2013
Worthington ABE
A Food Safety Unit for
Intermediate ESL Leaners
[FOOD SAFETY]
This product-based unit was written to be used in an Intermediate ESL classroom. The objective of the unit is to instruct learners in safe food
handling, including personal hygiene, food expiration dates, food contamination, and sanitizing the work area. Students will also explore entry
level careers in the food industry.
Food Safety
Worthington ABE – 2013
Page 1
Food Safety
Timeline
Section
Section
Product 1
6-8 Hours
Write guidelines
for personal
hygiene in the
kitchen
Materials
Materials
AP-1: Video – Hand washing (5:45 minutes)
http://www.youtube.com/watch?v=qagmw3oGOVg
AP-1.1: Handout “Hand washing Fact Sheet”
http://www1.extension.umn.edu/foodsafety/sanitation/handwashing-for-kids.pdf
AP-1.1a: Worksheet “Hand washing Facts”
AP-2.1: Activity – Hand washing Order Race
AP-2.2: Handout – Hand washing checklist
AP-3.1: Handout “Kitchen Attire”
AP-3.2: Game – Kitchen Attire (teacher’s notes)
Activity
Product 1
Activity
Activity
Product 2
Activity
Activity
Product 3
Identify the
reasons why
proper
handwashing is
important
Identify and
evaluate each
other’s hand
washing via a
checklist
Identify proper
kitchen attire
Activity
Product 4
Kitchen hygiene
guidelines
Teacher Notes:
AP-1: Show the video. Ask students to note the points of contamination – discuss meaning of contamination. (Sick person to hands, hands to
clean sheets, sheets to another employee, hands to doctor and stethoscope, stethoscope to another patient, hands to hair, hair to hands –
recontamination, hands to soap dispenser and faucet, hands to baby bed, hands to purse to security guard, hands to child and mother) Discuss:
What is the best way to avoid passing germs? (Hand washing)
AP-1.1: Hand out the Hand washing Fact Sheet and Worksheet – Read, discuss and answer questions.
AP-1.1a: This is an alternate activity for introducing hand washing. It can be used for lower level classes.
AP-2.1: Print out Hand washing Steps and cut apart (one set for each team). Divide class into teams. Teams must race to see who can get the
hand washing steps in proper order first.
AP-2.2: Students work together to check each other’s hand washing technique
AP-3.1: Have students work together in small groups to discuss proper kitchen attire. Review and share as a large group.
AP-3.2: Play the Kitchen Attire game (description in file)
AP-4: Divide the class into small groups. Tell them they are a committee whose task is to write guidelines for proper personal hygiene in the
kitchen of their place of business. They can decide what business they are representing, and then write out a list of guidelines, and make a poster
to be presented to the rest of the class.
AP-4.1: Note that the focus of Easy at Work is to present information and activities about dishwashing and sequencing the steps.
Worthington ABE – 2013
Page 2
Food Safety
Product 2
6-8 hours
Demonstrate
knowledge of
safe food
selection,
handling, and
expiration dates
AP-1 Video: “How to Tell if Food Has Gone Bad” (1:22)
http://www.howcast.com/videos/357110-How-to-Tell-IfFood-Has-Gone-Bad
A P-1.1: Worksheet “How to Tell if Food Has Gone Bad”
AP-2: Food Labeling PPT
AP-2.1: Food Labeling Identification Activity
AP-3: Video – “How to Avoid Food Poisoning: Bacteria”
(3:22)
https://www.youtube.com/watch?v=Mwe2-sTDKBw
AP-3.1: Worksheet “How to Avoid Food Poisoning:
Bacteria”
AP-4: Video – “How to Prevent Food Poisoning” (1.56)
http://www.youtube.com/watch?v=DizdkUayQBw
AP-4.1 Worksheet “How to Prevent Food Poisoning”
AP-5: “Eating Well, Living Well” Unit 6-Low Intermediate
http://eatingwell.ca5aday.com/lessons.asp
AP-6: Assessment
Product 1
Product 2
Product 3
Recognize signs
of food that
should not be
eaten
Identify the
meaning of
expiration date
labels
Understand what
food poisoning is
and how it happens
Activity
Product 4
Activity
Product 5
Activity
Product 6
Understand how
to prevent food
poisoning
Identify food
contamination
sources
Demonstrate
understanding of
appropriate food
handling in a
commercial kitchen
Teacher Notes:
AP-1: Prior to showing the video, hand out the worksheet (AP-1.1) and explain that students should fill in the missing words as they watch and
listen to the video. Tell the students you will watch the video more than one time. Show the video a couple of times, and then ask the students to
help fill in the missing words. If there are still words that no one has gotten, watch again. Discuss. Read through the vocabulary words, and then
allow students to work through the Vocabulary activity in pairs. Review together.
