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™ ig ™ Fig ™ Fig ™ Fig Fig ™ Fig ™ F ! ! ! ! ! ! C C C C C C A A A A A BA B B B B B t t t t t t h h h h h h g g ™ Fi ™ Fi ™ Fig ™ Fig ™ Fig ™ F ™ Fig ! ! ! ! ! ! C C C C C C BA BA BA BA BA BA t t t t t t h h h h h h g g g g g g i ™ F ™ F ™ Fi ™ Fi ™ Fi ™ Fi ™ Fi ! ! ! ! ! ! C C C C C C A A A A A BA B B B B t B t t t t t h h h h h h g ™ F ™ Fi ™ Fig ™ Fig ™ Fig ™ Fig ™ Fig ! ! ! ! ! ! C C A A AC AC AC AC B B B B t B t B t t t t h h h h h h ™ Fig ™ Fig ™ F ™ Fig ™ Fig ™ Fig ™ Fig ! ! ! ! ! ! C C C C C C A A A BA BA BA B t B t B t t t t h h h h h h g g g ™ Fi ™ Fi ™ F ™ Fi ™ Fig ™ Fig ™ Fig ! ! ! ! ! ! C C C C C C A A tB BA tB BA tBA tBA t t h h h h h h g g g g i i g i g i ™ F ™ F ™ F ™ F ™ F ™ Fi ™ Fi ! ! ! ! ! ! C C C C C A A A AC BA BA B B B t B t t t t t h h h h h h g g g g ™ Fi ™ Fi ™ F ™ Fi ™ Fi ™ Fig ™ Fig ! ! ! ! ! ! C C C C C C BA BA BA BA tBA tBA t t t t h h h h h h g g g g g g i i i i i ™ F ™ F ™ F ™ F ™ F ™ Fi ™ F ! ! ! ! ! ! C C C C C C A A A A A BA B B B B B t t t t t t h h h h h h g g ™ Fi ™ Fi ™ Fig ™ Fig ™ Fig ™ F ™ Fig ! ! ! ! ! ! C C C C C C BA BA BA BA BA BA t t t t t t h h h h h h g g g g g g i ™ F ™ Fi ™ Fi ™ Fi ™ Fi ™ Fi ™ F ! ! ! ! ! ! C C C C C C A A A A A tB BA tB tB tB tB t h h h h h h g g g g g i i i g i i ™ F ™ F ™ F ™ F ™ F ™ F ™ Fi ! ! ! ! ! ! C C C C C C A A BA BA BA BA B t B t t t t t h h h h h h g g g g ™ Fi ™ Fi ™ Fi ™ Fi ™ Fig ™ Fig ™ F ! ! ! ! ! ! C C C C C C A A BA tB BA tB BA tBA t t t h h h h h h g g g i g g i i g ™ F ™ F ™ F ™ Fi ™ Fi ™ F ™ Fi ! ! ! ! ! ! C C C C C C A A A A B B BA tB BA tB t t t t h h h h h h g g g g i i g g i i i i ™ F ™ F ™ F ™ F ™ F ™ F ™ F ! ! ! ! ! ! C C C C C C A A A BA BA B B tBA B t t t t t h h h h h h g g g i g g ™ F ™ Fi ™ Fi ™ F ™ Fi ™ Fi ™ Fig ! ! ! ! ! ! C C C C C C BA BA BA BA tBA tBA t t t t h h h h h h g g g g g g i i i i i ™ F ™ F ™ F ™ F ™ F ™ Fi ™ F ! ! ! ! ! ! C C C C C C A A A A A BA B B B B B t t t t t t h h h h h h g g ™ Fi ™ Fi ™ Fig ™ Fig ™ Fig ™ F ™ Fig ! ! ! ! ! ! C C C C C C BA BA BA BA BA BA t t t t t t h h h h h h g g g g g g i ™ F ™ F ™ Fi ™ Fi ™ Fi ™ Fi ™ Fi ! ! ! ! ! ! C C C C C C A A A A A BA B B B B t B t t t t t h h h h h h g ™ F ™ Fi ™ Fig ™ Fig ™ Fig ™ Fig ™ Fig ! ! ! ! ! ! C C A A AC AC AC AC B B B B t B t B t t t t h h h h h h ™ Fig ™ Fig ™ F ™ Fig ™ Fig ™ Fig ™ Fig ! ! ! ! ! ! C C C C C C A A A BA BA BA B t B t B t t t t h h h h h h g g Food Safety Information for g Grades ™ Fi4 to 7 ™ Fi ™ F ™ Fi ™ Fig ™ Fig ™ Fig ! ! ! ! ! ! C C C C C C A A tB BA tB BA tBA tBA t t h h h h h h g g g g i i g i g i ™ F ™ F ™ F ™ F ™ F ™ Fi ™ Fi ! ! ! ! ! ! C C C C C AC BA BA BA BA BA ™ Acknowledgements What is the FightBAC!TM Campaign? The FightBAC!TM Campaign is a consumer awareness campaign designed to give consumers the knowledge they need to keep themselves and their families safe from foodborne illness. BAC!™, the campaign's mascot, helps to illustrate the four simple steps to safe food handling and preparation. Wash hands and surfaces often Refrigerate promptly Cook foods to proper temperatures Don't cross-contaminate This program is made possible by the Canadian Partnership for Consumer Food Safety Education. The Partnership wishes to acknowledge the United States Partnership for Food Safety Education for its Your Game Plan for Food Safety video and teacher's guide which were used as prototypes for this Canadian resource. The You Can FightBAC!TM For Food Safety Teacher's Guide and Student Activities were adapted for Canadian schools by Nicole Thibault (lead writer) and Robert Morrow (project manager) of Ontario Agri-Food Education, Inc. The video was produced by Carleton Productions. The poster was designed by Lynn Chudleigh. Translation was provided by Health Canada. Thanks to the many people and organizations who committed their time and skills to the development of this resource. Committee members include: Justine Callahan Isabelle Dufresne Cheryl Jitta Jim McCorry Christine Moses Joelle Perreault Nadine Stumpf Lynn Richards Klaus Seeger Lynn Wilcott Chris Yost Health Canada Health Canada Canadian Food Inspection Agency Nova Scotia Dept of Agriculture & Fisheries Agriculture and Agri-Food Canada National Institute of Nutrition Eastern Ontario Health Unit Environmental Health Services Department of Public Health and Emergency Measures, County of Oxford Health Unit British Columbia Ministry of Health Agriculture and Agri-Food Canada Permission is granted to reproduce this document for classroom use. The Teacher's Guide and Student Activities are also available in PDF format on the Partnership website: www.canfightbac.org The FightBAC!™ campaign has a number of consumer tools available to help consumers, educators, industry, and others to prevent or reduce foodborne illness. Most of these materials are available free of charge from the Partnership. FightBAC!™ consumer tools include the web site, Community and Retail Action Kits, a Kindergarten to Grade 3 (Ages 5 to 9) Learning Program, Partnership and Chill Out brochures, portable display, BAC!™ mascot, bookmarks, fact sheets, stickers, colouring pages, puzzles, and refrigerator thermometers. For more information, please contact the Partnership: phone (613) 798-3042. 1 A Food Safety Education Program for Grades 4 to 7 Foodborne Illness Is Serious! More and more, foodborne illness is in the news. According to Health Canada's latest statistics, there are an estimated two million cases of foodborne illness each year in Canada which cost Canadian health services, industry and society an estimated one billion dollars annually. Children as well as the elderly are some of the most susceptible to foodborne illness. Teaching Food Safety Is Important... The good news is that there are many things children and families can do to help ensure that their food is safe to eat - at home, at school and even when eating out. All they need is a basic awareness of proper food handling, cleanliness practices, and the importance of temperature in controlling/ killing bacteria. As a teacher, you play a big role in helping to "spread the word... not the germs!" ... and It's Easy! The You Can FightBAC!TM For Food Safety Program is designed for use in Grades 4 to 7 classrooms and will help you teach food safety in a way that is both easy for you and exciting. Using the inquiry approach to learning, the program inspires children to discover the science behind food safety as they experiment ... investigate ... and explore. The You Can FightBAC!TM For Food Safety Video will introduce food safety to your students as they follow a group of their peers through the process of planning and preparing a birthday celebration for a friend. The You Can FightBAC!TM For Food Safety Poster lists the four key messages in the program. It can be used to announce the arrival of this food safety program in a classroom display or in a key location in the school (e.g., school bulletin board). This You Can FightBAC!TM For Food Safety Teacher's Guide provides you with a sequence of activities to introduce the key messages to your students. The student activities are hands-on and interactive, encouraging students to use observation techniques and to discuss their findings with their classmates. Students are encouraged to share their new understandings with family members, with students in other classes and even by reaching out to others in the local community. The appendices provide the reproducible student materials required. You're invited to FightBAC!TM online. Bookmark this informative Canadian website at www.canfightbac.org Let's Get Started! 2 Table of Contents What is the FightBAC!TM Campaign? Introduction to You Can FightBAC!TM For Food Safety program Activity 1 - You Can FightBAC!TM For Food Safety - a video-based activity . . . . . . . . . 4 Activity 2 - Food Safety Survey - a home and family activity . . . . . . . . . . . . . . . . . . . 6 Learning about the Science of Food Safety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Activity Activity Activity Activity 3 4 5 6 - Soapy Solutions - Clean . . . . - Safely Separate - Separate . . . - Proper Patties - Cook . . . . . . . - Yeast Balloon Blow-Up - Chill . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 . 16 . 20 . 24 Assessing the Learning Activity 7 - Foodborne Illness Case - a student investigation . . . . . . . . . . . . . . . . . . 28 Activity 8 - You Can FightBAC!TM For Food Safety - a poster activity . . . . . . . . . . . . . 31 Activity 9 - Spread The News, Not the Germs - Activities for Home, for School, and In the Community . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35 Appendices Appendix Appendix Appendix Appendix 1 2 3 4 - You Can FightBAC!TM For Food Safety Video Script . . . . . . . . . . . . . . . 37 - Student BAC™ Catcher . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 - Food Thermometers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40 - Curriculum Connections. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41 Canadian Partnership for Consumer Food Safety Education . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42 Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 3 Courtesy of the Canadian Partnership for Consumer Food Safety Education w w w. c a n f i g h t b a c . o rg ACTIVITY 1 You Can FightBAC!™ For Food Safety - A Video-based activity Students will: Students are introduced to the term bacteria and to the four key messages to food safety. • identify the factors that affect health and explain the relationships among personal habits, lifestyle choices and human health; • identify issues related to the safe handling of food; • be aware of the widespread distribution of micro-organisms; • identify and communicate the main points about a topic by viewing a media work. Teacher Background Information • TV / VCR • You Can Figh tBAC!™ For Food Safet y video • chart paper an d markers In Canada, food safety is handled through the partnership of various stakeholders such as farmers, manufacturers, distributors, retailers, municipal and provincial public health departments and food agencies, Health Canada, Agriculture and Agri-Food Canada and the Canadian Food Inspection Agency. But it doesn't stop there. Each of us has a role to play in food safety; when we bring our groceries home it is imperative that we follow proper handling, storage, preparation and cleaning procedures. From farm to fork, all steps are important for food safety. The first section of the video shows students preparing for a birthday party - starting at the grocery store, then food storage, handling and preparation. It ends with the students sitting down to enjoy the birthday celebration! The second section reviews selected sections of the video to highlight potential concerns in the food preparation process. A food safety expert, Hélène Couture, Food Microbiologist at Health Canada, gives a brief explanation of proper food safety procedures. Teaching/learning Strategies NOTES: Courtesy of the Canadian Partnership for Consumer Food Safety Education w w w. c a n f i g h t b a c . o rg It is recommended the video be shown twice in order for students to "see" all of the messages in the video. The script of the video is found in Appendix #1. Teachers should preview the video in order to locate the end of the first part which provides an excellent "pause" for reflection on what has occurred. 