Introduction to Culinary Arts
Kitchen Safety & Sanitation
TRAINING
What You Don’t Know CAN Hurt
You!
HOSP–ICA-4: Demonstrate and practice correct sanitation as it relates to
healthy living and the modern commercial kitchen and bake shop.
HOSP-ICA-6: Analyze and examine fundamental safety skills and practices
related to the commercial kitchen.
http://zunal.com/webquest.php?w=74637
 You are responsible for
locating and submitting
5 recipes:
 one that contains
peanut butter,
 a chili recipe
 three other
inexpensive and
simple dishes.
Every day we assume that the food we eat is safe. However, unless
everyone who has handled the food has used good sanitation practices
this may not be the case. SANITATION is the process of handling food
in ways that are clean and healthy.
What do you see wrong in this picture?
No one likes to cut a finger on a knife, get burned or slip and fall.
Most of us, however, have had one or more of these accidents.
SAFETY in the kitchen means using precautionary methods in the
kitchen to prevent an accident. Most accidents in the kitchen are due
to carelessness. What could make this kitchen unsafe?
BELL RINGER
GOOD BACTERIA V/S BAD BACTERIA
https://www.cteonline.org/curriculum/lessonplan/intro-to-microorganism-and-growingmicroorganisms-1-of-4/UX0xqM
As you enter the classroom, get your
Sourcebook from the cabinet and copy
the following questions in the Bell
Ringer Section of your Sourcebook.
Leave space for responses.
1. Name two benefits of bacteria to
human and/or the environment.
2. Why is bacteria considered
Prokaryotic?
3. How do some bacteria make humans
sick?
4. What are the two types of toxins and
how did they get their names?
5. Many bacteria are neutral. What
does this neutral mean?
SAFETY first. How much do you already know about kitchen
safety? For each question below, decide whether the practice
is safe or unsafe. Click the box next to each question to
reveal the answer.
UNSAFE
1. Use a towel or your apron to remove a pan from the oven.
SAFE
SAFE
2. Pour salt or baking soda over the flames of a grease fire.
UNSAFE
4. Pour water on a grease fire.
SAFE
UNSAFE
UNSAFE
3. Wipe up spills on the floor right away.
5. Tie back long hair.
6. Climb up on the counter to get items from the top shelf.
7. Use electric appliances with wet hands.
UNSAFE
SAFE
8. Wear loose clothing while working in the kitchen.
UNSAFE
10. Keep cabinet doors open so everything is in easy reach.
9. Cut away from your body when using a sharp knife.
SAFETY first. How much do you already know about kitchen
safety? For each question below, decide whether the practice
is safe or unsafe. Click the box next to each question to
reveal the answer.
SAFE
UNSAFE
UNSAFE
SAFE
UNSAFE
SAFE
UNSAFE
11. Personal hygiene is important while preparing food.
12. Hide kitchen accidents to avoid upsetting the instructor.
13. Store knives in backpacks to transport them.
14. Do not wear finger nail polish and long fingernails.
15. Sit on the kitchen work tables during break time.
16. When removing pan from oven, pull the rack out.
17. Leave sharp knives in a sink full of water.
UNSAFE
SAFE
18. Plug several cords into an electrical outlet at a time.
UNSAFE
20. Use cold, soapy water for washing dishes.
19. Disconnect appliances before cleaning them.
FOCUS STANDARDS
HOSP–ICA-4: Demonstrate and practice correct sanitation as it relates to healthy
living and the modern commercial kitchen and bake shop.
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Identify personal hygiene policies and hand washing procedures.
Identify the biological, physical, and chemical contaminants, and prevention measures.
Practice proper contaminant prevention measures as it relates to food preparation in the commercial
kitchen.
Identify and demonstrate proper pot and pan washing with four-compartment sinks and the use of
sanitizers and detergent chemicals.
Demonstrate the proper use and cleaning of an automatic dishwasher (if available) and identify the
chemicals used for dishwasher cleaning.
Discuss pest control and management of infestations.
Discuss Health Department inspections and facility requirements of commercial foodservice
establishments. Students conduct a mock Health Department inspection of the kitchen lab.
Identify and demonstrate proper receiving and storage principles such as FIFO, rotating inventory, and
storage/receiving temperatures.
Discuss and practice proper labeling of stored foods.
Identify the factors that affect the growth of food borne pathogens (i.e. FATTOM) and explain how time and
temperature guidelines can reduce growth of microorganisms.
List and demonstrate food handling, preparation, and storage techniques that prevent cross-contamination
between raw and ready-to-eat foods and between animal and seafood, including sources of other potentially
hazardous food products.
Discuss and practice the proper use of gloves in food handling.
Identify, calibrate and properly use thermometers.
FOCUS STANDARDS
HOSP-ICA-6: Analyze and examine fundamental safety skills and practices
related to the commercial kitchen.
