ServSafe ABE Curriculum – Chapter 1
ServSafe – Chapter 1
ABE Materials /
Activities
ServSafe Materials
Quia Activities
Quia Quizzes
Other
Success strategies for school and work
E-mail message
Support services
Other
Pre-test / discovery
Vocabulary list and cards
Summary sheet
Ch. 1 Study cards
Video #1 overview (Teacher)
Video 1 note-taking guide
Large cards, class set – high/low risk for foodborne illnesses
Student sets – TCS/non-TCS foods card sort
Eight Great Academic Study Strategies
SQ2R Reading Comprehension Guide
Video #1
Activity Quiz 1
Teacher instructions – Activity: Populations at high risk for foodborne illness
Ch. 1 vocabulary games
Ch. 1 content game
Ch. 1 vocabulary test
Ch. 1 content test
Eight great academic study strategies
SQ2R reading comprehension guide
Use of flashcards
Use of study cards
Use of computers – Quia on-line practice and tests
Portfolio – share list, give folder, set goals/plans
Check-in – how is class going; one get-to-know-you question, reply back
School counselors
E. Andress, Hubbs Center, 2012 1

ServSafe ABE Curriculum – Chapter 1
Chapter 1 – Providing Safe Food – Pre-test
Write T (True), F (False) or ? (I don’t know) next to each statement. Then check your answers by looking in your book at the page number provided.
___ 1. There is a foodborne-illness outbreak when two or more people get the same illness after eating at the same restaurant. (p. 1.2)
___ 2. A foodborne illness can occur if food is not cooled properly. (p. 1.5)
___ 3. Sliced lemons are a “TCS” food, requiring time and temperature control for safety. (p. 1.6)
___ 4. Adults are more likely than preschool-age children to get sick from contaminated food. (p. 1.7)
___ 5. The Food & Drug Administration makes food laws that all food establishments are required to follow. (p. 1.9)
Chapter 1 – Providing Safe Food – Pre-test
Write T (True), F (False) or ? (I don’t know) next to each statement. Then check your answers by looking in your book at the page number provided.
___ 1. There is a foodborne-illness outbreak when two or more people get the same illness after eating at the same restaurant. (p. 1.2)
___ 2. A foodborne illness can occur if food is not cooled properly. (p. 1.5)
___ 3. Sliced lemons are a “TCS” food, requiring time and temperature control for safety. (p. 1.6)
___ 4. Adults are more likely than preschool-age children to get sick from contaminated food. (p. 1.7)
___ 5. The Food & Drug Administration makes food laws that all food establishments are required to follow. (p. 1.9)
E. Andress, Hubbs Center, 2012 2

ServSafe ABE Curriculum – Chapter 1
Pre-test – KEY
1.
F – at the same restaurant. the same food, confirmed through investigation and lab analysis
2.
T
3.
F – are not
4.
F – more less
5.
F - food laws that all food establishments are required to follow. the Model
Food Code, recommendations for food safety regulations.
E. Andress, Hubbs Center, 2012 3

ServSafe ABE Curriculum – Chapter 1
Vocabulary – Chapter 1
1.2 foodborne illness
1.2 foodborne-illness outbreak
1.4 contamination disease transmitted to people by food two or more people have the same symptoms after eating the same food, confirmed through investigation and lab analysis presence of harmful substances in food
1.4 biological contaminants microorganisms causing illness that get into food – bacteria, viruses, parasites, fungi and toxins
1.4 chemical contaminants chemical substances that get into food – cleaners, polishes, sanitizers, etc.
1.4 physical contaminants objects that accidentally get into food – hair, dirt, staples, fish bones, etc.
1.4 risk factors food-handling mistakes that can cause food to become unsafe
1.5 time-temperature abuse
1.5 cross contamination food stays too long at temperatures that are good for pathogen growth microorganisms transfer from one food or surface to another
1.5 personal hygiene
1.6 TCS food
1.7 immune system
1.8 Food & Drug
Administration (FDA)
1.9 Model Food Code keeping hands clean; avoiding unsanitary actions; and reporting illness food requiring time and temperature control for safety the body’s defense against illness federal government agency that inspects food and issues a
Model Food Code
1.9 state and local regulatory authorities science-based code that provides recommendations for food safety regulations, issued by the FDA government agencies, like health departments, that create and enforce food safety regulations
E. Andress, Hubbs Center, 2012 4