4 Previewing Activity Present a word web to students based on the word "bacteria". Students brainstorm what they know about bacteria and write down all of the ideas that come to mind. Second Viewing and Post-viewing Activity Students listen and take note of the areas highlighted by the food safety expert. In addition, students share areas which may not have been highlighted by the expert. As a class, classify these ideas into groupings. For example, two groupings may be good bacteria and bad bacteria; or bacteria could be classified around other criteria such as food-related, illnessrelated, or research-related. The video highlights proper handling and storage of food to avoid illnesses from bad bacteria in food. Students should be informed that there are four key "messages" in the video. Review the four key messages - Clean, Separate, Chill and Cook - and discuss the ways food is kept safe before purchase and the importance of consumers doing their part after purchase. Post the student charts in the hall outside the classroom. Assessment and Evaluation Suggestions Viewing Activity Students should look for the four key messages to food safety that will be introduced in the video. They should watch how the students in the video proceed through their preparations and identify potential food safety concerns. Students complete a journal reflection of what they have learned about the four key messages from viewing the video and in completing the chart. Review the food safety charts to ensure the level of understanding of individuals in each group. Post-viewing Activity In small groups, students divide the chart paper into four sections by making a cross through the paper. Label each section according to the four key messages - Clean, Separate, Chill and Cook. Students review the video and write down examples of activities for each of the four key messages. Through discussion, identify potential areas for concern in the food handling, storage and preparation in the four areas and add these to each section of the chart. Extension Activities Research food safety and the four key messages at the www.canfightbac.org website. Students can interview a doctor, public health nutritionist, food lab technician, nurse or a cafeteria supervisor for their recommendations regarding the safe handling of food. Specific details can also be obtained from the local public health inspector or medical officer of health. Some potential mistakes might include: failure to wash hands before handling food, not washing the counter top before cutting food, eating fruit directly from the store packaging without washing it, juices from raw meat spilling onto food in the refrigerator, using the same kitchen towel for wiping up meat juices and then wiping a platter, serving and eating food that has been left out on a counter for several hours, using the same plate for raw and cooked meat, or eating meat that has not been cooked to safe temperatures. Any one - or any combination- of these mistakes could cause people to become ill. 5 ACTIVITY 2 Food Safety Survey Students will: Students complete a Food Safety Survey with family members. The findings from the surveys are used in follow-up class activities. The survey is repeated near the end of the unit. • identify the factors that affect health and explain the relationships among personal habits, lifestyle choices and human health; • identify issues related to the safe handling of food; • be aware of the widespread distribution of micro-organisms; • compile data gathered through investigation in order to record and present results; • identify the role of the individual in ensuring safe food supplies; • recognize the need for safety standards to prevent the spread of disease through food; • demonstrate responsibility through personal actions and as a member of a group. Teacher Background Information • Food Safety Surve one copy for ea y ch student in the class. The home is the place where most of us learn the habits we exhibit throughout our lives. Teachers can also provide guidelines for preparing food at home, as it is the place where we eat most of our meals. We have learned a lot about food safety in the last ten years and sometimes the adults at home do not know about the potential hazards of their actions. That is why it is so important to teach proper food safety procedures early in our students' lives. They can share the information with family members at home. One of the tricky things about foodborne illness is that it can happen differently to different people, and it can vary depending on the type of bacteria. Sometimes it happens quickly; at other times, people don't realize that foodborne illness is the source of their symptoms because it is not evident for a few days. The Food Safety Survey is a fun way to introduce the topic with family members and encourage discussion and sharing about proper food handling, storage and preparation procedures. Teaching/learning Strategies Courtesy of the Canadian Partnership for Consumer Food Safety Education w w w. c a n f i g h t b a c . o rg Distribute a copy of the Food Safety Survey to each student. Read through the questions with the students. Discuss the best people to ask for conducting the survey (e.g., those who prepare food regularly in the home). Encourage them to include a grandparent or a senior to highlight any differences in food preparation habits between the generations. Encourage students to discuss their findings with their family members. 6 Demonstrate how long 20 seconds lasts when discussing questions 1 and 2. Repeating a wellknown song helps students gauge the duration of time required for hand washing. Assessment and Evaluation Suggestions Students will complete the reflection page on their personal feelings about the results of their surveys and the comparisons made with others in the class. Provide students with a timeline to conduct the survey. When the surveys are returned, students compare their findings in small groups. They can make generalizations according to the age of the respondents and develop charts, graphs or other visuals to compare and contrast their findings. Students can then share these visuals with the class. Extension Activities Students create a Family Handwashing Scoreboard. Create a chart with a space for the date, the name of each family member and a spot to write when that person washed his/her hands. Post the chart in the kitchen and washrooms of their house near the sink and encourage family members to fill it out over a one week period. Family Handwashing Scoreboard Date Name WHEN hands were washed 7 FooD SAFETY SURVEY Orally, ask the following questions of at least three members of your family (try to include one parent, one grandparent or senior, and one sibling). Do you rethgwaurmlawarterlyan: d soap larly: u g e r u o y o D Wash hands wi ? od fo e cutting boards used 1 for 20 seconds before preparing d soap Clean and disinfect th using for fish and poultry before t, ea m an w ra ter r fo wa 6 rm wa s with any other foods? 2 Wforas20h hasend conds before eating? try wrapped meat, fish and poulin g food? in w ar ra ep ep pr Ke re fo be ps to 3 Clean counter getables with cold 7 prsoopjuericelys andodnoketptdrseippaonraottelhey r fothode s?refrigerator Rinse fruits and ve re preparing them? nt 4 running water befo h or poultry on a differe Put cooked meat, fis s? th the raw juice 8 tables with cold platter than the one wi Rinse fruits and vege 5 running water before eating them? rly: Do you regrupala cked lunches Do you reginuthlae mricrlyow: ave to Rotate or stir food 9 avoid "cold spots?" d gravy to a boil 10 11 12 13 pack fo e a cold 14 Us or picnic foods? 15 Refrigerate leftovers right away? gerator, in frost foods in the refri owave? icr 16 De m e th cold water or in Bring sauces, soups an when reheating? oked until the Make sure eggs are co yolk is solid? ugh or cake Avoid eating cookieedo th raw eggs? batter that was mad wi eter when cooking Use a food thermom meat, poultry and fish? 8 Courtesy of the Canadian Partnership for Consumer Food Safety Education w w w. c a n f i g h t b a c . o rg 1 Yes or No Answers 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 YE ST ota l NO To tal SURVEY SUMMARY Name: Name: Name: Name: Name: Survey Investigation Fridge Exam Clean Check kind of food storage How many and what fridge. containers are in your chen dish How often are the kit shed? cloths or sponges wa ___________ __________________ work surfaces Are countertops and d hot water washed with soap an y meal that is before and after ever prepared? Deep ________________ Shallow ________________ ____________________ ____________________ Foods not __ d ____________________________ ere__ cov ____ No Yes Storing... Number Type Cuttin g Boar d Coun How m t a n y cutting are the b re in th o e kitch ards What m en.___ ______ (plastic aterial are th ____ , wood ey mad , e e t o c f .,) ______ ______ ______ ______ ______ ___ Does your family own and use a food thermometer? Yes No Student Signature: ______________________________________________________________________ Parent/Guardian Signature _______________________________________________________________ 9 Courtesy of the Canadian Partnership for Consumer Food Safety Education w w w. c a n f i g h t b a c . o rg Reflections Students record their reflections based on their personal findings as well as the comparisons made within the class. The person in my family who rated highest in the survey was ____________________ __________________________________________________________________________ __________________________________________________________________________ I think the main reason for this was:___________________________________________ __________________________________________________________________________ __________________________________________________________________________ I was surprised to find out that ... _____________________________________________ __________________________________________________________________________ __________________________________________________________________________ What I learned the most about was ...._________________________________________ __________________________________________________________________________ __________________________________________________________________________ The main changes in action I need to make are .... ______________________________ __________________________________________________________________________ __________________________________________________________________________ As a class, we found that young people tend to..... ______________________________ __________________________________________________________________________ __________________________________________________________________________ As a class, we found that older people tend to ...... ______________________________ __________________________________________________________________________ 10 Courtesy of the Canadian Partnership for Consumer Food Safety Education w w w. c a n f i g h t b a c . o rg Learning About the Science of Food Safety Turn your classroom into a "food safety science lab" with these four interactive experiments. Student groups may perform different experiments and then share results with the rest of the class or each group can rotate through the four experiments. Several experiments use food products for demonstration purposes. Remind students these "materials" are NOT to be eaten and to compost leftover food whenever possible. The focus is on experimentation. Students will have the opportunity to demonstrate their skills and knowledge in the context of a science experiment. These curriculum connections are generic. Each experiment has specific curriculum connections which relate to the content of the experiment. Students will: • • • • • • • • • demonstrate appropriate scientific inquiry skills when seeking answers to questions; design a scientific experiment (including apparatus, materials, safety considerations, and correct steps of the experiment); recognize the importance of observation and measurement; identify relevant variables in an experiment; identify and test a prediction; correctly state a hypothesis; draw reasonable conclusions from experiments, based on evidence; compare ways of solving problems and finding explanations; interpret findings from investigations using appropriate methods. Level 1 Inquiry and Design Skills Our group ... Level 2 Members of our group ... followed the procedures step by step with precision followed the procedures with some assistance had some difficulty using the materials correctly and safely was missing some of the observations to be recorded sometimes used the materi- generally used the materials consistently used the matecorrectly and safely rials correctly and safely als correctly and safely recorded most observations group recorded complete observations did not develop conclusions developed some concluand answers sions supported by our results did not provide answers to some questions Group Social Skills followed the procedures step by step Level 4 required assistance to follow the procedures of the experiments sometimes used appropriCommunication used terminology which was unclear or incorrect in ate terminology in our of Knowledge our records records Our group ... Level 3 recorded detailed and clear observations usually used appropriate terminology in our records consistantly used appropriate terminology developed conclusions mostly supported by our results developed conclusions supported by our results provided answers to some provided clear answers and questions with limited links some implications of our to implications of our findings provided precise answers and included implications of our findings needed assistance regularly needed help in contributing contributed some ideas and contributed useful ideas in contributing ideas and ideas and suggestions to suggestions that helped the and suggestions that suggestions Members of help the group group helped the group our group required regular