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Discuss principals of basic First Aid treatments for a foodservice
environment including basic cuts, lacerations, abrasions, punctures, CPR,
food allergies, anaphylactic shock, Heimlich maneuver, and minor burns.
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Examine and practice correct Fire Safety procedures using correct
classifications of fire extinguishers, hood suppression systems, and
emergency evacuation routes.
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Practice and examine kitchen safety in the areas of falls, strains, sprains,
and lifting using proper techniques.
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Identify gas safety issues for gas ranges and ovens, including shut off
valves and pilot lights.
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Examine and identify a Material Safety Data Sheet and explain their
importance when handling common foodservice chemicals. Display
manual of all MSDS for each chemical used in the kitchen, dining room,
and dish room.
ACADEMIC/ NATIONAL STANDARDS
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ELACC9-10SL1: Initiate and participate effectively in a range of collaborative
discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–
10 topics, texts, and issues, building on others’ ideas and expressing their own clearly
and persuasively.
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ELACC9-10SL4: Present information, findings, and supporting evidence clearly,
concisely, and logically such that listeners can follow the line of reasoning and the
organization, development, substance, and style are appropriate to purpose, audience,
and task.
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SMI5: Students will compare and contrast parameters affecting microbial growth, ways
of controlling growth of microorganisms, and examine the effects that physicochemical
factors can have on microbes.
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ELACC9-10SL2: Integrate multiple sources of information presented in diverse media
or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy
of each source.
National / Local Standards / Industry / ISTE:
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NFCS-8.2. Demonstrate food safety and sanitation
procedures
UNDERSTANDINGS & GOALS
Enduring Understandings:
 From this session, students will identify and demonstrate proper preventive measures
of biological, physical, chemical contaminants and to identify the factors that affect the
growth of food born pathogens and explain how time and temperature controls can
greatly reduce the risk of bacterial growth in our foods. Additionally, students will
identify the principles of proper receiving, storage, and food handling techniques.
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Food safety is everyone’s responsibility in minimizing the risk of food borne illnesses.
Food handler’s personal hygiene practices are a leading cause of biological and physical
contamination. Knowledge and understanding of one’s personal hygiene and properly
washing one’s hands and knowing when you should wash your hands are vital in
minimizing food contamination and preventing food borne illnesses.
Essential Questions:
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Why is it important to safeguard our food during the receiving, storage and preparation
and service of our food?
Explain how preventing cross contamination and monitoring food temperatures are
essential aspects of a food handler’s diligent responsibilities.
What are the factors that affect the growth of food-borne pathogens?
Why is personal hygiene an important aspect of a food handler’s regular routine?
How does a food handler know if he or she has met the standards required by the state
of Georgia health inspection code?
Why is food safety so important?
 Standards:
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OPENING
HOSP–ICA-4: Demonstrate and practice correct sanitation as it
relates to healthy living and the modern commercial kitchen and
bake shop.
HOSP-ICA-6: Analyze and examine fundamental safety skills and
practices related to the commercial kitchen.
 Essential Question(s):
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Why is personal hygiene an important aspect of a food handler’s
regular routine?
How does a food handler know if he or she has met the standard
required by the state of Georgia health inspection code?
Why is food safety important?
Why is it important to safeguard our food during the receiving,
storage and preparation and service of our food?
 I Can Statements:

Discuss, demonstrate and practice cleanliness, safety and proper
sanitation as defined in the ServSafe curriculum.
OPENINGBELL RINGER
Please ensure that your
sourcebook is organized
properly:
•Cover Page
Name
Period
2014-2015
Intro to Culinary Arts
•Table of Contents
(2 pages- front only)
•Section 1- Bell Ringers
•Section 2- Notes
•Section 3- Lab Report
Which of the following are
potentially hazardous?
1. Raw carrots
2. Sliced melons
3. Bean sprouts
4. Baked potatoes
5. Soda crackers
6. Lettuce
7. Bananas
8. Flour
9. Dry rice
10. Tofu
11. Limes
12. Shell Eggs
13. Soy burger
14. Cheese
15. Bread
OPENINGBELL RINGER
Please ensure that your
sourcebook is organized
properly:
•Cover Page
Name
Period
2014-2015
Intro to Culinary Arts
Start’Em Out Right
ServSafe Case Study
Listen to the following case study
and respond to the questions
below:
1.
2.
•Table of Contents
(2 pages- front only)
•Section 1- Notes
•Section 2- Bell Ringers
•Section 3- Lab Report
3.
What things would you change
or fix in this operation?
What would you include when
designing the personal hygiene
programs?
How would you introduce this
to the staff and to the children?
OPENING
Bell Ringer
Please ensure that your
sourcebook is organized
properly:
•Cover Page
Name
Period
2014-2015
Intro to ECE
•Table of Contents
(2 pages- front only)
•Section 1- Notes
•Section 2- Bell Ringers
•Section 3- Observation
Journal
**Each section should be 30
pages apart**
STUDY BUDDY
Grab a computer and log-in to Edmodo.
