Hospitality and TourismTFJ20 Grade 10

FOOD SAFETY

Andrew Jenicek CWCAssignment A:Unit Outline/Lesson PlanETS1040YCurriculum Development forTechnology EducationBernie Berns

PREFACEThis unit plan outline represents a ten hour unit on the topic of Food Safety, for the Hospitality and Tourism, TFJ 2O, Grade 10, open course. The focus of the unit is Food Safety and raising awareness of safe food handling practices. Students will study culinary techniques of food handling and preparation, health and safety standards, and the use of tools and equipment in the unit. The unit meets many off overall expectations of this course, and our identified as parts of B1, B2.

This unit introduces Food Safety concepts and skills related to hospitality and tourism, focusing on the areas of food handling, and food preparation. Students will develop an awareness of related environmental and societal issues. The unit builds on The Exploring Hospitality and Tourism (TFJ1O) and strengthens their Food Safety Knowledge. This unit component of the Hospitality and Tourism course is positioned as the 1st unit of 10, in the first half of the course. These basic culinary fundamentals lead into more practical cooking classes and lessons.

The unit plan outline includes an emphasis on differentiated instruction. Focusing on student learning characteristics and teaching strategies for differentiated instruction. The unit includes and offers suggestions for adapting lessons within the unit to specific learning styles. A sample lesson plan, titled “To identify a Food Bourne Illness”, is provided to illustrate how a lesson can be adapted for Learner type 3 learners (HOW). Learner type 3 (HOW) is my preferred learning style.

The following references were used to develop this unit plan outline:ETS1040Y / ETA1040Y Curriculum Development Reader, Instructor, Bernie BurnsOISE, R3, Technological Studies, Student ProfilesThe Ontario Curriculum, Grades 9 and 10, Technological Education, 2009Food Safety Code of Practice- For Canada’s Foodservice Industry 2003On Cooking: A Textbook of Culinary Fundamentals (3rd Edition)Basics.fst/Advanced.fst food safety training in Canada (3rd Edition)

The development of this unit plan outline is based on my culinary knowledge and experience in the Hospitality and Tourism industry. My formal qualifications include Certified Working Chef designation from the Canadian Culinary Institute, Train-Can instructor for Food Safety Training BASICS.fst and ADVANCED.fst. I am a member of the Canadian Culinary Federation. Certificate of Qualification and Certificate of Apprenticeship, Chef and Cook, with inter-provincial standing from the Ontario Ministry of Training, Colleges and Universities, My experience includes twelve years working in the culinary industry working my way up the brigades to Executive Chef in restaurants, hotels and teaching facilities.

In developing this unit plan outline, I would like to acknowledge the assistance from expert groups including: Daniel Mezzolo, Matthew Park, Alan Coulter, Jennifer Lorico, and Train-Can Inc. In addition, I would like to thank the course instructor, Bernie Burns, for his direction and templates throughout the development of this unit plan outline.

Andrew Jenicek CWC

October 22nd, 2014

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Table of Contents

Preface……………………………… i

Table on Content………….………… ii

Differentiated Learning………………1

Sequence of Presentation…………… 2

Unit Plan Overview……….………... 3-4

Lesson Plan…………………………. 5

Handout…………………………….. 6

Unit Test…………………................. 7-9

Glossary……………………………10-13

References…………………………… 14

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Differentiated Learning

To be proficient in reaching and educating every student in the class, it is paramount that the teacher is versed in differentiated learning, focusing on student learning characteristics, teaching strategies, and using co-operative learning.

The four learner styles are categorized into; Learner type one WHY? Learner type two WHAT? Learner type three HOW? Learner type four IF? Following the 4Mat system and cycling through the learning style’s teachers can help excel student learning. Each learner type benefits by differentiated instruction that is effective instructions that are responsive to students readiness, interests and learning preferences.

Type one learners (WHY) are innovative while perceiving information concretely and process it reflectively. This unit goes into depth why food safety knowledge is imperative in Hospitality and Tourism. The lessons give key insight into the importance of each topic and explain why they are and must be done. The type one learner will benefit from the applications and activities from; brainstorming, listening, speaking, and interacting.

