Don't Eat That!

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Course Title:

  Fundamentals of Culinary Careers

  Course Number:

  8809200

  Career Cluster:

  Hospitality and Tourism

  CIP Number:

  0420040106

  Course Type:

  EXPL-Middle School Programs

  CTE Standard(s) and Benchmark(s):

  CTE-HOSP.68.8809200.5.2 - Identify common food borne illnesses, their causes and symptoms.

  Integrated benchmarks: ELA or Other:

  SC.6.L.14.6 Compare and contrast types of infectious agents that may infect the human body,
  including viruses, bacteria, fungi, and parasites.

  ELA.6.C.4.1 Conduct research to answer a question, drawing on multiple reliable and valid sources, and refocusing the inquiry when appropriate.

  Grade level(s)

  6

• Unit Outline

  
  

  This lesson is designed to be used with the case study, “Would you like some Pathogens with that meal?.” See CPALMS resource ID#220020.

• Career Connection

  
  

  Students will strengthen their Critical Thinking Durable skill by processing information and articulating their knowledge related to pathogens and food borne illnesses.

  Students will strengthen their Creativity Durable skill by determining the most effective way to present information to a given audience as they create a pathogen poster focused on safety in food handling scenarios.

• Learning Objectives

  
  

  Students will be able to:

  • Identify common food borne illnesses.
  • Determine the causes (specific pathogen) and symptoms of the illnesses as well as ways to prevent their spread.
  • Conduct research to gather information from reliable sources on pathogens and the food borne illnesses they cause.

• Prior Knowledge

  
  

  Students should be able to:

  • Explain that pathogens (infectious agents) can cause harm to the human body.
  • Identify common types of pathogens (infectious agents) including bacteria, virus, fungus, and parasites.

• Guiding Questions

  
  
  • Why is it important for people to understand the risks of food borne illnesses?
  • Why are pathogens (infectious agents) dangerous to the human body?

• Procedure

  
  

  1. To introduce the lesson, ask the students to think about a time when they were about to eat a meal and someone asked them, “Did you wash your hands?”

  • Ask them to think about, what they were doing right before they started to eat and whether they think that activity would be potentially dangerous had they not washed their hands (ex. If they were playing outside and then came in for dinner, what might be the concerns?) Teacher note: this can be a thinking exercise only rather than a discussion
  • Use the Case Study to guide the discussion to understanding that food itself can be dangerous if it is not handled properly. Copies of the Case study can be printed and provided to each student or in small groups. Also brainstorm places where food safety would affect them (ex. restaurants, school cafeteria, home)

  i. What mistake did Lukas make?

  ii. Why did Sammy tell Lukas to remake the salads?

  iii. What are some additional safe practices that can be used to prevent food borne illnesses?

  2. Organize the students into small groups. Give each group a pathogen name from the web sources (Cronobacter, Cyclospora, E.coli, Listeria, Hepatitus A, Norovirus, Clostridium, Camphylobacter, Staphyloccocus, Toxoplasma gondii). Have them discuss briefly what they already know about their pathogen (if anything)

  3. Refer to the Salmonella Poster as an example of a way that important information related to food borne illnesses is communicated in industry. Discuss ways that the poster is effective and why having a poster like this would be important in a restaurant.

  4. Have the groups research their pathogen using the following websites

  • FDA website https://www.fda.gov/food/outbreaks-foodborne-illness/foodborne-pathogens
  • CDC website https://www.cdc.gov/food-safety/about/index.html

  5. Each group should document

  • the name of their pathogen
  • the food borne source of the pathogen (including identifying whether it is a bacteria, fungus, virus, or parasite)
  • the symptoms of illness caused by the pathogen
  • ways to prevent the spread of the pathogen.

  6. Groups should then work together to design a poster (digital or paper) to share what they learned. They should think about where their poster might be used (ex. a restaurant, school cafeteria, home kitchen). Groups should be provided the Rubric either printed or displayed as they work on their poster.

  7. To bring the lesson to a close, have each group share their poster then have students go on a Gallery Walk to provide feedback (via sticky notes or other written means) to at least 2 posters other than their own. Guide them to think about how effective the poster would be in communicating the importance of safe practices.

  8. Exit ticket: Have students write one comparison they noted between 2 of the pathogens (ex. comparing the ways to prevent them or what symptoms they caused)

  9. Future of Work Questions

  • For what careers should someone be knowledgeable about food borne pathogens?
  • How would knowledge about food borne pathogens help me in my daily life?

• Teacher Notes

  
  
  • Between the two websites there are up to 10 pathogens (may want to skip salmonella since it was the focus of the case study) so teachers have flexible grouping options.

• Optional

  
  

  Summative Assessment Ideas:

  • The Pathogen Rubric can be used to assess the group posters. The rubric is purely to assess the content found as a result of research. Teacher may choose to include additional criteria related to the design of the poster, the presentation, and/or the function of the group as desired.