ServSafe ABE Curriculum – Chapter 1
E. Andress, Hubbs Center, 2012 5

ServSafe ABE Curriculum – Chapter 1 presence of harmful substances in food two or more people have the same symptoms after eating the same food disease transmitted to people by food objects that accidentally get into food – hair, dirt, staples, fish bones, etc. chemical substances that get into food – cleaners, polishes, sanitizers, etc. microorganisms causing illness that get into food – bacteria, viruses, parasites, fungi and toxins microorganisms transfer from one food or surface to another food stays too long at temperatures that are good for pathogen growth food-handling mistakes that can cause food to become unsafe the body’s defense against illness food requiring time and temperature control for safety keeping hands clean; avoiding unsanitary actions; and reporting illness government agencies, like health depts., that create and enforce food safety regulations
E. Andress, Hubbs Center, 2012 science-based code that provides recommendations for food safety regulations, issued by the FDA federal government agency that inspects food and issues a
6

ServSafe ABE Curriculum – Chapter 1
Chapter 1 – Providing Safe Food
SUMMARY SHEET
Costs of a foodborne illness to an operation (p.
1.3)
Types of contaminants + examples (p.
1.4)
1.
1.
2.
3.
4.
2.
5.
6.
7.
3.
8.
Human costs
1.
2.
3.
Populations at high risk for foodborne illnesses (p. 1.7)
1.
5 most common food-handling mistakes=risk factors (p. 1.4)
1.
2.
3.
4.
5.
E. Andress, Hubbs Center, 2012
2.
3.
a.
b.
c.
d.
7

7.
8.
9.
3.
4.
5.
6.
10.
11.
12.
TCS Foods (p. 1.6)
1.
2.
Government agencies and their roles (p. 1.8-9)
FDA
USDA
CDC/PHS
State & local regulatory authorities
ServSafe ABE Curriculum – Chapter 1
Ready to eat food (p. 1.6)
What is ready-to-eat food?
Includes:
4.
5.
Key measures for keeping food safe (p. 1.8)
1.
2.
3.
Training (p. 1.8)
Staff should be trained _______________
_________________________ and
________________________________.
You should _______________ training.
You should ______________ staff to be sure they are following procedures.
E. Andress, Hubbs Center, 2012 8

ServSafe ABE Curriculum – Chapter 1
1. What must be true in order for a foodborne illness to be considered an outbreak? (1.2)
6. What are the five most common risk factors that can cause foodborne illnesses? (1.4)
2. What are the potential costs associated with foodborne-illness outbreaks? (1.3)
3. Give some examples of biological contaminants in food. (1.4)
7. Give examples of how time-temperature abuse could occur in a food operation. (1.5)
8. Give examples of how cross-contamination could occur in a food operation.
(1.5)
9. Give examples of how poor personal hygiene could occur in a food operation. (1.5)
4. Give some examples of chemical contaminants in food. (1.4)
5. Give some examples of physical contaminants in food. (1.4)
10. Give examples of how poor cleaning and sanitizing could occur in a food operation. (1.5)
11. List the 12 categories of TCS foods. (1.6)
12. Which groups of people have a higher risk of getting a foodborne illness? Why? (1.7)
13. When must staff be trained on food safety practices? (1.8)
14. What is the Model
Food Code? What agency issues it? Is it a law?
(1.9)
15. What are the responsibilities of the state and local regulatory authorities for food safety? (1.9)
E. Andress, Hubbs Center, 2012 9

ServSafe ABE Curriculum – Chapter 1
ServSafe Video #1 – Starting Out with Food Safety
(12 min.)
Images
Restaurant prep/service
Content
--
Immigrant restaurant owner talking, w/ prep/service images mixed in
Importance of food safety
All employees responsible
Those most vulnerable to foodborne illnesses
Consequences of foodborne illness outbreak
Words w/ few images Keys to food safety
Food hazards
Words w/ few images Microorganisms – 4 types
Bacteria
How foods become unsafe Words
Quick, good images of unsafe practices
Checking deliveries
Safe practices – using thermometers
Handwashing
Prep
Storage
Receiving
Prepping, cooking, holding
Review of good food safety practices
E. Andress, Hubbs Center, 2012 10

ServSafe ABE Curriculum – Chapter 1
Food Safety Video
What has the potential to make food unsafe?
How can you prevent unsafe food?
E. Andress, Hubbs Center, 2012 11

ServSafe ABE Curriculum – Chapter 1
E. Andress, Hubbs Center, 2012 12

ServSafe ABE Curriculum – Chapter 1
Eight Great Academic Study Strategies
1.
Set goals and be motivated: Why are you taking this class? What are your short-term and long-term goals? What motivates you?
2.
Know your strengths and learning style: Develop techniques that fit with how you best learn, then use these when you study. Are you an active or reflective student? Are you a sensing or intuitive learner? Are you a visual or verbal learner? Are you a sequential or global learner?
3.
Manage your time wisely: Decide your priorities, evaluate study needs, and be organized. Concentrate when studying.
4.
Be an active reader: Understand and use the SQ2R strategy with your textbook.
5.
Be an active listener and take good notes: Understand good listening skills and use an effective note taking method.
6.
Improve your memory: Learn about and use mnemonics, visualization, and other memory aids.
7.
Learn new vocabulary effectively: Improve vocabulary using context clues and word parts. Use flash cards, categories, and synonyms-antonyms.
8.
Be prepared for test taking: Keep up with the material, review, know what kind of test you’ll be taking, and pace yourself well on the test (not too fast, not too slow).
Based on Academic Study Skills, published by Phoenix Learning Resources.
E. Andress, Hubbs Center, 2012 13