Type two learners (WHAT) are theoretical thinkers perceiving information abstractly and process it reflectively. This unit will give these learners researching capability and sequential thinking details and ideas. Each lesson topic answers their favorite question what, by giving detailed information and collected data. The type two learners will excel in this class by: observing, analyzing, classifying and seeing patterns/connections.

Type three learners (HOW) integrate theory and practice that obtained knowledge. They are strategic thinkers and excellent problem solvers. The food safety unit provides these learners the how of keeping food safe and they are able to practically use this knowledge throughout the course. The lesson topics explain how techniques, procedures and methods to keep food safe. The type three learners can shine in the class by: following directions, experimenting, building on information, improving and testing reality.

Type four learns (IF) integrate experience and application, learning by trial and error. They thrive on crisis and challenges, exceling when flexibility is needed. This unit will allow these learners to see the consequences if they do not follow procedures and techniques. The topics of the lessons explain the “if” mentality, allowing them freedom of acting and testing experience. The type four learner will excel in this class by: creating, collaborating, acting, modifying and adapting to different culinary situations.

The teaching strategies that will be used in the course/unit range and use differentiated techniques to cycle through each learning style. The teacher’s role will evolve in the classroom as the course progresses from motivator/witness, to teacher/information giver, to facilitator/coach, to evaluator/remediator and resource. KWL- Know, Want to Know, Learn is one of the teaching strategies used and focuses on improving reading comprehension by activating back round knowledge. It improves literacy by writing skills, discussions and class collaborations.

Cooperative Learning can be a powerful tool in improving student learning. The “Jigsaw” strategy is a well-organized way to learn the material. “Jigsaw” activity encourages listening, engagement and compassion by giving each member of the group an essential part to play in the academic activity. By giving students pieces of information and having them collaboratively working towards your lesson goals. It creates a sense of community and begins the process of adapting to each other’s learning styles and covering the required learning materials.

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Sequence of PresentationLesson Sequence for the Food Safety Unit

1) To identify A Food Borne Illness (Theory)Identifying food borne illnesses and poisoning, key factors, definitions.Lesson time: 1 hour class

2) To Classify Contamination Types (Theory)Classifying the three types of contamination, and identifying objects that contaminate.Lesson time: 1/2 hour class

3) To Prevent Contamination (Practical)Going through prevention measures, and de-contaminating kitchen laboratory.Lesson time: 1/2 hour class

4) To Recognize (PHF) Potentially Hazardous Foods (Theory)Recognizing potentially hazardous foods, key groups, and safe food handling.Lesson time: 1 hour class

5) To Identify the (TDZ) Temperature Danger Zone (Theory)Identifying the temperature danger zone. Keeping food out of its range by, storing, cooking, holding, and thawing.Lesson time: 1 hour class

6) To Prepare Food Safely and Handling Times (Practical)Following food safe methods to keep hot food hot, and cold food cold.Lesson time: 1 hour class

7) To label Food Safe Methods (Theory)Preventing micro-organisms from getting into food, delaying growth, and killing by proper cooking.Lesson time: 1 hour class

8) To Isolate Cross Contamination (Theory) Listing types of cross contamination, and methods for prevention. Lesson time: 1 hour class

9) To Calibrate Thermometers And Color Coded Cutting boards (Practical)How to properly calibrate thermometers, and proper temperature taking. Classifying the colors of cutting boards, which are used for, storage and cleaning. Lesson time: 1 hour class

10) To Carefully Clean Equipment - Knives, Utensils, Appliances (Practical) Introducing to kitchen equipment, and appliances. Methods for safely using, and cleaning, leads into more in-depth instruction for unit two. Lesson time: 2 hour class

There are a total of 10 lessons, accumulating the 10 hours for the Food Safety Unit.

