How does employee hygiene affect customers?

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Program Title: Culinary Arts

  Course Title: Culinary Arts 1

  Course Number: 8800510

  Career Cluster: Hospitality & Tourism

  CIP Number: 0420040210

  Course Type: High School Career Preparatory Program

  CTE Standard(s) Or Benchmark(s):

  • CTE-HOSP.912.8800510.2.1 Follow standard procedures for physical, chemical, and biological hazard control.

  • CTE-HOSP.912.8800510.2.8 Demonstrate and utilize proper personal hygiene and personal health precautions (hand washing; use of gloves; grooming; proper hair restraints, closed-toe shoes, aprons, uniforms).

• Unit Outline

  
  

  This lesson is intended to be used with the case study "Pretty Nails, Pretty Dangerous!". See CPALMS resource ID 215762.

• Career Connection

  
  

  This lesson will help students develop career building skills and build industry content knowledge. By analyzing and deciding on the case study's conclusion, students will practice active listening and effective oral communication within their groups. This collaborative effort will foster positive relationships, teamwork, and integrity.

• Learning Objectives

  
  

  Students will be able to:

  • Use industry vocabulary to describe issues in the case study.
  • Role play to represent solutions to the case study.
  • Discuss the importance of personal hygiene and adherence to safety procedures to avoid food contamination.

• Prior Knowledge

  
  

  Students should know and be able to explain:

  • Proper personal hygiene.
  • How to wear and use personal protective gear.
  • Causes and sources of food contamination.

• Guiding Questions

  
  
  • How does a food service worker's personal hygiene impact customers?

• Procedure

  
  
  1. To introduce the lesson, ask students to observe the room and find something in the class that may lead to food contamination. Have students make a mental note of what they find before facilitating a discussion about the three categories of contaminants. Students should know:
     • Physical contaminants include objects like hair, glass, metal shavings, or bits of plastic that ca accidentally get into fod.
     • Chemical contaminants include harmful substances like cleaning agents, pesticides, or kitchen chemicals that can contaminate food.
     • Biological contaminants include microorganisms such as bacteria, viruses, parasites, or fungi that can cause foodborne illnesses.
  2. Ask students to consider the components that make up proper workplace personal hygiene. Allow students to share their answers and connect them to the opening by having students elaborate on how those components prevent contamination.
  3. Pass out a copy of the case study "Pretty Nails, Pretty Dangerous!" to each student and allow them time to read it individually. Encourage students to annotate the case study as they read, making note of any personal hygiene and contamination concerns.
  4. Once students finish reading the case study, faciliate a whole group discussion using the following questions:
     • What should Jane have done when she first noticed that her nails cut through her gloves?
     • How could Marie have spoken differently to Jane?
     • What are the potential consequences for customers when food service workers neglect personal hygiene practices?
     • Why are safety standards, such as wearing gloves, important in a food service environment?
     • Was the head chef, Pierre, right in sending Jane home? Why or why not?
     • How can the restaurant ensure that all staff understand and adhere to hygiene and safety practices?
  5. Divide students into groups of 3 and explain that they should each take on the role of a character in the case study; Jane, Marie, or Pierre. Each student will act out their role and, as a group, decide on an outcome or solution for the case study. Allow students time to plan out their role play and solution to address the contamination issue.
     • Students can be given sticky name tags to wear so that everyone is aware of which character is being played by each person.
  6. Once groups have planned out their role play and practiced a few times, each group will role play in front of the class to showcase thier solution to the case study.
     • Other groups can provide their thoughts and feedback on how effective they think the solutions are.
  7. To bring the lesson to a close, have students complete the Employee Hygiene handout (see attachments) to reflect on what the characters could have done differently in the case study and how that would have had a more positive, productive, and professional outcome.

• Teacher Notes

  
  
  • Before implementing this lesson, set up or stage the classroom/workspace with a safety infraction (cleansers next to food items, cluttered work area, improper storage of ingredients, improperly stored knives, unlabled containters, etc.).
  • If the classroom has workstations/lab tables, have student groups role play at tables and use provided gloves. The student that plays Jane can cut or tear a hole in one or two glove fingertip(s).