assistance sometimes did their fair share of the work and to stay on task and comoffered help when needed plete the activity usually did his or her fair share of the work and offered help when needed required regular assistance needed help sharing sharing materials and using materials and using a a controlled voice controlled voice shared materials and used a consistently shared matericontrolled voice als and used a controlled voice 11 always did his or her fair share of the work and offered help when needed ACTIVITY 3 Soapy Solutions! Students will: Students learn by sharing results of experimentation, evaluating implications of their observations, and drawing conclusions about food safety. This interactive experiment focuses on the key message of CLEAN. • cooking oil, ground cinnamon, acce ss sink to wash ha to a nds, measuring spoo ns • soap • paper towel s • identify the factors that affect health and explain the relationships among personal habits, lifestyle choices and human health; • identify issues related to the safe handling of food; • identify micro-organisms, their role in food spoilage and other effects; • know the natural habitats, and human-made habitats of micro-organisms; • be aware of the widespread distribution of micro-organisms; • identify factors that enhance or inhibit the growth of micro-organisms (with application to food); • understand the need for personal and public decision-making regarding the safe handling of food; • demonstrate responsibility through personal actions and as a member of a group; • work collaboratively to carry out science-related activities and communicate ideas, procedures and results. Teacher Background Information The oil on students' hands simulates the natural oils in the skin to which bacteria cling. The soap and the rubbing action are needed to remove the oils and the bacteria that the cinnamon simulates. Warm water makes it more comfortable to wash for a longer period of time. Washing with soap and the act of rubbing briskly for 20 seconds will remove bacteria most effectively. Remind students of the method used for estimating 20 seconds by singing a known song, or use a timer. Bacteria can spread throughout the kitchen and get onto cutting boards, utensils, sponges, dishcloths and countertops. Here's how to FightBAC!™ Wash hands, utensils and surfaces with soap and hot water before and after food preparation and especially after preparing raw meat, poultry, eggs or seafood to protect adequately against bacteria. Then use a bleach solution (5 mL household bleach to 750 mL water) on utensils and surfaces, rinse with hot water and dry with clean cloth before using. Courtesy of the Canadian Partnership for Consumer Food Safety Education w w w. c a n f i g h t b a c . o rg NOTES: EXERCISE CAUTION WHEN USING HOT WATER! Exercise caution when using the bleach solution. You may want to mix the bleach solution ahead of time. Label the bleach solution. 12 Change or resurface wooden cutting boards if the surface is marred. Use plastic or other nonporous cutting boards as they are the easiest to clean. Wash with soap and hot water then use a bleach solution (5 mL household bleach to 750 mL water) on utensils and surfaces, rinse with hot water and dry with clean cloth before using. Assessment and Evaluation Suggestions Students apply the scientific process to the experiment by writing a lab report in their science journals using the following outline. Consider using paper towels to clean up kitchen surfaces. If you use cloth towels, wash them often in the hot water cycle of your washing machine. Problem Hypotheses Materials Procedure Observation Conclusion Questions for further investigation Teaching/learning Strategies Work in groups of five with each student assuming a specific role. One person will record the observations and results of the experiment; one person will collect materials and be the time keeper; three student volunteers will conduct the investigation. All group members observe the three hand washing methods. Extension Activities Encourage students to hypothesize and predict the outcome. They will follow the steps outlined in the procedure of the experiment using observation techniques and recording their findings. Research the origin of soap. Sometimes school washrooms do not have soap available for use by students. Brainstorm the reasons why and consider solutions to remedy the situation. Make "Wash Your Hands" reminder signs to hang near the kitchen sink, bathroom or on the refrigerator at home to encourage good habits for all family members. The three students in the group rub 15 mL of cooking oil all over their hands until completely coated and then sprinkle 5 mL of cinnamon on their hands and rub it around until it is evenly distributed. The cinnamon will simulate the bacteria. The students wash their hands by rubbing them briskly for 20 seconds and record the results. Use the Internet to research the availability of soap and clean water in a global society. How might people in different parts of the world deal with food safety? How does the availability of soap, water, and refrigeration make a difference? What about places impacted by natural disasters like earthquakes or hurricanes? What strategies would be required for these affected areas? A class-sharing time following the experiment would be beneficial for students to review their findings and to consolidate their learning. 13 Soapy Solutions! Question: What is the most effective way to remove bacteria from your hands? Our Group Hypothesis: _______________________________________________________________ ___________________________________________________________________________________ ___________________________________________________________________________________ Materials Needed: cooking oil, cinnamon, access to a sink to wash hands, measuring spoons - 5 mL and 15 mL, soap, paper towels. Procedure: The three students in each group rub 15 mL of cooking oil all over their hands until completely coated and then sprinkle 5 mL of cinnamon on their hands and rub it around until it is evenly distributed. The cinnamon will be like bacteria. It's all over! The students wash their hands by rubbing them briskly for 20 seconds and record the results. EXERCISE CAUTION WHEN USING HOT WATER! Student #1: wash hands with cold water and no soap Student #2: wash hands with warm water and no soap Student #3: wash hands with warm water and soap The method of hand washing that removed the most "bacteria" was _________________________ ___________________________________________________________________________________ The method that removed the least "bacteria" was_________________________________________ ___________________________________________________________________________________ Illustrate how the hands of students 1,2, and 3 looked after washing #1 #3 #2 14 Courtesy of the Canadian Partnership for Consumer Food Safety Education w w w. c a n f i g h t b a c . o rg I can remove bacteria from my hands by _________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ If I used only cold water and no soap to wash, this is what might happen:_____________________ ____________________________________________________________________________________ ____________________________________________________________________________________ Why does the warm water help? ________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ Why does the soap help?_______________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ Why does the rubbing help? ____________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ g soap hand washin is re e th re ke su hool. Check to ma in your home and at sc k in at every s hands ers to wash . b m e m y il m onds our fa Encourage y d warm water for 20 sec n a with soap 15 Courtesy of the Canadian Partnership for Consumer Food Safety Education w w w. c a n f i g h t b a c . o rg ACTIVITY 4 Safely Separate Students will: Students learn by sharing results of experimentation, evaluating implications of their observations, and drawing conclusions about food safety. This interactive experiment focuses on the key message of SEPARATE. • two clean sponges, cut in the shape of chicken legs • red or other brightly coloured water-based craft paint • paint brush • cutting board • cucumber • light-coloured plate • a serrated knife • identify the factors that affect health and explain the relationships among personal habits, lifestyle choices and human health; • understand the processes responsible for the maintenance of an organism's life; • identify micro-organisms, their role in food spoilage and other effects; • know the natural habitats, and human-made habitats of micro-organisms; • be aware of the widespread distribution of micro-organisms; • identify factors that enhance or inhibit the growth of micro-organisms (with application to food); • recognize the need for safety standards to prevent the spread of illness through food; • identify the role of the individual in ensuring safe food supplies; • apply safe food-handling concepts to the selection, preparation and handling of food materials; • understand the need for personal and public decision-making regarding the safe handling of food. Teacher Background Information This experiment simulates how easy it can be to cross-contaminate food during storage and preparation. Sponges and paint are used to show how bacteria can spread from raw meat, poultry or seafood to cooked foods or vegetables. Remind students that bacteria on a cutting board can spread to other foods, too - like a bagel. "Cross-contamination" is the scientific term for how bacteria can spread from one food product to another. This is especially true when handling raw meat, poultry and seafood, so it is important to keep these foods and their juices away from ready-to-eat foods. Chicken could be contaminated by pathogens other than Salmonella. Salmonella is used as an example for this experiment. Here's how to FightBAC!™ Separate raw meat, poultry and seafood from other foods in the grocery shopping cart, in the grocery bags and in the refrigerator. If possible, use a different cutting board for raw meat products. Choose a different colour for this cutting board, so everyone in the family will know to use it for raw meat only. Courtesy of the Canadian Partnership for Consumer Food Safety Education w w w. c a n f i g h t b a c . o rg 16 Wash hands, utensils and surfaces with soap and hot water before and after food preparation and especially after preparing raw meat, poultry, or seafood to protect adequately against bacteria. Then use a bleach solution (5 mL household bleach to 750 mL water) on utensils and surfaces, rinse with hot water and dry with clean cloth before using. Assessment and Evaluation Suggestions Students write a short expository essay stressing reasons it is important to separate food following this format: Paragraph Paragraph Paragraph Paragraph Paragraph Every cutting board must be thoroughly washed between uses. Wash with soap and hot water then use a bleach solution (5 mL household bleach to 750 mL water) on the surfaces, rinse with hot water and dry with clean cloth before using. This is especially important when the same cutting board has been used for raw meat, poultry or seafood and is going to be used for fruits, vegetables or other ready-to-eat foods. 1 2 3 4 5 - write a focus statement reason 1 with supporting details reason 2 with supporting details reason 3 with supporting details conclusion Extension Activities Students retrieve the information gathered from the Food Safety Survey, especially about the questions related to the cutting board(s) in the home. Teaching/learning Strategies • What was the average number of cutting boards in each household? • What was the most common material they were made from? Work in small groups of three to five students. Encourage students to hypothesize and predict what the outcome will be. They will follow the steps outlined in the procedure of the experiment using observation techniques and recording their findings. From these findings and this experiment what recommendations would students make to their family members for future action? Under a microscope, bacteria can look like a colorful work of art! Students can find pictures of magnified bacteria cells in the encyclopedia or through other research. Draw labelled pictures of bacteria as if you were seeing them through a microscope. Use coloured pencils and other materials to give texture to the artwork. (What does Salmonella really look like?) 1. Dampen both sponges with water. Set aside one sponge to represent the "cooked chicken". The other sponge represents the "raw chicken". Paint both sides of it with the red paint. Use only enough paint to cover the surface of both sides. This simulates the juice of the chicken that may have been contaminated with Salmonella. 