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FOOD SAFETY UNIT OUTLINE # PERIODS 10

NAME OF COURSE: HOSPITALITY AND TOURISM CODE: TFJ20

PROCESS AND PRODUCT – TOPICS / ACTIVITIES / PROJECTS

CONCEPTUALEXPERIMENTALPROBLEM SOLVINGPERCEPTUALIMAGINATIVEINNOVATIVE / CREATIVEOPEN ENDED / EXPLORATORYINFORMATION GATHERINGLISTENING / HEARINGDISCUSSING / SPEAKINGWRITING / NOTE TAKINGREADING / LOOKINGINTER-DISCIPLINARYSKILLS PRACTICEPRODUCTIONAPPLICATIONANALYTICALSYNTHESIS / INTEGRATIONEVALUATE / JUDGINGREFLECTIVE APPRECIATIONPROCEDURAL / PROCESSINGDESIGNINTUITIVE / EXPRESSIVELOGICAL / PROGRESSIVEINDIVIDUALIZED LEARNINGINDEPENDENT LEARNINGGROUP LEARNINGBEHAVIOUR, ATTITUDE CHANGESOCIETY / COMMUNITY RESPONSEEXPERIENCE / CO-OP/ WORK EXP.OUT OF CLASS WORK / HWK. CLEAN UP ROUTINES

METHODS OF EVALUATIONS TO BE USED Project Portfolio Quiz Test Practical Evaluation

BREAK DOWN OF EVALUATIONS CRITERIA AND VALUES

Project…………………………………………. 20% Portfolio……………………………………….. 25% Quiz…………………………………................ 10% Test……………………………………………. 20% Practical Evaluation…………………………… 25%

Total 100%

TYPES OF EVALUATIONTEACHER EVALUATION / GRADESANECDOTAL COMMENTSTCHR. / STDNT. DISCUS. OR PROJECTGROUP DISCUSSION / EVALUATIONSELF-EVAL. / VERBAL WRITTENPEER EVAL. VERBAL WRITTENFORMATIVE / SUMMATIVEQUALITATIVE / QUANTITATIVE35% PROCESS VS 65% PRODUCT

THEORY 65 % OF TIME ON THIS UNIT

PRACTICAL 35 % OF TIME ON THIS UNIT

Food Safety

Equipment Cleaning Knives, Utensils, Appliances

To identifyA FoodBorne Illness

Contamination Types

PreventingContamination

PHFPotentiallyHazardous Foods

TDZTemperature Danger Zone

Food Preparation

and Handling

Time

Food SafeMethods

Thermometers AndCutting boards

CrossContamination

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CONSIDERATIONSCONTEXT OF LEARNING ENVIRONMENTINTENT OF LEARNING EXPERIENCE

UNIT / PROJECT TITLE AND DESCRIPTION

Ensuring food safety through proper food handling procedures, and methods.

BASIS OF RATIONALE RATIONALE AND GENERAL AIMS

Students will develop posters to raise awareness of potential food safety issues. Incorporating key factors that cause unsafe food handling, types of food borne illness, symptoms, and contamination factors. The student will illustrate and present the poster to the class, explaining the improper, then proper procedures.

RETENTION OF INFORMATIONDEVELOPMENT OF SOCIAL SKILLSCOGNITIVE DEVELOPMENTAFFECTIVE DEVELOPMENTPSYCHOMOTOR DEVELOPMENTPERSONAL GROWTH

CROSS CURRICULAR DIMENSIONS SPECIFIC EXPECTATIONS

At the end of this unit, student will be able to: Handle food safely using proper food handler methods and procedures Identify food borne illness, symptoms and food poisoning Preventing cross and contamination types Recognize Potentially Hazardous Foods Keep food out of the Temperature Danger Zone, and handling time Use of Thermometers, and color coded cutting boards Sanitizing all cooking equipment and utensils Produce a food safety poster and present it

CAREERS INFORMATIONCOMMUNITY AWARENESSCOMPUTER APPLICATIONSLANGUAGE SKILLSMULTICULTURALISMEQUAL OPPORTUNITIESSAFETYLIFE SKILLSENVIRONMENT AND ECOLOGYINTER-DISCIPLINARYSKILL DEVELOPMENT

SPECIAL NEEDS/ EXCEPTIONAL STUDENTS

SPECIAL CONSIDERATIONSWheel chair accessibility and appropriate tables. Hearing impaired students will prepare a poster, and present if able. Vision impaired students can present research documenting food safety. ESL students will be allocated extra examination time and interpretation if required. A glossary of terminology and descriptive language has been developed.

