Cross Contamination and Cooking Temps

Class: Culinary Arts

Grade Level: 9-12

Topic: Dumb Ways to Die (Food Safety and Sanitation)

Date:

Length: 55 minutes
Standards:
Arizona Culinary Arts Standards
1.2 Identify major reasons for and recognize signs of food spoilage and contamination
1.5 Describe cross-contamination and use of acceptable procedures when preparing
and storing foods that require time/temperature control for safety (TCS)
1.6 Delineate the requirements for proper receiving and storage of raw and prepared
Foods
1.10 Define temperature danger zone for food safety and sanitation
1.11 Identify minimum internal cooking temperatures

Objectives:
1. Students will be able to teach others what cross contamination is and how to prevent it.
2. Students will be able to apply proper receiving and storing of food.
3. Students will identify what temperatures food should be stored at and what temperature food
should be cooked to.

Notes:
For IPEs with an aid, give the lesson plan to the aid a head of time.
For students who cannot see the board, print of the PowerPoint.
For students who are hearing impaired, give them a copy of the lesson plan before class. (Just the
instructional part and materials for students.)

Materials & Technology:

1. Projector
2. Computer
3. Petri Dish
4. Swab
5. Raw meet
6. Cheese
7. Cutting board
8. Frying pan
9. Thermometer
10. Flipper
Focus Activity: (5 minutes)
Starter Question: What is contamination to you?
Procedures: (45 minutes)
Presentation slides and notes are attached to the bottom of the lesson plan. Read and follow notes
for what to teach. Presentation should take about 20 minutes.

Student Activity instruction

 Group students
 Allow groups to choose what they want to swab in areas that they think could cause cross
contamination.
 They can cause cross contamination (They must properly clean everything afterwards.
Sanitize anywhere they put raw meat, throughout any food that touched the raw meat.)
 Example, take a cutting board and place raw meat on it, than take the meat off and put a
piece of cheese on the cutting board. Swab the cheese. Then wash the cutting board. Place
another piece of cheese on the board and leave for a couple minutes. Swap the cheese again.
 Than have them label their Petri trays and wait.
 Each group needs to come up with two things to test.
 Groups can test the same thing.
 Another example, swab a person’s hands before washing, after washing, after holding raw
meat, and after washing hands again.
 Only two samples per tray.
 Do not let raw meat out of the classroom.
 Do not let student eat cheese that touched the raw meat.
When they are done swabbing and have cleaned up, have them write down their predictions. It will
help them with their paper that is due in two weeks.

Closure Activity: (15 minutes)

What do you thing will happen with your bacteria?
What area do you think will grow the most bacteria?

Assessment: (Out of Class)

 Write a 1 page double space review on what you…

 Learned
 Found Interesting
 Bacteria Predictions
 Your Bacteria Results
This is due two weeks after this activity to allow the bacteria to grow. Let students know that they do
have this assignment and remind them of it the following days.

There will be questions on the unit final.

 Dress & Food Borne Illness Day 1
Class: Culinary Arts

Grade Level: 9-12

Topic: Dumb Ways to Die

Date:

Length: Three Day lesson, Day 1 Three 55 minute classes

Standards:
1.3 Identify the most common foodborne illnesses
1.4 Demonstrate good personal hygiene, proper dress code, and personal health
practices
CCSS.ELA-LITERACY.RI.9-10.2
Determine a central idea of a text and analyze its development over the course of the text,
including how it emerges and is shaped and refined by specific details; provide an objective
summary of the text.

Objectives:
Students will identify different symptoms for food borne illnesses.
Students will understand what a food borne illness is.
Students will apply proper dress in the lab.

Notes:
For IPEs with an aid, give the lesson plan to the aid a head of time.
For students who cannot see the board, print of the PowerPoint.
For students who are hearing impaired, give them a copy of the lesson plan before class. (Just the
instructional part and materials for students.)
Materials & Technology:
 Flip Flops
 Sandals
 Tennis shoes
 Lab coat
 Apron
 Baggy Sweat Shirt
 Hair tie
 Other good and bad examples of proper and improper dress
 Projector
 Computer

Focus Activity: (5 minutes)

Starter Question: Draw a picture of yourself in your favorite outfit. (You must be wearing a shirt of
some kind and pants of some kind.)

