TLP Format Course Title: Food and Nutrition Grade Level: 7th grade (Days 3 and 4 are for

older grades if applied) Dates: 5 days (over Halloween) Instructor: Taylor Shafer

Broad Concept: Safe and Sanitary Food Handling Sub-concept/topic: Farm-to-Table Safety Continuum, Food Safety and Sanitation in the Kitchen, Stopping Food-borne Illnesses, Cross-contamination, Restaurant applications Recurring Concern: What should be done about educating students to make wise and safe food choices at home and at restaurants? Learner Outcomes: - The student learner will be able to recognize and correct unsafe and unsanitary cooking conditions in the kitchen. - The student learner will be able to comprehend the safety procedures used by processing facilities and farmers. - The student learner will be able to take necessary steps to diminish their chance of getting a Food Borne Illness. - The student learner will be able to apply the information learned at home and in the food labs. Key Questions: - How can we stop cross-contamination while handling raw poultry, meats, or eggs? - Why should students keep their hands away from the moving parts in garbage disposals? Mixers? Sharp objects? - What types of contaminants do factories test their food products for? - How does the government inform its citizens of a currently unsafe food choice? (food recall) - What is the temperature danger zone? - What happens to germs in foods that remain in the temperature danger zone? - What are some of the most common food borne illnesses? What are their sources? - How could I put out a grease fire in my kitchen at home? - Where are the fire extinguishers and fire blanket located in the lab room? - How should we treat the different categories of burns? FCS Essential Learning and NE Standard: National Standards - 8.2-Demonstrate food safety and sanitation procedures - 14.4-Evaluate factors that affect food safety from production through consumption.

Nebraska Standards-

FCS 06-12.7.1- Demonstrate nutrition and wellness practices that enhance individual and family well being. FCS .7.F- Evaluate factors that affect food safety, from production through consumption.

Assessment: Rationale: The students in this class have a wide variety of limited foods and cooking background. Because of this, safety and sanitation are a huge focal point that will be ongoing and used throughout the entire class. Due to the topics covered in this unit the students will be able to cook nutritious meals while diminishing their chance of getting a food borne illness or being injured in the kitchen. The students would be more susceptible to these illnesses and injuries without the knowledge and experience gained through this class. To accomplish the positive outcome, the students will take notes on lectures concerning safety and sanitation protocols that will be observed in the class, as well as, researching and presenting in small groups about a food borne illness. The students knowledge of these topics will culminate in a test over the learned material. Students will be able to make wise food preparation decisions in order to diminish the chance of food borne illness, injury in the kitchen, and how to handle emergency situations. Day #1-Set: Intro and welcome to Food Safety and Sanitation Unit. We will be watching a video about the importance of food safety and sanitation during cooking. Activity #1Watch Dr. X and the Quest for Food Safety video. Go through the following questions verbally or have them answer the questions on the attached questions worksheet. (45 minutes) Guiding Questions: - How do bacteria multiply? - How fast can bacteria multiply? - Whats the difference between an electron microscope and a light microscope? - Why was Dr. X concerned about what happened at Barkeley House? Fill-in-the-Blank Notes pages (formative) Dr. X Video Questions (formative) Food borne Illness Research project and mini-presentation (Formative/Summative) Safety and Sanitation Test (summative)

Dr. X talked about his 4 food safety weapons for fighting harmful bacteria; what are they? What's the significance of O157:H7? Dr. X described the "baddest of the bad"; what was he referring to? What does DNA have to do with bacteria? What does DNA tell us? What does science have to do with food safety? Whose responsibility is it to keep our food supply safe along the Farm-to- Table Continuum? What effect does each of the 4 Cs have on bacteria

Summary/Conclusion: Today we have learned some introductory information about why food safety and sanitation is important and gotten some ideas about how to implement it in our kitchens. Enjoy the rest of your day! Day #2 Set: Halloween candy- Your parents have always warned you about potentially dangerous Halloween candy. What types of candy have you been told to avoid?(homemade, damaged, etc) Why? (3 minutes) Activity 1: Powerpoint about Food Safety from the Farm to the Table. (Including abbreviated Positive/Negative Exemplar Intro. ) Guiding questions and comments in the notes section of the ppt. (25 minutes) Guiding Questions: - What happens to germs in foods that are in the temperature danger zone? - How are food items shelved/stored in most groceries/retail stores? (FIFO) - What is the difference between a use by and sell by date? - How are some foods judged based more on quality versus safety? - What is the minimum amount of time that we should wash our hands in hot, soapy water? - When should we clean up spills? - Has anyone in class ever known someone who has had food poisoning or had it themselves? - What should you do right away after a burn happens? - Etc. Transition: Now that you have learned about both food safety and sanitation, we are going to combine the two in a review for the test later this week. Topics discussed during the powerpoint and on the Jeopardy will be on the test.