COMMUNICATION / BEHAVIORALINTELLECTUAL / PHYSICALELL/ESL/ESD

RESOURCES RECOMMENDED SPECIAL RESOURCES, FACILITIES, ETC.

Power Point: “TrainCan Food Basics fst”. Internet sites: www.traincan.com, www.youtube.com Reference Books: On Cooking: A Textbook of Culinary Fundamentals

(5th Edition), Food Safety Code of Practice, Basics fst: food safety training in Canada.

Instructional DVD and Video, proper hand washing, personal hygiene Black light “Glow germ testing” Computer Lab

TRANSPARENCIES / PWR POINTFILM / VIDEO / CD-ROM / INTERNETVISUAL AIDS / SAMPLESARTICLES / CLIPPINGS ETCREFERENCE BOOKS / MAGS ETC.FIELD TRIPS / EXCURSIONSVISITING EXPERT / SPEAKERSPECIAL EQUIPMENT / TOOLSSPECIAL FACILITIES / ROOMS / SOFTWARESTRATEGY BASES (MAIN THRUST) TEACHING STRATEGIES, SPECIAL APPROACHES

KWL- Know, Want to know, Learn Cooperative Learning - Jigsaw Focusing on Literacy and incorporating numeracy

INTERDISCIPLINARYINDIVIDUALIZED / GROUPSKILL INTEGRATION / DVT.CONCEPTUAL / PERCEPTUAL

TYPES OF PROCESSES MAJOR PROCESSES TO BE EXPERIENCED BY STUDENTS  Theoretical knowledge and basic kitchen fundamentals for food safety.

Demostrating food handling techniques by a practical project and examination. Leading into more practical driven cooking classes.

KNOWING / UNDERSTANDINGPRODUCING / APPLYINGPERCEIVING / CONCEIVINGEXAMINING / REFLECTING

LESSON PLANTYPE OF LESSON: To identify foodborne illnesses GRADE: 10

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TYPE: OpenSPECIFIC EXPECTATIONS:1. Identify food bourn illnesses and food poisoning, and three different type of contamination.2. How to prevent food contamination, and why micro-organisms are dangerous in foods.3. Safely handling food and preventing food borne illnesses from spreading or growing.RECALL QUESTIONS:1. Has anyone ever been sick after eating?2. What do you think the cause was?3. What do you think is food borne illness is?4. Who does food borne illness affect?

MOTIVATION:Preventing yourself and family from becoming ill or sick. Showing the consequences of unsafe conditions and illnesses.

TEACHING POINTS:Definitions,

a) Food borne illness – is a sickness caused by eatingfood, which contains microbiological, chemical orphysical hazards.b) Microbiological contamination – harm full organismslike bacteria, viruses, parasites, protozoa and other micro-organisms. Most dangerous of the three.c) Physical contamination – foreign objects coming into contact.d) Chemical contamination – use of cleaning products, pesticides, insecticides and toxic metals, coming in contact with food.e) Food poisoning- is food contaminated with chemicals, bacteria, viruses, parasites, and other micro-organisms.Symptoms: upset stomach, vomiting, diarrhea, headache, fever, nausea and can cause paralysis, coma and death.

CHALKBOARD/OVERHEAD WORK:

SAFETY:Fire precaution/drills/exits/extinguisher locationsFloor shoes non slipKnives proper handling/cleaningEquipment training, proper use and cleaningChemical training and cleaning procedures

AIDS:Chalk, Overhead projector, translucent sheets A1, A2, A3 markers, extension cord, laptop and projector, TV and DVD player. Checklists, Handouts A1, markers/pencil crayon, paper, poster, Ultra violet light

APPLICATION:1) Create a poster individually, that describes and illustrates a type of contamination.2) List how or why the food borne illness occurs because of that contamination.3) Have other examples what causes them per type of contamination.4) Have the symptoms listed or other harmful effects.5) Note key points in stopping such contamination and food borne illness.6) Size of poster 22” by 28”7) 30minutes in class time to work on the assignment.8) Presentation of your poster next class two minutes explaining, why you illustrated in that way. Your type of contamination, main points, and effects9) Use the evaluation checklist that they covered main points, types, effects, presented efficiently, explained well, designed well.