2. The painted sponge is placed on the cutting board and cut it in half with the knife. The painted sponge is moved onto the plate, and the cutting board is not washed. Cut a slice of raw cucumber on the same cutting board. Place the clean sponge ("cooked chicken") on the plate with the "raw chicken" sponge. Students observe what happens and review their findings to consolidate their learning. 17 Safely Separate Question: Is there a potential danger in using the same equipment to prepare raw meat and other foods? Our Group Hypothesis: _______________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ ____________________________________________________________________________________ Materials Needed Two clean sponges, cut in the shape of chicken legs; red or other brightly coloured water-based craft paint; paint brush; cutting board; cucumber; light-coloured plate; serrated knife. Procedure Note: Exercise caution when using the knife. 1. Dampen both sponges with water. One sponge is set aside to represent the "cooked chicken". 2. The other sponge represents the "raw chicken". Paint both sides of it with the red paint. Use only enough paint to cover the surface of both sides. Pretend this paint is the juice of the chicken that may have been contaminated with Salmonella. 3. The painted sponge is placed on the cutting board and cut it in half with the knife. The painted sponge is moved onto the plate, and the cutting board is not washed. 4. Cut a slice of cucumber using the same knife and cutting board. 5. Place the clean sponge ("cooked chicken") on the plate with the "raw chicken" sponge. Our observations related to the red paint representing Salmonella _________________________ __________________________________________________________________________________ Our observations related to the cucumber slices:________________________________________ __________________________________________________________________________________ Our observations related to the "cooked chicken" sponge: ________________________________ __________________________________________________________________________________ Illustrate the path of the Salmonella paint between each item: ____________________________ __________________________________________________________________________________ 18 Courtesy of the Canadian Partnership for Consumer Food Safety Education w w w. c a n f i g h t b a c . o rg What could happen when cooked chicken is placed on the same plate as raw chicken? ______ _________________________________________________________________________________ What could happen if someone ate the cucumber? _____________________________________ _________________________________________________________________________________ What could happen if we touch something else without washing our hands, or we use the knife again? _______________________________________________________________________ _________________________________________________________________________________ How should we get rid of bacteria on a cutting board? __________________________________ _________________________________________________________________________________ How should we get rid of bacteria on a knife? _________________________________________ _________________________________________________________________________________ How should we get rid of bacteria on our hands? _______________________________________ _________________________________________________________________________________ How should we get rid of bacteria on a plate? _________________________________________ _________________________________________________________________________________ What should be done to kill the bacteria on the chicken? ________________________________ _________________________________________________________________________________ members... y il m fa d in Rem er be od should nev o af se r o ry lt was eat, pou hed) plate that as w • Cooked m n (u e m n the sa placed back o , or seafood; meat, poultry w ra e th r fo used washed be thoroughly st u m d ar o b and hot g • Every cuttin er or with soap h as w h is d a me in t when the sa between uses, an rt o p im y ll or especia meat, poultry w ra water. This is r fo d se u has been that will be cutting board sed for foods u e b to g in is go seafood and ng. t furthur cooki u eaten witho 19 Courtesy of the Canadian Partnership for Consumer Food Safety Education w w w. c a n f i g h t b a c . o rg ACTIVITY 5 Proper Patties Students will: Students learn by sharing results of experimentation, evaluating implications of their observations, and drawing conclusions about food safety. This interactive experiment focuses on the key message of COOK. • 125 g of fresh, lean ground beef; food thermometer; access to a toaster oven with a broiler and broiler tray (or an electric frypan); a pot holder, tongs or lifter • identify the factors that affect health and explain the relationships among personal habits, lifestyle choices and human health; • identify issues related to the safe handling of food; • identify micro-organisms, their role in food spoilage and other effects; • know the natural habitats, and human-made habitats of micro-organisms; • be aware of the widespread distribution of micro-organisms; • analyse the beneficial and harmful effects of micro-organisms on other organisms; • identify factors that enhance or inhibit the growth of micro-organisms (with application to food); • recognize the need for safety standards to prevent the spread of disease through food; • identify the role of the individual in ensuring safe food supplies; • apply safe food-handling concepts to the selection, preparation and handling of food materials; • identify methods for the handling and processing of food, their problems and benefits; • understand the need for personal and public decision-making regarding the safe handling of food; • recognize the need for safety standards to prevent the spread of illness through food; • demonstrate responsibility through personal actions and as a member of a group; • work collaboratively to carry out science-related activities and communicate ideas, procedures and results. Teacher Background Information Health Canada recommends a minimum internal cooking temperature of 71°C for ground beef. Contact your local health authority for further information. Proper cooking is the only way to make sure harmful bacteria that might be present have been killed. The colour of the meat is not a reliable indicator the meat has reached a temperature high enough to destroy harmful bacteria, such as E. coli 0157:H7. Courtesy of the Canadian Partnership for Consumer Food Safety Education w w w. c a n f i g h t b a c . o rg Food safety experts agree that foods are properly cooked when they are heated for a long enough time, at a high enough temperatures to kill the harmful bacteria that cause foodborne illness. Please refer to Appendix 3 - Food Thermometer for more information on how to correctly use a food thermometer and for the Danger Zone chart. 20 If the temperature reading is less than 71°C, place the patty back in the oven and then take the meat's temperature every two to three minutes until the temperature is 71°C in the centre. Students record temperature readings on the chart each time. NOTE: Exercise caution when using cooking appliances, bleach solutions, hot water, and food thermometers. Read and follow the manufacturer's directions for use and cleaning of food thermometers. Cut open the patty and observe the inside. A class sharing time following the experiment would be beneficial for students to review their findings and to consolidate their learning. Teaching/learning Strategies Work in small groups of three to five students. Encourage students to hypothesize and predict the outcome. These steps outline the procedure for the experiment. Students record their findings on the student response form. Assessment and Evaluation Suggestions Students make a round, thick (2-3 cm) hamburger patty. They record their observations about the patty and measure and record the temperature of the patty 1 cm from the edge. Take the meat's temperature by inserting the food thermometer sideways into the centre of the patty. Students should wash hands and all utensils that were in contact with the raw meat including the thermometer. Students complete a reflection journal on what they have learned and what future actions they will undertake. Extension Activities Students learn to use a food thermometer properly and research the different types of food thermometers available. Place the patty on the toaster oven broiling tray. Place the tray in the toaster oven and turn the dial to broil. When the burger looks cooked on one side, turn it over to cook the other side. When this side looks cooked, remove the patty from the oven. Have the students take the patty temperature as directed above and record. This must be done quickly so the patty doesn't lose its heat! Students research safe cooking temperatures for eggs, meat, poultry and seafood. Students research what foodborne illness you might get if the beef hamburger or chicken are not cooked to proper temperatures and find an example in news stories of people contracting illnesses from eating undercooked hamburger or chicken. CAUTION: Do not let the thermometer touch the cooking surface. Contact food handlers to ask about their cleaning practices regarding cutting boards and other food preparation surfaces. 21 Proper Patties - Hot Stuff Question: How can you tell when a hamburger patty is cooked to a safe temperature? Our Hypothesis _________________________________________________________________ Materials Needed • 125 g fresh, lean ground beef • food thermometer • access to a toaster oven with a broiler and broiler tray (or an electric frypan) • a pot holder, tongs or lifter Procedure: Note: Use caution when using cooking appliances. 1. Form one round, thick (2-3 cm) hamburger patty. Use soap and hot water, then use a bleach solution (5 mL household bleach to 750 mL water) on surfaces, rinse with hot water and dry with clean cloth before using. 2. Take the temperature of the meat (1 cm from the edge) by inserting the food thermometer sideways into the centre of the patty. Record your temperature reading on the chart. 3. Place the patty on the toaster oven broiling tray. Place the tray in the toaster oven and turn the dial to broil. 4. When the burger looks cooked on one side, have your teacher turn it over to cook the other side. When this side looks cooked, remove the patty from the oven. Take the patty temperature as directed above. CAUTION: Do not let the thermometer touch the cook surface. This must be done quickly so the patty doesn't lose its heat! Record your temperature readings on the chart. Record your observations of the appearance of the meat patty as well. 5. If the temperature reading is less than 71°C, place the patty back in the oven and then take the meat's temperature every two to three minutes until the temperature is 71°C in the centre. Record your temperature readings on the chart each time. Record your observations of the appearance of the meat patty as well. 6. Cut open the patty and observe the inside. 