will have in class to work. *Sourcebook Check- counts as a test grade. *ServSafe Test on TOMORROW!!
Culinary Sanitation Terminology Contamination Sanitation Bacteria Infection Virus Parasite Allergy Temperature danger zone Potentially hazardous foods (PHF) Foodborne illness Aerobic bacteria Anaerobic bacteria Facultative bacteria First In, First Out (FIFO) Cross-contamination Clean Sanitary Food-contact surface Pest control operator (PCO) Hazard Analysis Critical Control Point (HAACP) Critical control point (CCP) Intoxication Mold pH Pathogen Chemical hazard Physical hazard Biological hazard
Culinary Safety Terminology Occupational Safety and Health Administration (OSHA) Heat exhaustion Heatstroke Fire Extinguisher Kitchen hood fire suppression system Arson Evacuation routes Fire detectors Fire emergency plan Environmental Protection Agency (EPA) General safety audit Material Safety Data Sheet (MSDS)
Sanitation Contamination Sanitation Bacteria Infection Virus Parasite Allergy Temperature danger zone Potentially hazardous foods (PHF) Foodborne illness Aerobic bacteria Anaerobic bacteria Facultative bacteria First In, First Out (FIFO) Sanitation Cross-contamination Clean Sanitary Food-contact surface Pest control operator (PCO) Hazard Analysis Critical Control Point (HAACP) Critical control point (CCP) Intoxication Mold pH Pathogen Chemical hazard Physical hazard Biological hazard Work PeriodDefine the terms (40 Total) in the Food Safety & Sanitation PowerPoints on the school webpage. They are labeled in Presentations in the Culinary Arts course. • Safety • Occupational Safety and Health Administration (OSHA) • Heat exhaustion • Heatstroke • Fire Extinguisher • Kitchen hood fire suppression system • Arson • Evacuation routes • Fire detectors • Fire emergency plan • Environmental Protection Agency (EPA) • General safety audit • Material Safety Data Sheet (MSDS)
WORK PERIOD- SERVSAFE NOTESDefine the terms (40 Total) in the ServSafe~ Safety & Sanitation PowerPoint on the school webpage. Complete the notes below using the CONTAMINATION AND FOOD ALLERGENS/ THE SAFE FOOD HANDLER PowerPoint SERVSAFE CONTAMINATION AND FOOD ALLERGENS • Name the three types of food-borne contaminants • How are biological toxins produced? • Name three types of biological toxins. • Name the three types of chemical contaminants. • Give seven examples of physical contaminants. • Name the eight common food allergens. • What are some symptoms of an allergic reaction? SERVSAFE THE SAFE FOOD HANDLER • Name the eight personal behaviors that can contaminate food. • What are the components of good personal hygiene? • Outline the steps for proper handwashing. • How often should gloves be changed? • What is proper work attire for a foodhandler (list all five)?
SAFETYCulinary Terminology Occupational Safety and Health Administration (OSHA)-governmental agency that defines and enforces safe working conditions Heat exhaustion-heat-related condition that results when the body loses too much water and salt Heatstroke-more severe heat-related condition in which the body’s usual ability to deal with heat stress is lost Fire Extinguisher-pressurized canister filled with a substance that puts out fires Kitchen hood fire suppression system- an installed, comprehensive fire-fighting system that automatically puts out a fire before it spreads Arson- opposite of an accidental fire Evacuation routes- escape routes Fire detectors- devices that warn you about a fire so you can get out of the building safely Fire emergency plan-an established plan of action in case of a fire Environmental Protection Agency (EPA)-require tracking of chemicals that pose a risk to health General safety audit- a review of the level of safety in an establishment Material Safety Data Sheet (MSDS)-describes specific hazards posed by a chemical
SANITATIONCulinary Terminology Contamination-the unwanted presence of harmful substances or levels of dangerous microorganisms in food Sanitation- creation and practice of clean and healthy food-handling habits Bacteria- single-celled organisms that reproduce by dividing Infection-illness resulting from live bacteria Virus-very small organism that invades another cell and causes it to reproduce the virus Parasite-organism that lives in/feeds on the body of another live creature Allergy-occurs when the body interprets a normally harmless protein as a dangerous substance Temperature danger zone- temperature in which bacteria grows (41F-135F) Potentially hazardous foods (PHF)- any foods that require time and temperature control for safety Foodborne illness- any illness caused by eating contaminated food Aerobic bacteria- bacteria that require oxygen Anaerobic bacteria- bacteria that thrives without oxygen Facultative bacteria- bacteria that can grow either with or without oxygen FIFO- Rotate stock to utilize the oldest product first
SANITATIONCulinary Terminology Cross-contamination-occurs when harmful microorganisms are transferred from one product to another Clean- visible appearance that something is unsoiled Sanitary- an environment that is free from pathogens Food-contact surface- any surface that comes in contact with food Pest control operator (PCO)- licensed professional who uses various chemicals, sprays, and traps to prevent or eliminate infestations Hazard Analysis Critical Control Point (HAACP)- system that identifies and manages key steps in food handling where contamination occurs Critical control point (CCP)- step in food handling at which control can be applied to prevent or eliminate a food safety hazard Intoxication- illness resulting from ingestion of bacteria that create/contain toxins Mold-name for a large family of single-cell fungi pH-measure of acidity or alkalinity of a substance Pathogen- an organism that is dangerous to humans Chemical hazards- any chemical that contaminates food Physical hazards-solid materials that pose danger to consumers when present in food Biological hazards- consist of harmful organisms that cause foodborne illness.