SUMMARY QUESTIONS:

1. Why should we be concerned about food borne illness?2. Who does food borne illness affect?3. Who can stop food borne illness?4. When can you contract the illness?5. How can we handle food safely?6. Where can you find more information about food safety?7. What is the most dangerous type of contamination?

HOMEWORK:Review chapter one and answer question text 5 multiple choice, and read chapter two a closer look at micro-organisms in the food safety Basics.fst book

Handout A1 5

Time and Temperature Chart

ITEM TEMPERATURE

Poultry (Whole) 85°C (185°F)/15 sec.

Poultry (Pieces) 74°C (165°F)/15 sec.

Stuffing in Poultry 74°C (165°F)/15 sec.

Food mixtures containing poultry, eggs, meat, fish or other PHF

74°C (165°F)/15 sec.

Reheated Food (Leftovers) 74°C (165°F)/15 sec.

Pork, Lamb, Veal, Beef (Whole) 71°C (160°F)/15 sec.

Ground Meat 71°C (160°F)/15 sec.

Unit Test 2014

1. If you eliminate bacteria, any food will be safe.True False

2. “Potentially Hazardous Foods” include gravies, cooked vegetables and sliced melons.

10 most common allergies

Peanuts. Soybeans. Wheat. Sesame seeds. Milk. Eggs. Tree nuts. Fish, crustaceans. Shellfish. Sulphites.

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True False

3. Parasites grow in food.True False

4. Chemical, Physical and Biological are all types of contamination.True False

5. HACCP is a system that allows a food establishment to take steps toward controlling food contamination risks.

True False

6. As food handlers we need to wash our hands after:a. Touching our face or hair;b. Sneezing or coughing;c. Handling raw food; or,d. All of the above.

7. Dishes can be sanitized by:a. Hot water;b. Chemical Sanitizer;c. Detergent; or,d. Both (a) and (b).

8. The “First In First Out” (FIFO) method is used for :a. Manual Dishwashing;b. Cooking;c. Food Storage; or,d. Reheating.

9. If raw chicken drips onto a chicken sandwich:a. Cross contamination has taken place;b. The sandwich should be warmed in the microwave before eating;c. It is a case of physical contamination; or,d. All of the above.

10. Which of the following thermometers are allowed in the food industry?a. Bi-metallic stem;b. Thermocouple;c. Glass-Mercury thermometer; or,d. Both (a) and (b).

11. Ground beef must be cooked to 71°C (160°F) in order to be safe.True False

12. Two-stage cooling is used when food is prepared at room temperature.True False

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13. There are no cures for allergies.True False

14. Provincial and Local Health Units enforce food safety regulations.True False

15. Frozen food can be thawed in the microwave and cooked the following day.True False

16. Environmental conditions always needed for the growth of bacteria include:a. Moisture;b. Oxygen;c. Food; ord. Both (a) and (c).

17. Which of the following statements about poisonous bait is TRUE?a. Use gloves while handling the bait;b. Place the bait under the kitchen counter area, out of sight;c. Only apply bait to areas that kitchen staff are aware of; ord. A licensed pest control operator must handle the poisonous bait.

18. When reheating food:a. Use a hot holding unit that has been pre-heated;b. Heat the food to 74°C (165°F) in under 2 hours;c. Do not reheat it more than 3 times; ord. All of the above.

19. When using a three-compartment sink to wash dishes, the second sink is used for:a. Washing;b. Sanitizing;c. Rinsing; ord. Soaking.

20. In Facilities Design, proper planning must consider:a. Food volume;b. Processing requirements;c. Flow of Food; ord. All of the above.