7. Wash hands and all utensils that were in contact with the raw meat. Record your observations. (see next page) 22 Courtesy of the Canadian Partnership for Consumer Food Safety Education w w w. c a n f i g h t b a c . o rg Hamburger Temperature Reading Chart Raw Test 1 (looks cooked outside Test 2 [time] Test 3 [time] Done safe to eat 1 cm from edge 71°C centre of patty 71°C difference Observations of Hamburger Appearance Test 1 - before cooking began the inside of the patty looked: _________________________ the outside of the patty looked: ________________________ Last Test - when meat safe to eat the inside of the patty looked: _________________________ the outside of the patty looked: ________________________ The best way to tell if the hamburger is done and safe to eat is to: ___________________________ It is important to wash the thermometer after each use because:_____________________________ At what temperature is meat safe to eat? _________________________________________________ If hamburger is not cooked to 71°C this is what could happen:______________________________ Does the colour of meat tell you whether it is cooked enough to be safe to eat? _______________ . members to.. y il ood; m fa r u o y poultry or seaf Remind ng raw meat, andli hands after h Show them it regularly! s on thin • Wash their se u d an er et re food thermom ing temperatu • Purchase a it with caution when testking surface! how to use ld never touch the coo time it items-it shou hot water eacher details. d an ap so h h wit ctions for furt thermometer • Wash the ead the thermometer instru is used. R 23 Courtesy of the Canadian Partnership for Consumer Food Safety Education w w w. c a n f i g h t b a c . o rg ACTIVITY 6 Students learn by sharing results of experimentation, evaluating implications of their observations, and drawing conclusions about food safety. This interactive experiment focuses on the key message of CHILL. • 2 balloons • 3 - 500 mL beak ers, 2 250 mL flasks or sm all clear glass or plasti with small opening c bottles s • three containers of water at different tempe room-temperatureratures warm (43°C to 49°C(21°C), ) and ice-water (below 4° C) • food thermomete r to measure the tempe rature of the water • 50 mL of sugar • 1 package of dr y yeast Yeast Balloon Blow-Up • identify the factors that affect health and explain the relationships among personal habits, lifestyle choices and human health; • identify issues related to the safe handling of food; • understand the processes responsible for the maintenance of an organism's life; • identify micro-organisms, their role in food spoilage and other effects; • know the natural habitats, and human-made habitats of micro-organisms; • analyse the beneficial and harmful effects of micro-organisms on other organisms; • identify factors that enhance or inhibit the growth of micro-organisms (with application to food); • apply safe food-handling concepts to the selection, preparation and handling of food materials; • identify the use of micro-organisms in food productions (e.g., yeast, bacterial cultures); • identify methods for the handling and processing of food, their problems and benefits; • understand the need for personal and public decision-making regarding the safe handling of food; • recognize the need for safety standards to prevent the spread of illness through food; • demonstrate responsibility through personal actions and as a member of a group • work collaboratively to carry out science-related activities and communicate ideas, procedures and results. Teacher Background Information Yeast is a good microorganism and can show how bacteria can multiply. It has growth properties that are similar to bacteria. The yeast solution placed in the cold water bath simulates what happens to bacteria when it is refrigerated. Bacteria grows considerably slower in the refrigerator. The yeast solution in the warm water bath simulates what happens to bacteria when left out, particularly in a warm place. This yeast will thrive within the Danger Zone (see Appendix 3) and will grow. The danger zone is 4°C to 60°C. As the yeast grows it bubbles, creates gas and causes the balloon to inflate. Bacteria also thrives on a certain quantity sugar; the sugar solution makes the growth more rapid. Take advantage of this opportunity to talk about "good bacteria" with your students. Note that if too much sugar is added, it will decrease water activity and it will inhibit the growth of microorganisms. Courtesy of the Canadian Partnership for Consumer Food Safety Education w w w. c a n f i g h t b a c . o rg Explain the term "perishable" to describe foods on which bacteria could grow if not stored properly - like dairy products, meat or vegetables. The temperature of the water in a shallow container will cool more quickly than in a large or deep container. It is important to store leftovers in shallow containers in the refrigerator for quickest cooling. 24 Student will observe the differences in the balloons. If food is left in the Danger Zone - temperatures of 4°C to 60°C, bacteria will multiply more quickly. A class-sharing time following the experiment would be beneficial for students to review their findings and to consolidate their learning. Refrigerate foods quickly because cold temperatures keep harmful bacteria from growing and multiplying. So, set your refrigerator no higher than 4°C and the freezer at -18°C. Check these temperatures occasionally with an appliance thermometer. Assessment and Evaluation Suggestions Here's how to FightBAC!™ Students evaluate why it's so important to avoid bacterial growth in food and create a "Best Practices" list for the refrigerator. They can take apply their learning at home with recommendations to family members on: Refrigerate or freeze perishables, prepared foods and leftovers within two hours or sooner. Never defrost food at room temperature. Thaw food in the refrigerator, under cold running water or in the microwave. Marinate foods in the refrigerator. How to store leftovers in the fridge in future; How to pack a picnic lunch to ensure safe food; Divide large amounts of leftovers into small, shallow containers for quick cooling in the refrigerator. How to defrost food in the future. Don't pack the refrigerator, cool air must circulate. Extension Activities Not all bacteria are bad! Students research good bacteria and bring in three kinds of food or pictures of food that have good bacteria (like yogurt or cheddar cheese). Teaching/learning Strategies Work in small groups of three to five students. Research the purpose of good bacteria in food. Encourage them to use a variety of sources: Internet, library, public health inspector, health nurse, etc. Encourage students to hypothesize and predict what the outcome will be. They will follow the steps outlined in the procedure of the experiment using observation techniques and recording their findings. Students retrieve information from the Food Safety Survey - Conduct a Fridge Exam. Fill the mixing beaker with 500 mL of roomtemperature water. (Room temperature is about 21°C) and measure the temperature of the water. Then, students will dissolve the sugar in the room-temperature water and add yeast to the sugar/water solution and stir gently to dissolve. How are leftovers stored in their home? Discuss the types of containers used to store leftovers in their fridge. Does the shape of a container affect the rate at which cooling takes place? Instruct students (or you can do this part yourself) to pour half the solution into each flask and stretch the balloon openings to fit over the openings of the flasks. Place one flask in each of the other two beakers. Students pack two lunches in the morning with some cold food items (like pasta salad, a cheese sandwich or yogurt). They use a cold pack in one lunch bag. Test each food's temperatures at 1hour intervals to see if any of the foods are in the "danger zone." Make a bar chart of the food's temperatures to show the difference between the two lunches, plotting the temperatures taken at each interval. Students then explain the significance of this information! Do not eat the lunch without the cold pack. Add warm water (about 43°C to 49°C) to the beaker labelled - Warm Water Bath - just enough to cover the yeast mixture in the flask. Add ice water (below 4°C) to the Ice Water Bath beaker - just enough to cover the yeast mixture in the flask. 25 Yeast Balloon Blow Up Question: Can chilling food help stop the growth of bacteria? Our Class Hypothesis________________________________________________________________ Materials Needed • 2 balloons • 3 - 500 mL beakers, 2 - 250 mL flasks or small clear glass or plastic bottles with small openings • three containers of water at different temperatures - room-temperature (21°C), warm (43°C to 49°C ) and ice-water (below 4°C) • food thermometer to measure the temperature of the water • 50 mL of sugar • 1 package of dry yeast Getting Ready Fill the two balloons with air to stretch them; then deflate. Label the beakers: #1 - Mixing Beaker, #2 - Warm Water Bath, #3 - Ice Water Bath Procedure 1. Fill the Mixing Beaker #1 with 500 mL of room-temperature water. (Room temperature is about 21°C); use your thermometer to measure the temperature of the water. 2. Dissolve the sugar in the room-temperature water. Add yeast to the sugar/water solution and stir gently to dissolve. 3. Pour half the solution into each flask. Carefully stretch the balloon openings to fit over the openings of the flasks and place one flask in each of the other two beakers. 4. Put warm water (about 43°C to 49°C) into beaker #2 - just enough to cover the yeast mixture in the flask. 5. Put ice water (below 4°C) into beaker #3 - just enough to cover the yeast mixture in the flask. 26 Courtesy of the Canadian Partnership for Consumer Food Safety Education w w w. c a n f i g h t b a c . o rg Observations: Observe and record what happens in the chart below the yeast in the warm water bath the yeast in the ice water bath After 5 minutes After 30 minutes After 60 minutes What effect did the cold temperature of the ice water have on the yeast? __________________ _________________________________________________________________________________ How do yeast and bacteria act the same? _____________________________________________ _________________________________________________________________________________ If the yeast in the warm water bath was dangerous instead of good yeast what could you say the warm environment does? ________________________________________________________ _________________________________________________________________________________ If the yeast in the ice water bath was dangerous bacteria instead of good yeast, what could you say the cold environment does?______________________________________________________ _________________________________________________________________________________ What would happen if you put a sample of the yeast /sugar solution in the refrigerator? _________________________________________________________________________________ _________________________________________________________________________________ ... foods and y members to Remind famil r freeze perishables, prepared o • Refrigerate or sooner. food hin two hours it w erature. Thaw p leftovers m te m o ro the st food at g water or in in n n ru • Never defro ld co ator, under in the refriger y not refrigerator b e microwave. th in te la u l air to circ • Allow coo full. packing it too 27 Courtesy of the Canadian Partnership for Consumer Food Safety Education w w w. c a n f i g h t b a c . o rg Foodborne Illness ACTIVITY 7 Students will: Students apply their food safety knowledge to a "real life" picnic scenario. • identify the factors that affect health and explain the relationships among personal habits, lifestyle choices and human health; • identify issues related to the safe handling of food; • be aware of the widespread distribution of micro-organisms; • analyse the beneficial and harmful effects of micro-organisms on other organisms; • identify practical difficulties in the management of food supplies; • recognize the need for safety standards to prevent the spread of illness through food; • identify the role of the individual in ensuring safe food supplies; • apply safe food-handling concepts to the selection, preparation and handling of food materials; • identify methods for the handling and processing of food, their problems and benefits; • understand the need for personal and public decision-making regarding the safe handling of food. Teacher Background Information • copies of the stud ent reading - Perils at the Picnic and the stud ent response form Cracking the Case. Get your students on the Foodborne Illness detection team with this inquiry-based investigation! This activity makes an excellent "culminating" assessment exercise, allowing students to process what they have learned about each of the four key messages and apply their knowledge and skills in the investigation of a "crime scene" involving a potential foodborne illness. Teaching/learning Strategies Photocopy and distribute copies of the reading - Perils at the Picnic and the student response form - Cracking the Case. Students can complete the response form individually, with a partner or in small groups. After the forms are completed and collected, a class discussion time would be beneficial for students to review their understandings and to consolidate their learning. Assessment and Evaluation Suggestions Assess the completed student response forms for application to the four messages contained in the FightBAC!™ program Students rewrite the picnic scenario as "The Perfect Picnic," with proper food handling, storage and preparation practices as an application of their learning. Courtesy of the Canadian Partnership for Consumer Food Safety Education w w w. c a n f i g h t b a c . o rg Extension Activities Students develop and perform skits of the incident. Group one presents the "mistakes," the action stops or is "rewound," and group two presents the correct approach. Encourage them to incorporate dialogue between the characters and to create their own costumes and props. 