Get with a partner at your table and for
the next ten minutes study the
following words for Vocabulary Test:
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•
•
•
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Contamination*
Sanitation*
Bacteria*
Temperature danger zone*
Potentially hazardous foods (PHF)*
First In, First Out (FIFO)*
Cross-contamination*
Sanitary*
Food-contact surface*
Hazard Analysis Critical Control Point
(HACCP)*
Critical control point (CCP)*
Occupational Safety and Health
Administration (OSHA)*
Evacuation routes*
Environmental Protection Agency (EPA)*
Material Safety Data Sheet (MSDS)*
WORK PERIOD- SERVSAFE NOTES
Define the terms (40 Total) in the ServSafe~ Safety & Sanitation PowerPoint on
the school webpage.
Complete the notes below using the CONTAMINATION AND FOOD
ALLERGENS/ THE SAFE FOOD HANDLER PowerPoint
SERVSAFE CONTAMINATION AND FOOD ALLERGENS
 Name the three types of food-borne contaminants
 How are biological toxins produced?
 Name three types of biological toxins.
 Name the three types of chemical contaminants.
 Give seven examples of physical contaminants.
 Name the eight common food allergens.
 What are some symptoms of an allergic reaction?
SERVSAFE THE SAFE FOOD HANDLER
 Name the eight personal behaviors that can contaminate food.
 What are the components of good personal hygiene?
 Outline the steps for proper handwashing.
 How often should gloves be changed?
 What is proper work attire for a foodhandler (list all five)?
WORK PERIOD
SERVSAFE NOTES, MISSING WORK, NAPKIN FOLDS
ALL MISSING WORK MUST
BE SUBMITTED BY
WEDNESDAY, SEPTEMBER
17TH
PRACTICE NAPKIN FOLDS
Define the terms (40 Total) in the ServSafe~
Safety & Sanitation PowerPoint
SERVSAFE CONTAMINATION AND FOOD
ALLERGENS
 Name the three types of food-borne
contaminants
 How are biological toxins produced?
 Name three types of biological toxins.
 Name the three types of chemical
contaminants.
 Give seven examples of physical
contaminants.
 Name the eight common food allergens.
 What are some symptoms of an allergic
reaction?
SERVSAFE THE SAFE FOOD HANDLER
 Name the eight personal behaviors that can
contaminate food.
 What are the components of good personal
hygiene?
 Outline the steps for proper hand washing.
 How often should gloves be changed?
 What is proper work attire for a food
handler (list all five)?
Work Period
Define the terms (40 Total) in the Food Safety & Sanitation PowerPoints on the school
webpage. They are labeled in Presentations in the Culinary Arts course.
Sanitation
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Contamination*
Sanitation*
Bacteria*
Infection
Virus
Parasite
Allergy
Temperature danger
zone*
Potentially hazardous
foods (PHF)*
Foodborne illness
Aerobic bacteria
Anaerobic bacteria
Facultative bacteria
First In, First Out
(FIFO)*
Sanitation
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Cross-contamination*
Clean
Sanitary*
Food-contact surface*
Pest control operator
(PCO)
Hazard Analysis
Critical Control Point
(HACCP)*
Critical control point
(CCP)*
Intoxication
Mold
pH
Pathogen
Chemical hazard
Physical hazard
Biological hazard
Safety
•Occupational Safety and
Health Administration
(OSHA)*
•Heat exhaustion
•Heatstroke
•Fire Extinguisher
•Kitchen hood fire
suppression system
•Arson
•Evacuation routes*
•Fire detectors
•Fire emergency plan
•Environmental Protection
Agency (EPA)*
•General safety audit
•Material Safety Data
Sheet (MSDS)*
SAFETY
Culinary Terminology
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Occupational Safety and Health Administration (OSHA)-governmental agency that
defines and enforces safe working conditions
Heat exhaustion-heat-related condition that results when the body loses too much water
and salt
Heatstroke-more severe heat-related condition in which the body’s usual ability to deal
with heat stress is lost
Fire Extinguisher-pressurized canister filled with a substance that puts out fires
Kitchen hood fire suppression system- an installed, comprehensive fire-fighting
system that automatically puts out a fire before it spreads
Arson- opposite of an accidental fire
Evacuation routes- escape routes
Fire detectors- devices that warn you about a fire so you can get out of the building safely
Fire emergency plan-an established plan of action in case of a fire
Environmental Protection Agency (EPA)-require tracking of chemicals that pose a
risk to health
General safety audit- a review of the level of safety in an establishment
Material Safety Data Sheet (MSDS)-describes specific hazards posed by a chemical
SANITATION
Culinary Terminology
 Contamination-the unwanted presence of harmful substances or levels of dangerous
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microorganisms in food
Sanitation- creation and practice of clean and healthy food-handling habits
Bacteria- single-celled organisms that reproduce by dividing
Infection-illness resulting from live bacteria
Virus-very small organism that invades another cell and causes it to reproduce the virus
Parasite-organism that lives in/feeds on the body of another live creature
Allergy-occurs when the body interprets a normally harmless protein as a dangerous
substance
Temperature danger zone- temperature in which bacteria grows (41F-135F)
Potentially hazardous foods (PHF)- any foods that require time and temperature
control for safety
Foodborne illness- any illness caused by eating contaminated food
Aerobic bacteria- bacteria that require oxygen
Anaerobic bacteria- bacteria that thrives without oxygen
Facultative bacteria- bacteria that can grow either with or without oxygen
FIFO- Rotate stock to utilize the oldest product first
SANITATION
Culinary Terminology