Answer Key For 2014 Unit Test

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TEST QUESTION ANSWER

1 FALSE2 TRUE

3 FALSE4 TRUE

5 TRUE

6 D

7 D

8 C

9 A

10 D

11 TRUE

12 FALSE13 TRUE

14 TRUE

15 FALSE

16 D

17 D

18 B

19 C

20 D

GlossaryImportant Unit Terms

Acidic Foods - Food that contains a lot of acid example: tomatoes, lemons, and vinegar. Bacteria do not grow easily and acidic food.

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Aerobic Bacteria - Micro-organisms that need at least some oxygen to grow.

Alkaline Food - Food that neutralizes acid examples: Lima beans. Bacteria do not easily grow and alkaline food.

Allergen - Substance or food that a general person is allergic to.

Allergic Reaction - The chemical response that may happen in a person’s body as a result of eating, drinking or being exposed to an allergen. An allergic reaction can be very serious; it could cause the person death.

Anaerobic Bacteria- Micro-organisms that do not need any oxygen too grow.

Anaphylaxis- A severe allergic reaction that can kill a person. The blood pressure drops causing the person to go into shock.

Bacteria - One-celled organisms that are so small you can only see them through microscope. Bacteria are one type of microorganism. They live everywhere and they can be hard to kill. Some bacteria cause diseases to get into your blood.

Bacterial Infection - A type of foodborne illness caused by eating food that contains, dangerous living bacteria. The bacteria growing in the body to create symptoms such as: Headaches stomach cramps, diarrhea, fever and sometimes vomiting.

Best Before Date- Date on the package or label that shows how long food is good. Food should be eaten or frozen before the best before date.

Bi-Metallic Thermometer-Thermometer that uses an analog gauge to show temperature.

Biological Contamination-Term used when harmful microorganisms get into food

Botulism- The deadliest form of foodborne illness (food poisoning) that is caused by toxins from bacteria. The toxins can grow in airtight containers such as improperly canned food.

Calibrate- The process of adjusting a food thermometer to make sure that is measuring temperatures accurately.

Chemical Contamination- Term used when harmful chemicals get into food.

Chemical Sanitizer- A substance that can be used to kill harmful microorganisms. It must be diluted with water to proper portions.

Clean- Removing dirt and stains from dishes, equipment, counters and other surfaces by using detergent and hot water 45°C or hotter.

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Contaminant- Anything harmful that gets into food. Including chemicals, foreign objects i.e. hair, jewelry, Bacteria viruses, Parasites, and other micro-organisms.

Contaminated Food- Food that contains any kind of contaminant.

Contamination- Term used to describe the process of harmful objects, chemicals, micro-organisms, viruses, parasites that get into food.

Cross-Contamination- Term used to describe harmful substances traveling from one surface or food to another.

Danger Zone- The range of temperature that allows bacteria to grow quickly in food. Also called the temperature danger zone. The danger zone is from 4°C to 60°C.

FIFO- Short form that stands for first in first out.

Flow Of Food- The term used to describe what happens to food from the time it enters a workplace until it is sent out or served customers.

Food Allergies- A medical condition in which a person’s body has a chemical reaction to a specific food or something in the food.

Foodborne Illness - A disease caused by ingestion of contaminated food.

Food Handler- Any person who is involved with receiving, storing, preparing or serving food.

Food Poisoning- Common term for foodborne illness. Refers to the people getting sick from eating food that is contaminated by virus, bacteria or parasites.

Food Safety- General term that includes many different things relating to buying, selling, handling, preparing, cooking and serving food. To ensure that the food does not make customer sick.

Grading-A system of measuring in describing the size and quality of food.

HACCP - Hazardous Analysis Critical Control Point. - The system to monitor food from time food comes in the door of a food establishment until it gets to the customer.

Harmful Substance- The term used to describe anything that can contaminate food and make people sick examples include-allergens, chemicals, bacteria and other micro-organisms, viruses, parasites, protozoa.

Hazardous Food - Foods that will allow the growth of harmful bacteria, if it is not stored at safe temperature, or cooked to a safe temperature.

Ice Water Bath 11

-A mixture of half water and half crushed ice or chopped ice that is used cool hot food safely.