AP-2: Show the PowerPoint and discuss as you go through the slides. To check understanding of reading expiration dates, bring in a variety of
items that display expiration dates. Students should practice reading the dates, paying careful attention to whether the date is “Month-Day” or
“Day-Month”.
AP-2.1: Use this handout as an assessment for reading expiration dates.
AP-3: Ask students what they know about food poisoning. Create a KWL chart on the board (“What do you know?” “What do you want to
know?” “What did you learn?”) After discussion, hand out the worksheet (AP-3.1), go over the sentences, and then show the video. Tell students
to underline words that make the sentences false, and write the correct word.
AP-4: Go back to the KWL chart that you created for AP-3. Ask if some of the “What do you want to know?” questions have been answered. Fill
in “What did you learn?” where possible. There may still be unanswered questions. Use the video and worksheet to help clarify. Go back one
more time to the KWL chart to see if questions have been answered and discuss.
AP-5: Follow the instructions and use worksheets from Unit 6 – Low Intermediate, of the “Eating Well, Living Well” curriculum.
AP-6: Use the story to assess the students understanding of the concepts covered so far in the unit.
Worthington ABE – 2013
Page 3
Food Safety
Timeline
Section
Product 3
Write a plan
for cleaning/
sanitizing a
kitchen
Materials
Activity
Product 1
Activity
Product 2
Activity
Product 3
AP-1.1: Video “How to Clean and Sanitize the Kitchen” (1:56)
http://www.youtube.com/watch?v=cv15rRuIGvY
AP-1.1: Worksheet “How to Clean and Sanitize the Kitchen”
AP-1.2 Video “Sanitizing a Kitchen” (2:56)
http://www.youtube.com/watch?v=_9IhS2jv2OM
AP-1.2 Worksheet “Sanitizing a Kitchen”
AP-2: Chart to evaluate cleaning products
AP-3: Sanitizing solution product assembly
AP-4: Easy @ Work Unit 4 Lesson 2 DVD
AP-4: Easy @ Work Unit 4 Lesson 2 handout
AP-4.2: PDF – “Manual Dishwashing Procedure”
AP-5.1: Picture – “Preparing Food Safely”
AP-5.2: Kitchen Evaluation Checklist
AP-6: Conversation Chart
Explain the
difference
between “clean”
and “sanitized”
Evaluate cleaning
products
Make a sanitizing
product
Activity
Product 4
Activity
Product 5
Activity
Product 6
Sequencing steps
of dishwashing
Observe a
restaurant kitchen
and evaluate
sanitization
procedures
Conversation Chart
Teacher Notes:
AP-1.1: Go through the vocabulary words with students. Have them do the matching exercise.
Watch video http://www.youtube.com/watch?v=cv15rRuIGvY (1 minute 56 seconds).
Talk about the vocabulary words and how they connected with the video. Begin the “Fill in the Blanks” exercise. Give the students about 10
minutes to try to complete, then watch video again. See if they are then able to complete then correct together as a large group.
AP-1.1.5: Worksheet on what students and teachers need to have available for this project and a list of instructions on making the products.
AP-1.2: Go through the vocabulary words with students. Have them do the matching exercise.
Watch video http://www.youtube.com/watch?v=_9IhS2jv2OM (2 minutes 16 seconds time for video)
Talk about the vocabulary words and how they connected with the video. Begin the “Fill in the Blanks” exercise. Give the students about 10
minutes to try to complete, then watch video again. See if they are then able to complete then correct together as a large group.
AP-2: Bring in different bottles of cleaning products to clean a kitchen. The students could also bring a favorite cleaning product. Look at the
label on the cleaning product and write in the name, approximate cost, directions, and warnings on the chart. Students compare the different
products in groups and decide if they are safe to use or not, and if they would use the product or not. Finally, discuss preferences for “storebought” or “homemade” products. Students should cite reasons for their choices.
AP-3: Divide students into small groups to make one of the sanitizing solutions. Discuss the questions at the end of the AP-3instructions page.