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Cross-contamination-occurs when harmful microorganisms are transferred from one
product to another
Clean- visible appearance that something is unsoiled
Sanitary- an environment that is free from pathogens
Food-contact surface- any surface that comes in contact with food
Pest control operator (PCO)- licensed professional who uses various chemicals, sprays,
and traps to prevent or eliminate infestations
Hazard Analysis Critical Control Point (HAACP)- system that identifies and manages
key steps in food handling where contamination occurs
Critical control point (CCP)- step in food handling at which control can be applied to
prevent or eliminate a food safety hazard
Intoxication- illness resulting from ingestion of bacteria that create/contain toxins
Mold-name for a large family of single-cell fungi
pH-measure of acidity or alkalinity of a substance
Pathogen- an organism that is dangerous to humans
Chemical hazards- any chemical that contaminates food
Physical hazards-solid materials that pose danger to consumers when present in food
Biological hazards- consist of harmful organisms that cause foodborne illness.
Guest Speaker
Jane Arnold
Environmental Health Specialist
 Three questions I
have for
the speaker:
 My questions answered:
 Three other interesting facts that I learned:
Foodborne Illness Rap
Foodborne Illnesses
•Salmonella
•Shigella
 http://www.youtube.com/watch?v=ZbH_mSk2
dNk&feature=related (Don’t Get Sicky Wit It
Music Video)
•Listeria
•Staphylococcal
•Clostridium
•Botulism
•Campylobacteriosis
•Hemorrhagic colitis
•Hepatitis A
You have been given a contract with Woodson
Records to create a Food-borne Illness PSA. It
should be a rap, song, poem that includes facts
about the following:
 Description
Submit Lyrics &
 Symptoms
 Source (Food Involved)/Cause Performance Via
Edmodo
 Treatment/Prevention
•Trichinosis
•Anisakiasis
•Giardiasis
•Toxoplasmosis
•Intestinal Cryptosporidiosis
•Cyclosporiasis
•E-Coli
WRITING TO WIN- Either…Or
If a customer gets sick due to a worker’s safety and sanitation practices, does
the responsibility fall on the individual or the restaurant?
Strategy
 Define the Key Terms
 Copy the question provided.
 Answer the question one way or the
other in a complete sentence.
 Write at least six more sentences in
a paragraph that explains your
answer using at least 5 key terms.
Key Terms
 Safety
 Sanitation
 Responsibility
 Practices
 Penalties
 Reputation
 Lawsuit
PALS Strategy
1) Accurate- Used at least 5 terms
2) Complete- Wrote at least 6 sentences
3) Accurate and Complete- Used at least
5 terms and wrote 6 sentences
Self Assessment
+ (exceed) 5+ Key Terms in 6+
sentences
0 (meet) 3-4 Key Terms in 4-5
sentences
~(approach) 1-2 Key Terms in 4 or
less sentences
Foodborne Illness
Disease carried or transmitted to people by food
Foodborne-Illness Outbreak
Incident in which two or more people experience
the same illness after eating the same food
People at High
Risk for Foodborne
Illness
Infants and preschoolage children
Pregnant women
Elderly people
People taking certain
medications
People who are ill
Potentially hazardous food typically:
• Is moist
• Contains protein
• Has a neutral or slightly acidic pH
• A history of involvement in food borneillness outbreaks
• A natural potential for contamination due
to methods used to produce/process it
Food Favoring the Rapid Growth of Microorganisms
Microorganism
Small, living organism
Mold
Pathogen
Disease-causing microorganism
Toxin
Poison
Yeast
Spoil food and sometimes cause illness
Grow well in acidic food with a low water
activity
Freezing prevents or reduces their growth,
but does not destroy them
Some produce toxins such as aflatoxins
Some spoil food rapidly
Grow well in acidic food with
low water activity
May produce a smell or taste of alcohol
as they spoil food
May appear as a pink discoloration or slime
and may bubble
Microorganisms That Can
Contaminate
Food and Cause Food-borne Illness
Spoilage Microorganism
Microorganism that causes
spoilage, but not illness
Characteristics of Microorganisms
Bacteria
Living, single-celled
Can be carried by
food, water, soil, humans, or
insects
Can reproduce rapidly
under favorable conditions
Some survive freezing
Some form spores
Some spoil food; others cause
illness
Some produce toxins that cause
illness
Viruses
Parasites
They rely on a living cell to
reproduce
Living organisms that need a host
to survive
They do not reproduce in food
Small, often microscopic
Some may survive freezing and
cooking
Can be transmitted from person to
person, from people to food, and
from people to
food-contact surfaces
Can contaminate both food and
water supplies
Grow naturally in many animals
and
can be transmitted to humans
Pose a hazard to food and water
Fungi
Commonly cause food spoilage and
sometimes illness
Food
Microorganisms require nutrients
found in potentially hazardous food to
grow
Proteins
Carbohydrates
Acidity
Pathogenic bacteria grow well in food
that is slightly acidic or neutral (pH of
4.6 to 7.5)
Temperature
Most microorganisms grow well at
temperatures between 41˚F and
135˚F (5˚C and 57˚C)
Time
Foodborne microorganisms need
sufficient time to grow
4 hours or more in TDZ = growth high
enough to cause illness
Moisture
Oxygen
Some pathogens require oxygen to grow,
while others grow when oxygen is absent
Potentially hazardous food typically has an aw of .85 or
higher
Most microorganisms grow well in moist food
Moisture is calculated using a measurement called water
activity (aw)
Foodborne Illnesses
LEAST WANTED POSTER
Students will work with a partner to produce
poster on a foodborne illness. Their focus should
be to make it humorous and engaging for the
class to view.