In Direct Transmission- Describes a situation in which harmful substances travel from one surface or food to another.

Infestation- Having a large number of insects or rodents in the location - pest problem.

Insecticide- Chemical used to kill insects. It is poisonous to insects and can be harmful to people if it gets into food.

Internal Temperature- The temperature of food in the middle or at the thickest part.

Micro-Organisms- Tiny forms of life you cannot see unless you look through microscope, some examples of micro-organisms are bacteria, viruses, parasites, moulds and yeast.

One-Stage Cooling- A method for cooling food quickly so, that it does not stay in the temperature danger zone for too long.

Personal Hygiene- A general term for all people should do to keep their body, hands, hair, and clothing clean.

Physical Contamination- Term used to describe objects getting into food-examples-hair, metal, glass, jewelry etc.

Potentially Hazardous Foods- Food that will allow growth of harmful bacteria if it is not stored at safe temperature, and cooked to a safe temperature. Meat, dairy products and eggs are potentially hazardous foods.

Public Health Inspector- A government official who is responsible for enforcing health regulations. Public health inspectors inspect food establishments and test food samples.

Ready-Two-Eat Food- Food that does not need any additional preparation before it is served. Examples are: bread, crackers, and juice.

Reheating- Bringing food that was cooked and then cooled back to 74°C or 165°F.

Reject/Rejection - Refusing to accept food that is damaged, not at the right temperature or not in good condition.

Reproduce- What a living organism does when it creates new organisms another word for grow when we are talking about bacteria.

Sanitize/Sanitizing - Killing micro-organisms by one of these methods using very hot water 77°C bracket (171°F) or hotter.Using water between 13°C - 49°C (55°F-120°F) and chemical sanitizer.

Sterilized/Sterilizing- The destruction of all micro-organisms and spores.

Temperature Danger Zone

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-The range of temperature that allows bacteria to grow quickly in food. Also called the danger zone. The temperature danger zone is from 4°C to 60°C.

Temperature Log Book-A record of temperature readings taken regularly during the day and night. Use for refrigerators, freezers, storage areas, Hot and cold holding units, and when cooking or cooling food.

Thawing- Raising the temperature of frozen food so that is no longer frozen. The safest way to thaw frozen food is in the refrigerator.

Thermocouple Thermometer- Thermometer that measures temperature electronically.

Time/Temperature Factor- The phrase used to remind food handlers that - The longer than that food is in the danger zone, the more bacterial grow.

Toxins- Poisonous substances produced by some bacteria. Toxins can survive proper cooking. The food contains toxins, it will make people sick.

Two-Stage Cooling- Method used to cool cooked food that stays in the refrigerator until it is served. This method helps to make sure that the food is not in the temperature danger zone for too long.

Utensils- A general term used for knives, forks, spoons and other eating tools.

Virus/Viruses- Viruses are the smallest micro-organism. They do not grow in food but they can be carried on it. Viruses usually get into food by contact with an infected food handler.

Water Activity Level- The amount of “free” or “available” water that foods contain. Food that contains a lot of water is potentially hazardous-That means that bacteria can grow easily in food.

(WHMIS) Workplace Hazardous Materials Information System - Manufacturers are required by law to provide information about hazardous materials to anyone who buys the product. Employers are required by law to have this information available in the workplace. When this information tells how the hazardous product is labeled, what the hazard is, how to protect yourself and what to do an emergency.

References

The materials used to develop this unit plan.

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Books

ETS1040Y / ETA1040Y Curriculum Development Reader, Instructor, Bernie Burns

OISE, R3, Technological Studies, Student Profiles

The Ontario Curriculum, Grades 9 and 10, Technological Education, 2009

Food Safety Code of Practice- For Canada’s Foodservice Industry 2003

On Cooking: A Textbook of Culinary Fundamentals (3rd Edition)

Basics.fst: Food safety training in Canada (3rd Edition)

Advanced.fst. Food safety training in Canada (3rd Edition)

Websiteswww.edugains.com

www.traincan.com

www.wikipedia.com

CD-ROMTrainers Kit Basics.fst 3rd Edition, Train-Can Inc.

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