Microbes Wreaking Havoc in the Kitchen

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Program Title:

  CAR-PREP High School Career Preparatory Program

  Course Title:

  Food Science Applications

  Course Number:

  0102030100

  Career Cluster:

  Agriculture Food & Natural Resource

  CIP Number:

  8129210

  Course Type:

  CTE

  CTE Standard(s) or benchmarks:

  AFNR.9123031.8129210.6.1 Examine and identify contamination hazards associated with food products and processing (physical, chemical, and biological).

• Unit Outline

  
  

  This lesson is designed to be used with the case study, “Microbes Wreaking Havoc in the Kitchen.” See CPALMS resource ID#215768.

• Career Connection

  
  
  • Occupation-specific skills introduced in this lesson will aid students in recognizing and categorizing potential hazards of food contamination.
  • Using logic and reasoning to identify the alternative solutions or approaches to problems.
  • Talking to others to convey information effectively.

• Learning Objectives

  
  

  Students will be able to:

  • examine a case study to identify various scenarios that lead to food contamination.
  • distinguish between different types of food contamination.
  • develop a plan to address food contamination hazards in the workplace.

• Prior Knowledge

  
  

  Students should be familiar with the following vocabulary:

  • Contamination, microbes/living organisms, virus, foodborne illness, food contact surface, pathogen, toxin, BAC guidelines, cross contamination, FAT TOM (food, acidity, temperature, time, oxygen, moisture)

• Guiding Questions

  
  
  • What responsibilities do workers within food service have in regard to the health and safety of their customers?
  • How can one ensure the safe preparation and handling of foods?

• Procedure

  
  
  1. To introduce the lesson, ask students to think about the last time they went to a restaurant or fast-food establishment and really paid attention to their surroundings.
     • Guiding Questions could include:
       • Did you notice the number of times or various surfaces the worker touched?
       • Were they wearing gloves or hair nets?
       • Did they perform both front and back of the house duties?
  2. Write on the board: “What responsibilities do workers within the foodservice industry have in regard to the health and safety of their customers?”
     • Have students brainstorm individually or in small groups some responses to this question.
     • Write the answers where all students can see the class response.
  3. Divide students into pairs or small groups and give them the Case Study ID# 215768 Microbes Wreaking Havoc in the Kitchen to read.
  4. After reading the case study, students can now work in pairs or small groups to fill in the graphic organizer labeled ‘Microbes Wreaking Havoc in the Kitchen’.
  5. Students are looking for incidences of contamination whether it is physical, chemical or biological in each of the scenarios to organize onto the handout. Student Answers will vary.
     • For instance, after reading the section of the case study for BriShaun, under the contamination hazard column Biological heading maybe a student would list germs on the countertop being introduced into the soup, and under Supporting Evidence they list spoon laid down on counter top and then reused to stir the soup, then under Plan for safe handling food products they list ways to avoid surface contact contamination such as always use clean utensils.
     • There is a page/section for each character as they all exhibit various types and methods of introducing contaminants into the food products through their handling process.
  6. Students should be able to use evidence from the story, logic and reasoning from prior knowledge or course work to compile guidelines on proper techniques for preparation, storage and handling of food products for human consumption.
  7. Students should be able to give an oral presentation of their findings to peers. Suggestions:
     • Divide the class into teams
       • Have teams of students present one of the three characters. Have each team role-play their character's actions:
         • First, teams are role-playing the script as written
         • Second, teams are role-playing with changes they have added to the Plan for safe handling of food products section in their handout to correct the mistakes of their character.
       • Students can draw a picture of their character with labels of areas they committed different contaminations and explain to the class ways to correct the issues from the Plan for safe handling of food products section in their handout.
     • Oral Presentation Requirements: students should be able to speak clearly, show eye contact with their audience, have clear talking points and can offer a question & answer section at the end of the presentation.
  8. Follow-up discussion questions for formative or informal assessment
     • What are some physical contamination hazards associated with food products or processing?
     • What are some chemical contamination hazards associated with food products or processing?
     • What are some biological contamination hazards associated with food products or processing?

• Teacher Notes

  
  
  • The hook will come from a memory or life experience that most students have encountered. If you would prefer a common experience, you can pull a video clip from the internet of someone placing an order at a restaurant/fast food establishment to set the stage.
  • Extension Activity: Students can research how different types of contamination (physical, chemical or biological) could impact consumers to build on their understanding of the importance of proper procedures in the handling of food for human consumption.