28 Perils at the Picnic [student reading] Calling all detectives! The Detection Team has learned of a possible foodborne illness incident in progress! As a detective, you must investigate the facts and give your “expert” conclusions. Since you are now an “expert,” you can FightBAC!™ for food safety! It was a Saturday morning in early summer . . . 1 Tom gets a call from his friends to meet them in the park down the street to play ball. They tell him to bring food for a picnic lunch, so they can stay all day. One of his buddies, Nicki, is bringing her older brother along to help with the barbecue. The group can't wait to get to the park early so they can start playing before it gets too hot! 3 2 Tom looks in the refrigerator and finds some potato salad his mom made during the week. He also finds some cold cuts, leftover turkey, cheese, a tomato, an apple and some grapes in a drawer. He wraps the meat and cheese in plastic wrap and packs them in a big paper bag with some paper plates, bread, the fruit and tomato and a knife and fork. Just before he leaves, he checks the freezer and finds three hamburger patties wrapped in plastic - he throws them in the bag, too. As Tom runs out the door, he tosses his baseball and glove in the bag and grabs his bat. When he gets to the park, several of his friends are already there. Nicki's older brother, Stephane, is setting up a grill for cooking hamburgers. 4 Tom and his friends claim the last picnic table - a great spot in the sun! Tom grabs his baseball and glove out of the food bag and leaves the bag on top of the table - this way the hamburger will be thawed enough to cook by lunchtime! 5 When it's time to break for lunch, Tom's friends go to find a washroom to wash up while Tom unpacks the picnic food. The hamburgers are dripping on the outside, but still frozen on the inside and stuck together! So Tom sets them on a paper plate and uses the knife and fork he brought to pry them apart. When they're almost apart, he uses his fingers to separate them the rest of the way and then leaves them on the plate so they can thaw a bit more before he takes them over to the grill. 6 Tom then sets the cheese and the tomato on the plate and slices them to use on top of the burgers. That way everything will be ready to put on top of the burgers! 29 Courtesy of the Canadian Partnership for Consumer Food Safety Education w w w. c a n f i g h t b a c . o rg 7 8 Once the burgers have turned brown on the outside, Tom and his friends add cheese to the top of the burgers. Stephane says he wants to cook them a bit more, but they insist that they love to eat them rare. When the other kids return, they brush off the surface of the picnic table with their hands and lay the bread out to make a couple of sandwiches from the cold cuts, cheese, and turkey. Nicki's brother starts grilling the burgers. 9 Retrieving the fork Tom used to separate the frozen burgers, they serve themselves some potato salad. Using the knife, they cut up the apple, which had been sitting on top of the picnic table and share it along with the grapes, which had also been sitting out on the top of the picnic table. SE A C E TH G N I K C nse Form] CRA o ake ... nt Resp ______ ______ _____ ______ [Stude m _ id Tom ______ ______ takes d ______ is _ _ m _ ______ _ y _ t _ _ e _ _ f _ _ a _ s _ _ _ _ at food ______ ______ ______ 1. 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Wh 30 Courtesy of the Canadian Partnership for Consumer Food Safety Education w w w. c a n f i g h t b a c . o rg ACTIVITY 8 You Can FightBAC!™ For Food Safety Poster Projects Students will: Students will critique the food safety poster provided with this resource and create their own versions to depict individual food safety messages based on the four key areas. • a copy of the Yo u FightBAC!™ post Can er • a black and whi te copy of the poster and four main messagethe for each student s • art supplies: po st boards, markers, er paints, glue, etc., • (optional) - com puter draw and paint programs, access to a computer lab • interpret findings from investigations using appropriate methods; • identify the factors that affect health and explain the relationships among personal habits, lifestyle choices and human health; • identify issues related to the safe handling of food; • recognize the need for safety standards to prevent the spread of disease through food; • identify the role of the individual in ensuring safe food supplies; • apply safe food-handling concepts to the selection, preparation and handling of food materials; • identify methods for the handling and processing of food, their problems and benefits; • understand the need for personal and public decision-making regarding the safe handling of food; • recognize the need for safety standards to prevent the spread of illness through food; • create a simple media poster incorporating basic techniques to convey a message in print; • demonstrate responsibility through personal actions and as a member of a group. Teacher Background Information Information campaigns use a variety of media products to inform their audience. Posters are effective ways to persuade or teach people about new or important topic. An effective poster needs a clear message and strong visual appeal to grab the attention of a large audience. The message must be expressed in few words that can be easily remembered. Such catchy slogans as "Spread the word . . . not the germs!" , "I'm going to wash my hands of you, Bacteria", "Chill out! use a cold pack!" can really help to emphasize the message. Students will critique the You Can FightBAC!™ Poster by evaluating the effectiveness of the visual aspects and the written text. Students will then design their own food safety posters to post in key places around the school and in the community to spread the word on food safety. Suggestions for poster topics for each of the four key messages are provided at the end of this lesson. These can be distributed to students or chosen by a draw. Students could also be given the choice of developing an original idea or food safety concept. Teaching/learning Strategies Courtesy of the Canadian Partnership for Consumer Food Safety Education w w w. c a n f i g h t b a c . o rg Students will review the You Can FightBAC!™ Poster and the depictions of the four key food safety action messages. Their review should focus on the appeal of the poster, the individual components such as the artwork, the captions and the layout. 31 Students will then create food safety posters highlighting one of the specific actions to take to ensure safe food. Students can use a wide variety of art supplies or can produce their visuals and titles with a draw or paint program on the computer. Students can also access the www.canfightbac.org website to download and print out the BAC!™ character. Assessment and Evaluation Suggestions The following outline will help students to create their own food safety poster Extension Activities • • • • Students post a copy of the You Can FightBAC!™ poster on the refrigerator at home. Use the Food Safety Poster rubric following this lesson. Teachers are encouraged to share this rubric with students before they begin the poster creating activity. Choose a topic and the gather facts. Think about the best way to illustrate the idea. Creating a draft on paper. Show your work to a friend to get feedback, new ideas. • Copy the plan onto a poster board - use all the space available and put your title in big letters • Check your spelling and facts. • Colour and complete your poster. Students can create food safety refrigerator magnets based on the four key messages to post on the refrigerator at home to reinforce food safety. The posters can be used in a school-wide food safety campaign, posted in the hallways or near the lunchroom. CLEAN posters can go on bathroom doors or walls by the sink. The posters can also be used in community-based activities. Food Safety Poster Rubric Level 1 Visual presentation Clarity and understanding of concept uses few or no visuals Level 2 uses some visuals Level 3 Level 4 uses visuals that are uses visuals effecwell planned and tively and creatively well chosen overall poster lacks overall poster offers overall poster has visual appeal limited visual some visual appeal appeal overall poster is very visually little or no connec- simple connection tion between text between text and and visuals visuals visuals well connected to text innovative connections between text and visuals message is unclear message somewhat unorganized simple and clear message original presentation of clear message no captions or slogans limited use of captions and slogans clear and well-orga- very clear and nized captions and effective captions and slogan slogans 32 Suggestions of Topics for Student Made Food Safety Posters Wash hands and surfaces often Don't crosscontaminate • Wash hands, utensils and surfaces with soap and hot water before and after food preparation and especially after preparing raw meat, poultry, eggs or seafood to protect adequately against bacteria. Then use a bleach solution (5 mL household bleach to 750 mL water) on utensils and surfaces, rinse with hot water and dry with a clean cloth before using. • Separate raw meat, poultry and seafood from other foods in your grocery shopping cart, shopping bags and in your refrigerator. • If possible, use a different cutting board for raw meat products. • Always wash hands, cutting boards, dishes and utensils with soap and hot water after they come in contact with raw meat, poultry egg or seafood and then use a bleach solution, as directed above. • Remember to wash your hands after using the bathroom, changing diapers or handling pets. • Use plastic or other non-porous cutting boards. These boards should be washed in the dishwasher - or washed with soap and hot water, then use a bleach solution, as directed above. • Never place any food on a plate which previously held raw meat, poultry, egg or seafood. • Consider using paper towels to clean up kitchen surfaces. If you use cloth towels, wash them often in the hot water cycle of your washing machine. Cook to proper temperatures Refrigerate promptly • Refrigerate or freeze perishables, prepared foods and leftovers within two hours or sooner. • Use a clean thermometer, which measures the internal temperature of foods, to make sure meat, poultry, casseroles and other foods are cooked to their proper temperatures. • Never defrost food at room temperature. Thaw food in the refrigerator, under cold running water or in the microwave. Marinate foods in the refrigerator. • Cook ground beef, where bacteria can spread during processing, to a minimum internal temperature of 71°C. If a thermometer is not available, do not eat ground beef that is still pink inside. • Divide large amounts of leftovers into small, shallow containers for quick cooling in the refrigerator. • Don't pack the refrigerator. Cool air must circulate to keep food safe. • Set your refrigerator no higher than 4°C and the freezer unit at -18°C. Check these temperatures occasionally with an appliance thermometer. 33 Courtesy of the Canadian Partnership for Consumer Food Safety Education w w w. c a n f i g h t b a c . o rg Food Safety Poster Projects Look closely at the food safety poster. Note the visuals, titles, captions, layout, and colour choices. What does each photo or illustration contribute to the poster?_____________________________ __________________________________________________________________________________ __________________________________________________________________________________ __________________________________________________________________________________ Would the poster be as appealing without these visuals? Why or why not? __________________ __________________________________________________________________________________ What other illustrations or photos would you have added? Why? __________________________ __________________________________________________________________________________ How do the titles enhance the poster? _________________________________________________ __________________________________________________________________________________ How are layout and the colours used to make the poster more attractive? ___________________ __________________________________________________________________________________ Media productions (like posters) have an audience in mind. Who is the audience for this poster? __________________________________________________________________________________ t ig C ht BA ™ ig ! igh ™ Fig !