ServSafe ABE Curriculum – Chapter 1
Textbook Reading – SQ2R
Use this process with each chapter
S can

Scan to get an overview of what the chapter is about and how it is organized.

Begin to think about how the information will organize in your notes and brain.

Title? # pages? # sections? Which section are you most curious about?

Read the first and last paragraph of the chapter.

Note pictures/captions, figures, tables, etc.
Q uestion

What do you already know about the topic – activate your prior knowledge.

What do you want to know
– create curious questions in your mind or on paper.

Look at the topics list on the first page of the chapter
– turn these into questions in your mind.

Prepare yourself for note-taking. Make each topic a short heading, with space to add notes on that topic.
R ead

Read the entire chapter of the textbook with all of your questions and curiosity in mind.

As you finish reading each section, take notes or highlight key points.

You do not need to understand or be able to pronounce every word. Read through unfamiliar words and go back to them only if they are key for comprehending the section.

Use the vocabulary list for each chapter to learn new words and definitions from the reading. Add additional new words to the list and find the definitions
R ecite

Cover up each section of the chapter or each topic in your notes and recite
(repeat to yourself) everything you can remember from what you have just read.

Also review all new vocabulary.
 If something is not clear or you can’t remember, look back at the textbook.

Bring any remaining questions to class.
E. Andress, Hubbs Center, 2012 14

ServSafe ABE Curriculum – Chapter 1
ServSafe – Portfolio
PURPOSE:
 A resource when applying for jobs and preparing for interviews
 A “show and tell” at job interviews
 A place to collect additional items relevant to your job search
STANDARDS: Materials in good, professional condition; in order, easy to find; current
CONTENTS
Pocket folder or 3-ring binder
Resume
List of references with relationship and contact info
Personal data record
Letter(s) of reference
ServSafe Hubbs Center course completion certificate
ServSafe official certificate
Minnesota Certified Food Manager license (copy)
Sample informational interview questions
Optional
Other certificates
Any other items that demonstrate your knowledge, skills or positive character traits
Biography/goal statement paper
E. Andress, Hubbs Center, 2012 15

ServSafe ABE Curriculum – Chapter 1
LOW
E. Andress, Hubbs Center, 2012
RISK
16

ServSafe ABE Curriculum – Chapter 1
HIGH
E. Andress, Hubbs Center, 2012
RISK
17

E. Andress, Hubbs Center, 2012
18
ServSafe ABE Curriculum – Chapter 1

ServSafe ABE Curriculum – Chapter 1
19 E. Andress, Hubbs Center, 2012

E. Andress, Hubbs Center, 2012 20
ServSafe ABE Curriculum – Chapter 1

ServSafe ABE Curriculum – Chapter 1
E. Andress, Hubbs Center, 2012 21

E. Andress, Hubbs Center, 2012 22
ServSafe ABE Curriculum – Chapter 1

ServSafe ABE Curriculum – Chapter 1
E. Andress, Hubbs Center, 2012 23

ServSafe ABE Curriculum – Chapter 1
24 E. Andress, Hubbs Center, 2012

E. Andress, Hubbs Center, 2012 25
ServSafe ABE Curriculum – Chapter 1

ServSafe ABE Curriculum – Chapter 1
26 E. Andress, Hubbs Center, 2012

ServSafe ABE Curriculum – Chapter 1
27 E. Andress, Hubbs Center, 2012

ServSafe ABE Curriculum – Chapter 1
28 E. Andress, Hubbs Center, 2012

ServSafe ABE Curriculum – Chapter 1
E. Andress, Hubbs Center, 2012 29

ServSafe ABE Curriculum – Chapter 1
E. Andress, Hubbs Center, 2012 30

ServSafe ABE Curriculum – Chapter 1
E. Andress, Hubbs Center, 2012 31

ServSafe ABE Curriculum – Chapter 1
E. Andress, Hubbs Center, 2012 32

ServSafe ABE Curriculum – Chapter 1
TCS Food
Not TCS Food
TCS Food
Not TCS Food
TCS Food
Not TCS Food
TCS Food
Not TCS Food
E. Andress, Hubbs Center, 2012 33