•Salmonella
•Shigella
•Listeria
•Staphylococcal
•Clostridium
The poster should include:
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Description of this illness
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Funny Image of foodborne illness (microscope
view)
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What foodborne microrganism causes this illness
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Symptoms of this foodborne illness
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How this illness is transmitted (foods, etc.)
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Treatments for this specific foodborne illness.
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Site statistics of foodborne illness.
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Research facts on safe food handling (Prevention).
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What people are at the highest risk
•Botulism
It should be colorful, interesting to look at, and utilize
humor. Students will go on a "Gallery Walk" to
look at each one.
•E-Coli
•Hepatitis A/B
•Trichinosis
•Anisakiasis
•Giardiasis
•Toxoplasmosis
•Cyclosporiasis
DUE Tuesday,
3/3/15!!
Alive Yet Dead
OPENINGBELL RINGER
Please ensure that your
sourcebook is organized
properly:
•Cover Page
Name
Period
2014-2015
Intro to Culinary Arts
What is an allergen? Do
you or someone you
know have a food
allergy? What happens
when you (or them) eat
this certain food?
•Table of Contents
(2 pages- front only)
•Section 1- Bell Ringers
•Section 2- Notes
•Section 3- Lab Report
THE ALLERGEN STORY
Three Types of Foodborne
Contaminants
Biological
Chemical
Physical
Biological
Contaminants
Chemical
Contaminants
Seafood Toxins
Plant Toxins
Mushroom Toxins
Toxic Metals
Pesticides
Cleaning Products
Common Food Allergens
Milk and dairy products
Eggs and egg products
Fish
Shellfish
Wheat
Soy and soy products
Peanuts
Tree nuts
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Physical
Contaminants
Metal shavings
Staples
Glass
Fingernails
Hair
Bandages
Bones
Symptoms of an allergic reaction
include:
Itching in and around the mouth, face, or scalp
• Tightening in the throat
• Wheezing or shortness of breath
• Hives
• Swelling of the face, eyes, hands, or feet
• Gastrointestinal symptoms
• Loss of consciousness
• Death
PEANUTS TO DIE FOR CASE STUDY
A customer at a Mexican restaurant
ordered a combination platter that
included a taco, an enchilada, and
tamales. He asked the server if there
were any peanuts or any other type of
nuts in the dish. The server did not
check with the kitchen but believed that
none of the dishes had peanuts. So she
assured the customer that there were
none in the combo platter.
The customer ate the dinner and shortly before leaving the
restaurant, his face started to itch. Worried that he might be
having an allergic reaction, the customer spoke with the
chef about the dish he had just eaten. The chef confirmed
that the restaurant did use peanut products in their sauces,
but only in small amounts. The customer’s wife quickly
drove the man to the emergency room of a nearby hospital.
The restaurant’s manager later learned that if that hospital
had not been so close, the customer would have died.
 WHAT WENT WRONG?
OPENINGBELL RINGER
Please ensure that your
sourcebook is organized
properly:
•Cover Page
Name
Period
2014-2015
Intro to Culinary Arts
•Table of Contents
(2 pages- front only)
•Section 1- Bell Ringers
•Section 2- Notes
•Section 3- Lab Report
What are the habits of
a safe food handler?
What are the unsafe
habits of a food
handler?