™ F tBAC tBA ™ Fight AC !™ F tBAC! AC C! htB ™ Figh AC C! htB ™ Figh BA ! ™ Fig C htB ™ Figh ! ™ Fig tBA ™ Fight AC C! Fig tBA AC C! htB ™ Figh C! BA B ! 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Not the Germs At Home, At School, In the Community Students will: Students will do three activities to consolidate their food safety learning - one for home, one for school, one for the community. • identify the factors that affect health and explain the relationships among personal habits, lifestyle choices and human health; • identify issues related to the safe handling of food; • understand the need for personal and public decision-making regarding the safe handling of food; • recognize the need for safety standards to prevent the spread of illness through food; • demonstrate responsibility through personal actions and as a member of a group; • communicate information on the topic using appropriate vocabulary, expressing ideas and opinions concisely and clearly to a variety of audiences. Teacher Background Information • Copies of the Fo od Safety Survey • Copies of the BA C™ Catcher game Students love sharing their knowledge with friends and family, and "teaching" younger students. Students will choose an activity to share with younger students in the school, an activity to do at home with family members and one activity to be done in the local community. Teaching/learning Strategies Students are encouraged to choose one of these activities or devise their own activities to share their understanding about food safety issues. At Home • Food Safety Survey • Repeat the Food Safety Survey with family members as a "post unit" assessment and compare the results with the first survey. Courtesy of the Canadian Partnership for Consumer Food Safety Education w w w. c a n f i g h t b a c . o rg Then and Now • Talk to parents and grandparents about how food was stored when they were growing up and contrast it with how food is stored today. Students can research food safety practices from long ago such as the use of drying and salting for a long sea voyage, first use of thermometers in determining safe food temperatures, the invention of pasteurization, irradiation. 35 Spreading the Message Outside the School Reaching Out to Other Classrooms and Grades Restaurant Safety • Declare Food Safety Month! • Students write fun "copy" for morning announcements giving basic food safety messages including a "tip of the day" for example reminding all students to wash their hands before eating lunch, encouraging them to clean their desks before eating, reviewing the storage containers used for their lunches, etc. Some changes in classroom and school practices may need to be addressed with teachers, administrators and the custodian. • Generate a list of local restaurants. Compose a letter letting the restaurants know the class is studying food safety and wants to learn more about how to keep food safe. Include a copy of the food safety poster. Invite a local restaurant manager to visit the class and talk more about the food safety rules that restaurants follow. Prepare questions in advance and follow up with an interview and report back to the class. • Students can compose a rap song or chant using the basic messages of food safety to share at a school assembly. Students list all the vocabulary words they can think of for each key message along with words that rhyme. They can create one verse for each key message. They can perform it with percussion or rhythm instruments. • Arrange a class trip to a local supermarket by contacting the store manager. Check to see if food thermometers are sold and what types are available. Ask questions of the manager about the procedures the store must follow to keep food safe. Ask permission to post the food safety posters (developed by the students) in the store and staff an information booth on a Saturday morning to share with store customers. A Supermarket Field Trip • Students can write a play or present the skit, Perils At the Picnic, at the assembly. Helping the Elderly or Home-bound • The food safety posters created by the students can be posted in the hallways throughout the school. Classes could circulate through the area and students can explain the importance of their food safety tip. • Prepare bookmarks or little refrigerator magnets as food safety reminders for Meals on Wheels, and other Seniors' food programs that reach out to those with special needs. • Plan a food safety presentation using the food safety posters (developed by the students) to introduce the four key messages to a local seniors residence (one where seniors prepare their own meals). FightBAC!™ Food Safety Buddies • Write a short adventure story from the point of view of the bacteria - featuring their efforts to stay alive and multiply! Include several food safety mistakes that help bacteria multiply and several good food safety habits that keep bacteria from multiplying! Illustrate the stories with a logo (like BAC!™) and share stories with students in another class. Assessment and Evaluation Suggestions • Distribute one copy of Appendix #2 The Student BAC!™ Catcher. Prepare a personal version of the BAC!™ Catcher, a new look at an age-old favorite game. Suggestions for the questions and answers are provided to get started, but students can add their own ideas!, Play the BAC!™ Catcher game and review the four key messages with food safety buddies. Review the individual student BAC!™ Catchers for knowledge about food safety. Students complete a personal reflection on what they have learned throughout the You Can FightBAC!™ food safety program. 36 Appendix 1 - Video Script - You Can FightBAC!™ For Food Safety Scene One: Opening handling raw meats and before you start eating. Wash your hands with soap and hot water for 20 seconds. Use paper towels or a clean towel to dry your hands. That’s BAC!™ the mascot for the FightBAC!™ Program. By the time this video is over, you will have learned to fight BAC!™. It’s important to wash hands and surfaces often! Wow! This kitchen is already clean (sparkling stars) thanks to François’ Mom and Dad who cleaned up while everyone was at the grocery store. The counters, the cutting boards and sinks are sparkling clean. So the friends are ready to go! Title: You Can FightBAC!™ For Food Safety comes into frame. Scene Two: Key Messages Everyone has a part to play in the party. While Celess and Jeremy are setting the table, Michelle and Brittany cut up the veggies. And later François and Brittany prepare the beef burgers. Notice how the veggies are prepared separately from the hamburgers to prevent cross-contamination. What you are about to see may surprise you. Nasty bacteria are lurking everywhere. Watch out for bacteria and clues to help you fight BAC!™ So let’s move along. Meet François... Brittany... Jeremy... Michelle... and Celess. They are planning a birthday party. There’s lots of work in preparing for this bash! We are going to zero in on the most important part of a party...next to the presents...the FOOD. This gang is going to take us through all the steps starting with the shopping. Once we are back in the kitchen you will discover more about the four key steps to food safety...Clean...Separate...Chill and Cook. CLEAN SEPARATE CHILL COOK Even though everyone’s hungry it’s important to wait until the beef burgers are cooked properly. The best way to make sure that the hamburgers are cooked properly is to use a food thermometer. Health Canada recommends a minimum internal cooking temperature of 71°C for ground beef. Mmmmm smells delicious!! One more step before they dig in. Make sure the burgers go onto a clean plate. Hey, we just covered the 4 key steps to fighting BAC!™: wash hands and surfaces often! don’t cross contaminate! refrigerate promptly! cook to proper temperatures! CLEAN SEPARATE CHILL COOK Now let’s go shopping! wash hands and surfaces often don’t cross contaminate refrigerated promptly cook to proper temperatures GOOD POINT FOR A BREAK TO RECAP THE VIDEO Scene Three: Shopping Check this out. It’s a good idea to start with the dry goods, you know the crackers, canned food and pasta. Cans of soup and packages of pasta are neat and clean and stacked carefully on the shelves. Pay attention to how the grocer stores the fresh fruits and vegetables. See how the meat and cheese are well wrapped? Look at how the milk is kept cold in the refrigerator too. Pick up your refrigerated and frozen items like fresh meat, cheese and ice cream last. The raw meat is kept together in one bag while the veggies are bagged separately. These kids know how to Fight BAC!™ by keeping the fresh meat separate from the veggies, cheese and bread. While at the checkout counter see how the food is bagged to go home. You can do this too! Scene Five: QUIZ! A birthday party should be full of surprises, so let’s do a QUIZ! I’ll ask the question, you have 5 seconds to think about it. Then an expert will reveal the right answer. Are you ready? CLEAN How do you get rid of bacteria on your hands and cutting board? SEPARATE How do you keep raw meat juices from dripping on your veggies? CHILL What is the best way to store perishables such as milk or meat? COOK How do you kill bacteria in raw meat? (Expert answers.) So how did you do? It’s a lot of common sense, good preparation, and cooperation with everybody. It’s easy!! Clean, Separate, Chill and Cook! Scene Four: Food Preparation Clean...Separate...Chill and Cook. With everyone back from the grocery store, the fun begins as they put the groceries away. BAC!™ likes warm temperatures, so fight BAC!™ by putting groceries away as quickly as possible. It’s also a good idea to store fresh meat separately from the other foods. Next, everybody washes his or her hands. It’s important to keep your hands clean all of the time, especially before starting to prepare foods, after Scene Six: Closing So there it is...You Can FightBAC!™ for Food Safety. If you would like more information about food safety, please check out www.canfightbac.org 37 Courtesy of the Canadian Partnership for Consumer Food Safety Education w w w. c a n f i g h t b a c . o rg Appendix 2 - BAC™ Catcher Game Student Directions Choose from these food safety questions and answers and write them in the Questions & Answers triangles on your BAC!™ Catcher. You need two for each key message - Clean, Separate, Cook, and Chill. Or invent and write some of your own questions and answers from what you have learned in this unit. Folding instructions 4. Turn the folded paper over and fold each corner into the center. 5. Fold the square in half. Unfold it and fold it in half the other way. 6. Using both hands, place your thumbs and index fingers under the flaps. 1. Cut out along the dotted lines. 2. Place the BAC!™ Catcher facedown. Fold two corners together to form a triangle. Crease and unfold. Now fold the other two corners together; crease and unfold. 3. Fold each corner to the center point. Q: Q: A: A: Q: Q: A: A: A: A: Q: Q: Q: A: Q: A: 38 Courtesy of the Canadian Partnership for Consumer Food Safety Education w w w. c a n f i g h t b a c . o rg Food Safety Questions and Answers: Clean All Washed Up! Q Q What do you get when you mix 10 live fingers, warm water and soap? A A Knock knock. Who's there? Get back. Get back who? Separate Clean hands! Get bacteria off your counters! Clean them before preparing food! Why did the chicken cross the road? A To stay away from the vegetables on the cutting board. He didn't want to contaminate them! Q What do you get when you cross a tomato with raw meat? A Cross-contamination! Yuck - don't do it! Q Q Knock, knock. Who's there? Temper. Temper who? Q Q Why did the milk like to hang out in the refrigerator? Q Cook Hot Stuff! What do you get when you mix a "zap", a "rotate" and "time"? A A Temperature counts! Cook your burgers thoroughly until you see clear juices. A A Because it was cool! Food that's been microwaved the right way! Chill Chill Out! What's the difference between a cold pack and a confused bank teller? One keeps the food in the lunchbox safe, the other keeps the lunchbox in the safe! Once you have finished writing the food safety questions and answers follow these instructions to make your BAC!™ Catcher You Can FightBac!™ Catcher Game Student Response Form How to play This game is for two players. Ask the other player to pick one of the printed squares - for example, "Hot Stuff." Open and close the BAC!™ Catcher in an alternating direction for each letter of the phrase H O T S T U F F (eight times). Ask the question closest to the phrase chosen and let the other player answer. Lift the flap to find the answer. Now give the BAC!