AP-4.1: If you have access to the “Easy @ Work” series, they have some great videos on kitchen jobs. The focus of the “Easy @ Work” series is
to present information and activities about dishwashing and sequencing the steps.
AP-4.2: Manual Dishwashing Procedure Photo-Make copies to hand out to students for worksheet (AP-4.3)
AP-4.3: Have students complete worksheet and discuss with partners.
Worthington ABE – 2013
Page 4
Food Safety
AP-5.1: Show students kitchen photo to evaluate with checklist AP-5.2.
AP-5.2: Visit a restaurant kitchen or a friend’s kitchen and evaluate for cleanliness and sanitary conditions. Do you see any sanitation violations?
Before visiting the kitchen, rate the importance of the listed areas: most important – 1; important – 2; less important – 3; or not important – 4.
Then check the kitchen areas that are meeting the cleanliness standards. If these standards are not observable write N/A at the end of the sentence.
Ask students to bring their evaluation sheets back to class and share what they learned.
AP-6: Have students discuss the questions on the conversation chart in pairs.
AP-7: Additional resources for videos to use for kitchen sanitizing and cleaning.
Worthington ABE – 2013
Page 5
Food Safety
Timeline
Section
Product 4
9 hours
Complete an
internet search
and answer a
question sheet for
the student’s
chosen kitchen
career
Materials
AP-1: Exploring Careers on iseek.org in computer lab
AP-1.1: Worksheet “Career Exploration”
AP-2: Career Videos and Question Sheets
AP-3: Career Interview Questions
AP-4: Kitchen Career Exploration Grid
Activity
Product 1
Activity
Product 2
Activity
Product 3
www.iseek.org
instruction sheet
&
Question Sheet
Career Videos
and Question
sheets
Career Interview
Questions
Activity
Product 4
Kitchen Career
Exploration Grid
Teacher Notes:
AP-1: Have students look at instructions sheet. Pre-teach in classroom computer skills in logging onto iseek and what they are supposed to do
there. Go through instructions at least 2-3 times for clear understanding of what they need to do at the computer lab. Have students use
instruction sheet in computer lab. Use Question Sheet AP-1.1.
AP-2: Have students look at career videos and question sheet. Explain that they will be looking at the careers on the website. Pre-teach going to
the website and looking at the videos and careers. Do one together as a class, then, have students go into the computer lab and look up careers
and answer the “Career Questions” below the instructions. Can use AP1.5 instead, if too challenging.
AP-3: Present the Interview Questions to the students. Go through any vocabulary that may be questionable. Practice asking and answering
questions with a partner. Then instruct students to find someone they know who isn’t in their class who has a job in the hospitality field and
interview them.
AP-4: Present the Grid to the students. Remind them of the places on the internet that they have previously explored and have them initiate this
last exploration for two kitchen careers. Have them go through the grid in class to make sure they understand the project and then have them go
into the computer lab to search for careers and completion.
Worthington ABE – 2013
Page 6
Food Safety
Timeline
Section
Product 4
2 hours
Final Product—
Preparing a Fruit
Salad following
food safety rules
with evaluation
by classroom
audience
Materials
AP-1: PowerPoint “Recipe Vocabulary”
AP-2: Worksheet “Recipe Vocabulary”
AP-3: Fruit Salad Recipe
AP-4: Checklist for Salad Preparation
Activity
Product 1
Activity
Product 2
Activity
Product 3
Power point for
recipe
vocabulary
Recipe
Vocabulary
Match
Fruit Salad Recipeprepare
Activity
Product 4
Checklist for
Salad Prep
Teacher Notes:
AP-1: Go over Recipe Vocabulary ppt and talk about vocabulary. Hand out ½ sheets of paper (or recipe cards) with vocabulary words on them.
Go through the ppt again and ask students to show the card if they see the picture of their vocabulary word on the board. Make sure that each
student will have a card. Make duplicates if necessary. Go through it again after you’ve switched cards.
AP-2: Have students do the recipe vocabulary match.
AP-3: Hand out recipe for students to read with teacher to understand vocabulary and measurements. Make sure that the students understand the
vocabulary on recipe. Have a group of students prepare the salad. Have the rest of the students evaluate with worksheet.
AP-4: Go over checklist with students and make sure they understand the vocabulary and how to evaluate and respond.
Worthington ABE – 2013
Page 7