Good personal hygiene includes:
Gloves
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Must never replace hand
washing
Are for single-use only
Should be right for the
task
Must be safe, durable,
and clean
Must fit properly
Must be used properly
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Maintaining personal cleanliness
Wearing proper work attire
Following hygienic hand practices
Avoiding unsanitary habits and actions
Maintaining good health
Reporting illnesses
Hand Maintenance Requirements
for Foodhandlers
When they become soiled or torn
Before beginning a different task
Keep
At least every four hours during
fingernails
continual use
short and clean
After handling raw meat and before
handling cooked or ready-to-eat
food When to Change Gloves
Do not wear false
nails or nail
polish
Bandage cuts and
cover bandages
Foodhandlers must remove:
Personal Behaviors That Can
Contaminate Food
A
B
Scratching the scalp
Running fingers
through hair
C
Touching the nose
D
Rubbing an ear
E
Touching a pimple/sore
F
Wearing a dirty uniform
G
Coughing/sneezing
into the hand
H
Rings (except for a plain band)
Bracelets (including medical ID’s)
Watches
Earrings
Necklaces
Facial jewelry
Spitting
Foodhandlers should:
Wear a clean hat or
other hair restraint
Wear clean clothing daily
Remove aprons when
leaving foodpreparation areas
Remove jewelry
Wear clean, closed-toe
shoes
4-2
A
Proper Handwashing Procedure
4-4
1
Wet hands with running
water as hot as you can
comfortably stand (at
least 100°F/38°C).
2
Apply soap.
4
Clean under fingernails
and between fingers.
5
Rinse thoroughly under
running water.
3
6
Vigorously scrub
hands and arms for at
least twenty seconds.
Dry hands and arms
with a single-use paper
towel or warm-air hand
dryer.
What’s Wrong with This Picture?
4-19
OPENINGBELL RINGER
Please ensure that your
sourcebook is organized
properly:
•Cover Page
Name
Period
2014-2015
Intro to Culinary Arts
•Table of Contents
(2 pages- front only)
•Section 1- Bell Ringers
•Section 2- Notes
•Section 3- Lab Report
Describe the flow of food
based on the drawing above.
To prevent time-temperature abuse:
•
•
•
•
•
Bimetallic Stemmed
Thermometer
Thermocouple
Cook, hold, cool, and reheat food properly
Discard food that spends longer than
four hours in the TDZ
Build time-temperature controls into recipes
Make calibrated thermometers available
Remove only as much food from storage
as necessary
Infrared Thermometer
Time-Temperature Indicators (TTIs)
Immersion Probe
Surface Probe
Penetration
Probe
Ice-Point Method
Step 1
Fill container
with crushed
ice and water
Step 2
Submerge sensing
area of stem
or probe for 30
seconds
Step 3
Hold calibration nut
and rotate
thermometer head
until it reads 32˚F
(0˚C))
5-13
Boiling-Point Method
Step 1: Bring a deep pan
of water to a boil
Step 2: Submerge sensing area of
stem or probe for 30 seconds
Step 3: Hold calibration nut and
rotate thermometer head
until it reads 212F (100C)
Which temperature-measuring device
should be used to check the
___ 1. internal temperature of a hamburger patty?
___ 2. surface temperature of a steak?
___ 3. temperature of chicken during transport?
___ 4. internal temperature of a roast?
___ 5. internal temperature of a large stockpot of soup?
D. Time-temperature
indicator
B. Thermocouple
A. Infrared thermometer
5-11
C. Bimetallic
stemmed
thermometer
OPENINGBELL RINGER
Please ensure that your
sourcebook is organized
properly:
•Cover Page
Name
Period
2014-2015
Intro to Culinary Arts
•Table of Contents
(2 pages- front only)
•Section 1- Bell Ringers
•Section 2- Notes
•Section 3- Lab Report
Why is it not
wise to get
products from
unapproved
sources? What
could be wrong
with these
products?
Which products should be rejected?