Guest SpeakerJane Arnold Environmental Health Specialist • Three questions I have for the speaker: • My questions answered: • Three other interesting facts that I learned:
Foodborne Illnesses • Salmonella • Shigella • Listeria • Staphylococcal • Clostridium • Botulism • Campylobacteriosis • Hemorrhagic colitis • Hepatitis A • Trichinosis • Anisakiasis • Giardiasis • Toxoplasmosis • Intestinal Cryptosporidiosis • Cyclosporiasis • E-Coli Foodborne Illness Rap • http://www.youtube.com/watch?v=ZbH_mSk2dNk&feature=related (Don’t Get Sicky Wit It Music Video) You have been given a contract with Woodson Records to create a Food-borne Illness PSA. It should be a rap, song, poem that includes facts about the following: • Description • Symptoms • Source (Food Involved)/Cause • Treatment/Prevention Submit Lyrics & Performance Via Edmodo
Foodborne Illnesses Poster Define/Explain what makes symptoms a foodborne illness. What are symptoms of specific foodborne illnesses? What foods are linked to a specific foodborne illness? Identify treatments for a specific foodborne illness. Site statistics of foodborne illness. Research facts on safe food handling. Images of foodborne illnesses • Foodborne Illnesses • Salmonella • Shigella • Listeria • Staphylococcal • Clostridium • Botulism • Campylobacteriosis • Hemorrhagic colitis • Hepatitis A • Trichinosis • Anisakiasis • Giardiasis • Toxoplasmosis • Intestinal Cryptosporidiosis • Cyclosporiasis • E-Coli
The poster should include: Description of this illness What foodborne microrganism causes this illness Symptoms of this foodborne illness How this illness is transmitted (foods, etc.) Treatments for this specific foodborne illness. Site statistics of foodborne illness. Research facts on safe food handling. Images of foodborne illnesses What people are at the highest risk It should be colorful, interesting to look at, and utilize humor. Students will go on a "Gallery Walk" to look at each one. • Foodborne Illnesses • Salmonella • Shigella • Listeria • Staphylococcal • Clostridium • Botulism • Hepatitis A • Trichinosis • Anisakiasis • Giardiasis • Toxoplasmosis • Cyclosporiasis • E-Coli LEAST WANTED POSTER Students will work with a partner to produce poster on a foodborne illness. Their focus should be to make it humorous and engaging for the class to view. DUE TODAY!!
Work Period • Submit Foodborne Illness Rap, if you have not already done so. • Complete, if you have not already done so, Reviewing Key Terms & Ideas on pages 558 and 586 in the Creative Living textbook. Write questions and answers or complete statements. YOU WILL NEED TO SHARE BOOKS AND PAIR UP WITH INDIVIDUALS AT YOUR OWN TABLE. DO NOT CHANGE SEATS!!! DO NOT WRITE THIS IN THE SOURCEBOOK!!!! • ARTICLE DAY: Complete, if you have not already done so. Read the article “Raw Milk Becomes Contentious” and respond to the discussion questions in the Notes section of the Sourcebook. Remember to write the title of the article, author, source, and date.
Flow of Food NotesIntroduction, Purchasing, Receiving, Storage, Preparation, Service • How do you create barriers between food products? • How do you prevent time-temperature abuse? • What are the common types of thermometers? What do they measure? Which types of foods are measured with each? • What are the directions for doing the ice-point method? Boiling-point method? Calibrating a bimetallic stemmed thermometer? • What is the receiving criteria for meat (acceptable only)? Poultry? Fish? Shellfish? Crustacea? Shell Eggs? Dairy Products? Fresh Produce? Refrigerated Processed Food? MAP/Vacuum Packed? Canned Food? Dry Food? UHT Pasteurized? Bakery Goods? Potentially Hazardous Hot Food? • General Storage Guidelines? Refrigerated Storage? Frozen Storage? Dry Storage? Meat? Poultry? Fish? Shellfish? Shell Eggs? Dairy? Produce? Vacuum-Packed? UHT? Canned and Dry Products? (Blue Writing In Most Cases unless white is a part of the guidelines) • Four acceptable methods of thawing. • Internal temperature and time for all foods identified in the slides. • Facts about microwave cooking. • Cooling temperatures and time. • Safe methods for cooling. • Proper method for storing cooled food. • Temperature and Time for reheating food. • General rules for holding food • Internal temperature for holding potentially hazardous hot food? Cold food? • Temperature to protect food in vending machines.
WORK PERIOD • ServSafe Notes • Complete ALL missing assignments from grade report. • Ensure that the following are complete: • Sourcebook is organized (Bell Ringers/Articles, Notes, Lab Report Section) --Notes are complete. ServSafe Test on TOMORROW!!
WORK PERIODEmployee Food Safety and Sanitation Training Flow of Food-Introduction Flow of Food-Purchasing and Receiving Flow of Food-Storage Flow of Food-Preparation Flow of Food-Service Food Safety Systems Sanitary Facilities and Equipment Cleaning and Sanitizing Integrated Pest Management Food Safety Regulation and Standards Presentation: Each member must present a portion of the PowerPoint Presentation must include an activity and assessment
ServSafeCenters • PSA Center- Safety & Sanitation Raps Evaluation • Flow of Food Center- Accept or Reject/ Cooking Temperatures • Management Systems Center- Seafood Depot Case Study • Facility Center- You’re the Architect • Cleaning/Sanitizing Center- Matching Game • Pest Management Center- Cockroach Song • Employee Safety Training- How Would You Teach It?