Procedures: (45 minutes)

Dress
 Display all the clothing items that you brought to class.
 Give each one a number.
 Ask the students to walk around the room and write down the number of the clothing items
that they would wear when they cook.
 Once all students have sat back down in their seats, discuss with them what items they chose
to wear and what items they would not wear and why.
o Flip Flops- No because you could drop something on it.
o Sandals - No because you could drop something on it.
o Tennis shoes – Good foot protection
o Lab coat – Protects your clothes
o Apron – Protects your clothes
o Baggy Sweat Shirt – can get caught in equipment
o Hair tie – Keeps hair out of equipment and out of food
o Other good and bad examples of proper and improper dress and reason for it.
 Explain that they need to be dress properly in order to participate in lab.
o Hair needs to be out of the way
o Close toed shoes need to be worn
o No baggy clothes or sweatshirts
 Students also need to wash their hands every day before cooing.
Food Borne Illness
Discuss the following questions (Don’t teach yet, pre assess for what topic you need to go over more
the next day.
 What is a food borne illness?
 How do you contract a food borne Illness?
 How do you prevent food borne illnesses?
If you run out of discussion, it is okay to start on day two. It will allow students more time to
research.

Closure Activity: (5 minutes)

Ask the students what they would like to know about food borne illnesses.
Use their insights to help you know what topics need to go into more detail on.

Assessment: (Time Allotted)

Do students wear the right clothing to lab?
There are point given for participation, if they do not dress and have to sit out of lab, they would not
get the points for that day.
 Dress & Food Borne Illness Day 2
Class: Culinary Arts

Grade Level: 9-12

Topic: Dumb Ways to Die

Date:

Length: Three Day lesson, Day 2 Three 55 minute classes

Standards:
1.3 Identify the most common foodborne illnesses
1.4 Demonstrate good personal hygiene, proper dress code, and personal health
practices
CCSS.ELA-LITERACY.RI.9-10.2
Determine a central idea of a text and analyze its development over the course of the text,
including how it emerges and is shaped and refined by specific details; provide an objective
summary of the text.

Objectives:
Students will identify different symptoms for food borne illnesses.
Students will understand what a food borne illness is.
Students will apply proper dress in the lab.

Notes:
For IPEs with an aid, give the lesson plan to the aid a head of time.
For students who cannot see the board, print of the PowerPoint.
For students who are hearing impaired, give them a copy of the lesson plan before class. (Just the
instructional part and materials for students.)
Materials & Technology:
Computer
Projector
Student computers
Group sorting sheets

Focus Activity: (5 minutes)

Starter Question: What clothes are you not supposed to wear to lab?

Procedures: (45)
Presentation
Notes on what to say on the Power Point
Project
 Split the class up into groups of two or three.
 Assign each group a food borne illness from the following list
o Botulism
o E. Coli
 o Hepatitis
o Listeriosis
o Salmonellosis
o Shigellosis
o Staphylococcal food poisoning
o Intestinal cryptosporidiosis
o Campylobacteriosis
o Cyclosporiasis
 Each group is to find the following information
o The organism that causes it
o Onset time after ingesting (how long does it take to react)
o How long does it last
o What are the symptoms
o Where do you get it from
o How many people get it a year
o What is the survival rate
o One articles that talks about their illness
o Any other fun fact
 Students are to create a 5 minute presentation to give on the fourth day.
 Tomorrow will be used as a research day.
 Here is the rubric for their research project.
1 2 3 4
Productive Students did not Students worked Students worked Students were
work in class in class but were on it in class, but productive and
off topic were not made the most of
productive the their time in
whole time. class.
Information Only 2 Only four Only six All requirements
requirements are requirements are requirements are are there.
there. there. there.
Article The article is not Article is relevant Article is relevant Article is relevant
relevant. but not from a and comes from a and comes from a
reliable source. reliable source. reliable source. It
also aids in the
research.
Team work You were there You contributed You contributed You worked well
(individual basis) but did not help. only a couple several things, with your group
things. but did not and had equal
communicate responsibility.
well.
Presentation Presentation was Presentation was Presentation was Presentation was
a minute between 3-5 4-5 minutes and 4-5 minutes with
minutes but not everyone good
everyone participated. participation and
participated. you had fun.
Closure Activity: (5 minutes)

What is one interesting fact that you have learned so far about food borne illnesses?

Assessment: (On Day 5)

Students will be assed basses on the rubric above. Also on their unit test, the major food borne
illnesses will be tested. They will need to know the symptoms, duration, and onset time for botulism,
E.coli, salmonellosis, and hepatitis.
 Dress & Food Borne Illness Day 3
Class: Culinary Arts

Grade Level: 9-12

Topic: Dumb Ways to Die

Date:

Length: Three Day lesson, Day 3-4 Three 55 minute classes

Standards:
1.3 Identify the most common foodborne illnesses
1.4 Demonstrate good personal hygiene, proper dress code, and personal health
practices
CCSS.ELA-LITERACY.RI.9-10.2
Determine a central idea of a text and analyze its development over the course of the text,
including how it emerges and is shaped and refined by specific details; provide an objective
summary of the text.

Objectives:
Students will identify different symptoms for food borne illnesses.
Students will understand what a food borne illness is.
Students will apply proper dress in the lab.