1. Beef roasts that are bright red
2. Chicken received at an internal temperature of
50F (10C)
3. Eggs received at an air temperature of 45F (7C)
4. Fresh salmon with flesh that springs back when
touched
5. Flour that is damp
6. Processed lobster received at an internal
temperature of 45F (7C)
7. Live oysters that have a mild seaweed smell
8. Frozen meat with large ice crystals on the meat
and package
9. Clams with shells that do not open when tapped
10. Fresh turkey with dark wing tips
Choose suppliers who get their products
from approved sources
An approved food source:
• Has been inspected
• Is in compliance with applicable local,
state, and federal law
•Label potentially hazardous, ready-toeat food prepared on-site, with date it
was prepared or with when it should be
sold, consumed, or discarded
•Discard food that has passed its manufacturer’s
expiration date- 7 days at 41 F or lower
Rotate products so the oldest inventory is used
first (FIFO)
•Deplete product on a regular basis
•Transfer food between containers properly
•Keep potentially hazardous food out of the
temperature danger zone
•Check temperatures of stored food and storage
areas
•Store food only in designated storage areas
•Keep all storage areas and equipment clean and
dry
Hold potentially hazardous food at 41F (5C) or lower
•Air temperature should be at least 2F (1C)
lower than the desired internal product
temperature
•Monitor food temperature regularly
•Do not overload, line with foil or paper, or
open door too frequently
•Never place hot food in the refrigerator
•Store raw meat, poultry, and fish separately
from cooked and ready-to-eat food OR below
cooked or ready-to-eat food
•Wrap food properly
Used to hold potentially hazardous food at 0F (–18C) or lower
Hold dry and canned food at 50F to 70F (10C to 21C)
•At least 6 inches off the floor
•Away from walls
•Out of direct sunlight
•In a clean area
To maintain proper freezer
temperatures:
•Check unit temperatures regularly
•Do not store warm food inside
•Do not overload units
•Keep doors closed as much as possible
Store at an internal temperature of 41F (5C) or lower
Wrap it in airtight, moisture-proof material OR Store it in
a container
Store at an air temperature of 45F (7C) or lower
Keep eggs in refrigerated storage until used
Use eggs within 4–5 weeks of packing date
Store at an internal temperature of 41F (5C) or lower
Store ice-packed product as is, in self-draining
containers
Store fresh at 41F (5C) or lower
Store frozen at 6F to 10F (–14C to –12C)
Follow FIFO
Discard product that has passed its useby/expiration date
Keep at an internal temperature of 41F (5C) or lower
Store ice-packed product as is, in self-draining
containers
Keep fillets and steaks in original packaging
Storage temperatures will vary by product
Product packed on ice can be stored that way
Do not wash product prior to storage
Store alive at an air temperature of 45F (7C) or lower
Store in original containers
Keep shellstock tags for 90 days from date last shellfish
was used
Store product at 50F to 70F (10C to 21C)
Store in original package or in airtight, clearly
labeled containers
Keep storerooms dry
Check packages for insect or rodent damage
Find the unsafe storage practices
in this picture
OPENINGBELL RINGER
Please ensure that your
sourcebook is organized
properly:
•Cover Page
Name
Period
2014-2015
Intro to Culinary Arts
•Table of Contents
(2 pages- front only)
•Section 1- Bell Ringers
•Section 2- Notes
•Section 3- Lab Report
Critical Temperatures
Label the following critical temperatures
on your thermometer:
• Temperature danger zone
• Refrigerator Temperature
• Freezer Temperature
• Dry Storage Temperature
• Reheating Temperature
• Hot Holding, Minimum
• Cold Holding, Minimum
• Minimum Final Temperatures for Cooking
-Ground Beef
-Beef Roast
-Poultry
Flow of Food
-Fish
•Purchasing and Receiving
-Eggs
•Storage/ Preparation/ Service
-Pork
-Stuffed Meat of any type
Color code the thermometer with the
following.
Red=Danger Zone
Blue = Refrigerator Zone
Yellow = Cooking zone for Meats
The Four Acceptable Methods for Thawing Food
In a refrigerator, at 41F (5C)
or lower
Submerged under running
potable water, at a temperature
of 70F (21C) or lower
Minimum Internal
Cooking Temperature:
165°F (74°C) for 15 seconds
In a microwave oven, if the
food will be cooked
immediately after thawing
(Previously Cooked) Minimum
Internal Cooking Temperature:
165°F (74°C) for 15 seconds
Minimum Internal
Cooking Temperature:
Minimum Internal
Cooking Temperature:
165°F (74°C) for 15 seconds
155°F (68°C) for 15 seconds
As part of the cooking process
Minimum Internal
Cooking Temperature:
155°F (68°C) for fifteen seconds
Minimum Internal
Cooking Temperature:
145˚F (63˚C) for 15 seconds
Minimum Internal
Cooking Temperature:
Steaks/Chops:
145°F (63°C) for 15 seconds
Roasts:
145°F (63°C) for 4 minutes
Hot Held- Minimum Internal
Cooking Temperature:
135°F (57°C)
Minimum Internal
Cooking Temperature:
135°F (57°C) for 15 seconds
Immediate Service-Minimum Internal
Cooking Temperature:
145˚F (63˚C) for 15 seconds
Hot Held- Minimum Internal
Cooking Temperature:
155°F (68°C) for 15 seconds
Minimum Internal Cooking Temperature:
165˚F (74˚C)
135°F to 70°F (57°C to 21°C)
165°F (74°C) for 15 seconds within 2 hours
within 2 hours
and then from
70°F to 41°F (21°C to 5°C) or lower
in an additional 4 hours
Safe methods for cooling food include:
Reducing the quantity or size of the food
Using ice-water baths
Using a blast chiller
Stirring the food
8-26









Check internal temperatures using a
thermometer
Check temperatures at least every four hours
Discard it after a predetermined amount of
time
Protect it from contaminants with overs/sneeze
guards
Prepare it in small batches so it will be used
faster
Hold it at an internal temperature of
135F (57C) or higher
Only use equipment that can maintain this
temperature
Never use hot-holding equipment to reheat
food
Stir it at regular intervals to distribute heat
evenly








Store serving utensils properly
Use serving utensils with long handles
Use clean and sanitized utensils for serving
Minimize bare-hand contact with food
that is cooked or ready-to-eat
Practice good personal hygiene
Hold it at an internal temperature of
41F (5C) or lower
Only use equipment that can maintain this
temperature
Do not store food directly on ice
Delivering






Install sneeze guards
Separate raw meat, fish, and poultry from
cooked and ready-to-eat food
Hand out fresh plates to customers
Label all food items
Maintain proper temperatures
Practice FIFO
Use containers capable of maintaining
proper temperature
Check internal food temperatures regularly
Keep raw products separate from cooked
and ready-to-eat food
Clean the inside of delivery vehicles regularly
Provide food safety guidelines for consumers





Catering





Have potable water for cooking, warewashing,
and cleaning
Have adequate power for cooking/holding
equipment
Serve cold food in containers on ice
Use single-use items
Keep garbage away from food-preparation and
serving areas
Vending




Keep potentially hazardous food at
135F (57C) or higher or 41F (5C) or lower.