™ Catcher to the other player. It's your turn to answer. Alternate asking and answering until all the questions are answered . . .everyone wins by learning about FOOD SAFETY. Have Fun Fighting BAC!™ 39 Courtesy of the Canadian Partnership for Consumer Food Safety Education w w w. c a n f i g h t b a c . o rg Appendix 3 - Food Thermometers Why use a food thermometer? Safe Food Temperatures to prevent food borne illness ... • using food thermometers is the only reliable way to make sure that food is cooked to safe temperatures; • to be safe, foods must be cooked to an internal temperature high enough to destroy any harmful bacteria that may be in the food; • colour is not a reliable indication that food has been properly cooked; for example a hamburger may turn brown on the inside before it has been cooked to a safe temperature; if the thermometer registers a minimum internal temperature of 71°C, the hamburger is safe to eat regardless of the colour. to hold foods at a safe temperature ... • use a food thermometer to check that foods are held at safe temperatures until they are served; • keep hot foods HOT - above 60°C; • keep cold foods COLD - below 4°C; • DO NOT keep foods in the Danger Zone, between 4°C to 60°C. to prevent foods from overcooking ... • using a food thermometer takes the guess-work out of cooking; simply use the thermometer to check if the proper temperature has been reached. What are the different types of food thermometers? Source: The Regional Municipality of Halton, Health Department There are several different types of food thermometers including: dial oven-safe, digital instant-read, fork, dial instant-read, thermocouple, disposable temperature indicators (single use) and pop-up. Each type of thermometer varies in its usage, so be sure to read the manufacturer's instructions. Look at www.fsis.usda.gov/OA/thermy/ktherms.htm for kitchen thermometer illustrations. Keep in mind that this is an American site and some information may not be applicable to Canada. 40 Courtesy of the Canadian Partnership for Consumer Food Safety Education w w w. c a n f i g h t b a c . o rg Appendix 4 - Curriculum Connections for grades 4 - 7 • recognize the need for safety standards to prevent the spread of illness through food • group foods by their susceptibility to micro-organisms • identify the role of the individual in ensuring safe food supplies • apply safe food-handling concepts to the selection, preparation and handling of food materials • identify the use of micro-organisms in food productions (e.g., yeast, bacterial cultures) • identify methods for the handling and processing of food, their problems and benefits • evaluate legislated food standards, inspection and monitoring systems The Methods of Science • demonstrate appropriate scientific inquiry skills when seeking answers to questions • design a scientific experiment (including apparatus, materials, safety considerations, and correct steps of the experiment) • recognize the importance of observation and measurement • identify relevant variables in an experiment • identify and test a prediction • correctly state a hypothesis • draw reasonable conclusions from experiments, based on evidence • compare ways of solving problems and finding explanations • interpret findings from investigations using appropriate methods Applying scientific knowledge • relate scientific knowledge and technology to the maintenance of a healthy food supply • recognize the various perspectives which may need to be considered in decisions regarding the setting and enforcement of food safety standards • understand the need for personal and public decision-making regarding the safe handling of food; • recognize the need for safety standards to prevent the spread of disease through food Food and Micro-organisms • identify the factors that affect health and explain the relationships among personal habits, lifestyle choices and human health • identify issues related to the safe handling of food • understand the processes responsible for the maintenance of an organism's life • identify micro-organisms, their role in food spoilage and other effects • know the natural habitats, and human-made habitats of micro-organisms • be aware of the widespread distribution of micro-organisms • analyse the beneficial and harmful effects of micro-organisms on other organisms • describe the human body's various defences against harmful micro-organisms • identify factors that enhance or inhibit the growth of micro-organisms (with application to food) • identify and describe diseases that may occur from poor cleanliness or improper food handling • identify practical difficulties in the management of food supplies Collaborative Learning Skills • demonstrate responsibility through personal actions and as a member of a group • work collaboratively to carry out science-related activities and communicate ideas, procedures and results 41 Courtesy of the Canadian Partnership for Consumer Food Safety Education w w w. c a n f i g h t b a c . o rg What is the Canadian Partnership for Consumer Food Safety Education? The Canadian Partnership for Consumer Food Safety Education, formed in December 1997, is a coalition of industry, consumer, government, health and environmental organizations that joined together to present a unified front in the fight against foodborne illness. The goal of the Partnership is to contribute to the reduction of microbial foodborne illness in Canada by increasing consumer awareness of what they can do to protect against these illnesses, specifically through the use of safe food handling practices. The 60-plus member coalition has been working through the FightBAC!™ campaign, launched in November 1998, to improve consumer understanding of foodborne illness and the measures that can be taken to decrease the risks of the illness. Although Canada's food supply is one of the safest in the world, fighting foodborne illness is a major challenge. Health Canada estimates that there are approximately 2 million cases of foodborne illness in Canada each year, with an estimated cost to Canadian health services, industry, and society of more than $1 billion annually. Everyone has a role to play in Canada's food safety system - from the farmer who produces the food, to industry processors, government inspectors and consumers who prepare food for their families. Partnership Members as of March 31, 2001: Capital Health Authority (Alberta) Crop Protection Institute of Canada* Environmental Health Foundation of Canada* Further Poultry Processors Association of Canada* Kidney Foundation of Canada* National Institute of Nutrition Newfoundland & Labrador Department of Health & Community Services Ontario Independent Meat Packers & Processors Ontario Ministry of Health Province of Manitoba Soap & Detergent Association of Canada Vancouver/Richmond Health Board* Level I Partners Agriculture and Agri-Food Canada Beef Information Centre* Canadian Council of Grocery Distributors* Canadian Egg Marketing Agency* Canadian Food Inspection Agency * Canadian Meat Council* Canadian Poultry & Egg Processors Council* Canadian Produce Marketing Association* Chicken Farmers of Canada* Health Canada* Level IV Partners Alberta Agriculture, Food and Rural Development Alberta Home Economics Association Food Safety Infoline Alberta Environmental Health Association des manufacturiers de produit alimentaires du Québec Association of Supervisory Public Health Inspectors of Ontario Boundary Health Unit (BC) Canadian Federation of Agriculture* Canadian Home Economics Association* Level II Partners British Columbia Ministry of Health Canada Pork* Canadian Turkey Marketing Agency* Dairy Farmers of Canada* Level III Partners Canadian Federation of Independent Grocers* Canadian Institute of Public Health Inspectors/Association of Supervisory Public Health Inspectors of Ontario Canadian Meat Science Association 42 Courtesy of the Canadian Partnership for Consumer Food Safety Education w w w. c a n f i g h t b a c . o rg Canadian Pork Council Consumers Association of Canada* Eastern Ontario Health Unit Environmental Health Services-Queen’s Region Health (PEI) FarmFolk/CityFolk Society Federal/Provincial/Territorial Committee on Food Safety* Guelph Food Technology Centre Ministère d’agriculture des pêcheries et de l’alimentation du Québec National Dairy Council of Canada New Brunswick Public Health Northern Lights Regional Health Authority (AB) Nova Scotia Department of Agriculture Northwest Territories Department of Health Ontario Farm Women’s Network Ontario Ministry of Agriculture, Food & Rural Affairs* Ontario Provincial Food Service Health Promotion Program Ontario Public Health Association Palliser Health Authority (AB) Peace River Health Region (AB) Prime Restaurants Group Inc Regional Municipality of Halton Regional Municipality of Waterloo Community Health Department Region of Peel Health Department Saskatchewan Health South Fraser Health Region Wellington-Dufferin-Guelph Health Unit (ON) Yukon Health & Social Services Resources Print Food Safety Can Be Fun! OAFE Web Sites Canadian FightBAC!™ website www.canfightbac.org/english/ccentre/factsheets/c auseoffoodborn.shtml Canadian Food Inspection Agency's food facts http://www.cfia_acia.agr.ca/english/corpaffr/foodfacts/fftoce/shtml U.S. Partnership for Food Safety Education http://www.fightbac.org/fbi/10_least.htm U.S. Food and Drug Administration http/vm.cfsan.fda.gov/~mow/intro.html bacterial cells http://www.cellsalive.com U.S. Food Safety Government Site http://www.foodsafety.gov General Microbiology http://commtechlab.msu.edu/sites/dlc_me/zoo/ind ex.html U.S. Food Safety and Inspection Service www.fsis.usda.gov/OA/thermy/ktherms.htm *Founding Member International Affiliate United States Partnership for Food Safety Education 43 Courtesy of the Canadian Partnership for Consumer Food Safety Education w w w. c a n f i g h t b a c . o rg FightBAC™ Evaluation By completing this form and returning it as indicated below, you will assist the Partnership with its mission to provide consumers with the knowledge they need to keep themselves and their families safe from foodborne illness. 1. In general, did you find the FightBAC!™ project for grades 4 - 7 useful? YES ____ NO ____ 2. Do you feel that this FightBac!™ project, including the video and educational materials, helped your students to: 2.1 understand the four key messages of food safety 2.2 understand the science associated with food safety 2.3 reinforce/apply skills in language and the arts YES ____ YES ____ YES ____ NO ____ NO ____ NO ____ 3. How useful were each of the following components of the project "package" (1 = low useability .... 4 = high useability) 3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 The Teacher's Guide (in general) The teacher background information for each activity The activity instructions (teaching/learning strategies) Assessment and Evaluation suggestions The reproducible student materials The video component of the project The poster component of the project The "packaging" (loose-leaf, in plastic bag) 4. Did the students enjoy the student activities in the project? 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 YES ____ 3 3 3 3 3 3 3 3 4 4 4 4 4 4 4 4 NO ____ 5. Did the project have an impact beyond the classroom (e.g., in the rest of the school, with student families, in the community) YES ____ NO ____ 6. How did you learn about the FightBAC!™ project? ________________________________________________________________________________________________ ________________________________________________________________________________________________ 7. What changes could be made to future versions of this project that could enhance its useability? ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ 8. Please include comments about this FightBAC!™ project for the Partnership members; these comments will be useful in evaluating the project and planning for future projects related to food safety. ________________________________________________________________________________________________ ________________________________________________________________________________________________ ________________________________________________________________________________________________ Please return this form ... by fax to - (613) 952-6400 by mail to - Canadian Partnership for Consumer Food Safety Education ATTN: Grade 4 to 7 Evaluation Form 75 Albert Street, Suite 1101 Ottawa, ON K1P 5E7 ™ ig ™ Fig ™ Fig ™ Fig Fig ™ Fig ™ F ! ! ! ! ! ! C C C C C C A A A A A BA B B B B B t t t t t t h h h h h h g g ™ Fi ™ Fi ™ Fig ™ Fig ™ Fig ™ F ™ Fig ! ! ! ! ! ! C C C C C C BA BA BA BA BA BA t t t t t t h h h h h h g g g g g g i ™ F ™ F ™ Fi ™ Fi ™ Fi ™ Fi ™ Fi ! ! ! ! ! ! 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