Notes:
For IPEs with an aid, give the lesson plan to the aid a head of time.
For students who cannot see the board, print of the PowerPoint.
For students who are hearing impaired, give them a copy of the lesson plan before class. (Just the
instructional part and materials for students.)
Materials & Technology:
Student computers
Projector
Computer
Timer
Student Illness Worksheet
Focus Activity: (5)
(Day 3)What are you going to get done today?
(Day 4) What illness are you most looking forward to hearing about?

Procedures: (45)
Day 3
Students will have the day to work on their projects.
You will walk around and see what they are struggling with.
Day 4
Students will fill out a worksheet about the different illnesses while listening to the presentations.
A timer will be set for five minutes and each group will be done after the five minutes.
Presentations can start the third day, but most likely need to go on to a fifth day and that is okay.

Closure Activity: (5)

What did you learn today?

Assessment: (Time Allotted)

Students will be assessed during the presentations based on the rubric below. They will also be
assessed on how well they were paying attention during the presentations. If students goof off, they
will be docked on participation points for the day.

1 2 3 4
Productive Students did not Students worked Students worked Students were
work in class in class but were on it in class, but productive and
off topic were not made the most of
productive the their time in
whole time. class.
Information Only 2 Only four Only six All requirements
requirements are requirements are requirements are are there.
there. there. there.
Article The article is not Article is relevant Article is relevant Article is relevant
relevant. but not from a and comes from a and comes from a
reliable source. reliable source. reliable source. It
also aids in the
research.
Team work You were there You contributed You contributed You worked well
(individual basis) but did not help. only a couple several things, with your group
things. but did not and had equal
communicate responsibility.
well.
Presentation Presentation was Presentation was Presentation was Presentation was
a minute between 3-5 4-5 minutes and 4-5 minutes with
minutes but not everyone good
everyone participated. participation and
participated. you had fun.
Name__________________________________________ Date___________ Class______________

Foodborne Illnesses
Illness Onset Time Symptoms Duration Sources
 Safety in the Kitchen
Class: Culinary Arts

Grade Level: 9-12

Topic: Dumb Ways to Die

Date:

Length: 55 minutes
Standards:
2.3 Identify appropriate emergency procedures for common kitchen and dining room
Injuries

2.5 Identify safety precautions for common workplace accidents and injuries including
OSHA regulations

CCSS.ELA-LITERACY.RI.9-10.2
Determine a central idea of a text and analyze its development over the course of the text,
including how it emerges and is shaped and refined by specific details; provide an objective
summary of the text.

Objectives:
Students will discover what injures are common in kitchens and where emergency equipment is if
they need it.
Students will know how to prevent the common injuries according to OSHA regulations.

Notes:
For IPEs with an aid, give the lesson plan to the aid a head of time.
For students who cannot see the board, print of the PowerPoint.
For students who are hearing impaired, give them a copy of the lesson plan before class. (Just the
instructional part and materials for students.)

Materials & Technology:

Safety Scavenger Hunt Worksheet
OSHA website on Safety https://www.osha.gov/SLTC/foodbornedisease/standards.html
Student Computers
White Board
White board markers

Focus Activity: (5 minutes)

Starter Question: What do you think is the most common kitchen injury and why?
Procedures: (45 minutes )
  Split the class into four groups.
 Have all the students go to
o https://www.osha.gov/SLTC/foodbornedisease/standards.html
 Have each group look up a different category of standards
o Sanitation
o Water Supply
o Food Handling
o Construction and operation of kitchens, dining hall, and feeding facilities
 Have them read the standards and pick out what one they think apply to the class and their
lives.
 Why are those standards important?
 Give them 10 minutes for this research/reading
 Once the 10 minutes is over, discuss with the whole class the findings.
 After the about 10-15 minutes of discussing, give students the “Safety Scavenger” worksheet
 Students will have 15 minutes to find items on the list

Closure Activity: (10 minutes)

Take about the safety procedures and make sure students know where to find the first aid kit and fire
prevention tools. (Fire extinguisher or fire blanket)

Assessment: ()

Are student participating in the class discussion and scavenger hunt? There are participation points
given.

Location of some of the safety procedures will be on the unit final.

First aid kit
Fire extinguisher
Emergency phone numbers
Soap
Name_____________________________________________ Date_____________ Class___________

Safety Scavenger Hunt

First Aid Kit ______________________________________________

Fire Extinguisher ______________________________________________

Sink ______________________________________________

Evacuation Chart ______________________________________________

Natural Disaster Chart ______________________________________________

Flour ______________________________________________

Washing Machine ______________________________________________

Emergency Exits ______________________________________________

Eye Washing Station ______________________________________________

Back Up Teachers ______________________________________________

Telephone ______________________________________________