Activity 2: Verbal Quiz over Safety and Sanitation a la Jeopardy Powerpoint with different Kitchens/Tables competing against each other. (15 minutes) Conclusion: Discussion concerning article not being able to find legitimate proof of someone handing out harmful snacks http://content.time.com/time/nation/article/0,8599,1933329,00.html However, what should we be on the lookout for anyway? (and factory-style recalls etc) and obeying parents wishes. (2 minutes) Day #3Set: Discuss the importance of Food borne illnesses in regards to food safety and sanitation. Go through the rubric for the group presentation on their assigned food borne illness. The food borne illnesses covered will be E. Coli, Listeria, Salmonella, Trichinosis, Norovirus, Botulism, Staph and Campylobacter. (7 minutes) Activity #1: Students will be broken up into groups of 3 or 4 depending on the size of the class in order for all eight aforementioned food borne illnesses to be covered. Students will be given one class period to work in the computer lab to finish this assignment otherwise all preparation must be completed outside of class. Presentations will be on Day #4. Presentations must be between 57minutes long and included the required information. The teacher will draw extra attention to information from the presentations that will be on the test. (40 minutes) Guiding Comments: - Each student will be required to speak concerning atleast one component of your presentation. - Each student is expected to contribute to the outcome of the groups presentation. If I do not see you contributing, your grade will be effected accordingly. - You are free to incorporate creativity through visuals or the means of your presentation. - If you have any questions concerning your presentation, feel free to ask me. - I highly recommend going through the presentation several times before you present in front of the class. Summary: Good job focusing and working hard creating your food borne illness presentations. These must be completed and fulfill all of the requirements on the rubric. Please let me know if you need a pass to work on this assignment during a study hall or after school etc. Day #4Set: Encourage students that you have great confidence in their abilities and their work on the presentations thus far. We are all excited to learn more about their topic, and especially how to

prevent it in the kitchen. Allow the students to have 7 minutes to practice and prepare for their presentations. (8 minutes). Activity #1: Students will give their 5-7 minute presentations and the teacher will bring extra attention to a point of two of her choosing that will be on the test. (30 minutes) Guiding Questions/Comments: - What foods is your foodborne illness found in? - How is your foodborne illness spread? - How can we kill/prevent your foodborne illness from being in our cooked foods? - How are foods exposed to your foodborne illness? Summary: A special thanks to each of our groups today who all did a good job sharing what they learned about their assigned foodborne illness. Our job now is to apply what we have learned from your presentations in our kitchens throughout the semester. Day #5Set: Students will be given one last opportunity of 5 minutes to ask any more review questions on topics they were confused about for the test. Students will also be given 1 piece of candy prior to the test. Activity #1: Students will be given the entire rest of the period to complete the test unless prior arrangements have been made. Guiding Questions/Comments: - Students will sit four or less to a table. - Please take your test in a spot where you can succeed on your own merit. - If you have any questions about the wording of a question, please raise your hand, and I will try to help. I will not give you the answer. - You will have until the end of the period to complete the test. If you feel like you will need extra time, please let me know. - This will be a silent test, so please do not talk until the last test has been turned in. - Good luck and you may begin! Summary: Thank you for working hard and turning your tests in. I will have them graded for you by your class tomorrow. Have and nice weekend and see you on Monday! Resources & Materials Needed? o Powerpoint for Food Safety and Food Sanitation

o Jeopardy powerpoint for Safety and Sanitation review o Dr. X Food Safety Video Questions. (available from https://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0 CCoQFjAA&url=http%3A%2F%2Fgactaern.org%2FUnit%2520Plan%2FNutrition%2 520and%2520Food%2520Science%2FFood%2C%2520Nutrition%2520and%2520 Wellness%2FFCS_FNW_1%2FFCS_FNW_1_DRXVideoReviewQuestionsTeacherKe y.doc&ei=H7WOUov9DYmW2QXR2YHgCQ&usg=AFQjCNGGkrlLorfPlDITtHFh9nX WoyMSIw&sig2=LWwynppLsWQ1-yMTpqeAdg&bvm=bv.56988011,d.b2I o US Food and Drug Administration. (2013). Dr. X and the Quest for Food Safety. (available from
http://www.fda.gov/Food/FoodScienceResearch/ToolsMaterials/ucm182117.htm).

o o o o

Rubric for Food borne illness small group presentations. Food Safety and Sanitation Test/Quiz (paper copy from rough draft) Projector Computer cart or lab time for Day 3

Special Accommodations for student with ODD/ADD- Focus prompts - Ability to have test read to them - Extra time to complete assignment