Dispense potentially hazardous food
in its original container.
Check product shelf life, and discard food
within seven days of preparation.
Sanitize food-contact surfaces
when replenishing food.
The five most common risk factors
responsible for foodborne illness:
•
•
•
•
•
Purchasing food from unsafe sources
Failing to cook food adequately
Holding food at improper temperatures
Using contaminated equipment
Poor personal hygiene
A HACCP plan is required if an
establishment:
•
•
•
•
•
Smokes, cures, or uses food additives to preserve
food
Packages food using a reduced-oxygen packaging
method
Offers live, molluscan shellfish from a display tank
Custom-processes animals for personal use
Packages unpasteurized juice for sale to the
consumer without a warning label
Principle One: Conduct a Hazard Analysis
Principle Two: Determine Critical Control
Points (CCPs)
Principle Three: Establish Critical Limits
Principle Four: Establish Monitoring
Procedures
Principle Five: Identify Corrective Actions
Principle Six: Verify That the System
Works
Principle Seven: Establish Procedures
for Record Keeping and Documentation
Steps for
Cleaning and
SanitizingThree
Compartment
Sinks
Cleaning
Sanitizing
Process of removing food
and other types of soil
from a surface
Process of reducing the
number of microorganisms on
a clean surface to safe levels.
Nonabsorbent flooring should be used
Must be conveniently located
With food-contact surfaces
Look for the following marks when
purchasing equipment:
NSF International Mark: Equipment has been
evaluated, tested, and certified as meeting
international commercial food-equipment standards
Underwriters Laboratory (UL) Mark:
Equipment is in compliance with NSF standards
or UL’s environmental and public health standards
Uses prevention measures to keep pests
from entering the establishment
Uses control measures to eliminate any pests
that do infest it
Will be successful if you work closely with a
licensed pest control operator (PCO)
The Three Rules of
Integrated Pest Management
•Deny pests access to the establishment
•Deny pests food, water, and shelter
• Work with a licensed PCO to eliminate pests
that do enter
Signs of a cockroach infestation
include:
A strong oily odor
Droppings similar to grains of pepper
Capsule-shaped egg cases
Signs of a rodent infestation
include:
Shiny, black droppings
Evidence of gnawing
Tracks
Nesting material
(scraps of paper, cloth, hair)
Burrows in dirt or along foundation
•Keep them in original containers
•Lock them in cabinets away from foodstorage
and food-preparation areas
•Dispose of them as per local regulations
•Keep corresponding MSDS on the
premises
•Know your local and state sanitation regulations
•Perform continuous self-inspections
•Ensure that your staff knows what to do in your
absence
•Ask for identification
•Cooperate
•Take notes
•Keep the relationship professional
•Be prepared to provide records
•Discuss violations and time frames
for correction with the inspector
•Follow up by determining why
each violation occurred
•Significant lack of refrigeration
•Backup of sewage
•An emergency (fire, flood, etc.)
•Serious pest infestation
•Lengthy interruption of
electrical/water service
http://www.fsis.usda.gov/Oa/foodsafetymobile/mobilegame.swf
 http://www.osha.gov/SLTC/youth/restaurant/strains_foodprep.html
(Youth Worker Safety in Restaurants)
The Food Preparation area of a restaurant offers young workers an opportunity for
developing skills in culinary art, sanitation principles, and in the use of kitchen
equipment. Young workers in this area may also be exposed to the following hazards:
Machine Guarding
Knives and Cuts
Kitchen Equipment
Strains and Sprains
Slips/Trips/Falls
Read all of the restaurant modules and the TAKE THE QUIZ and play the Restaurant Safety Puzzle Game!
You will receive a puzzle piece for each quiz you finish correctly. If you finish all the quizzes, the puzzle
will be complete and you may print a completion certificate. If you close the puzzle board you will lose
your puzzle pieces and will need to start over.