Serving It Safe Workbook

Serving It Safe
Course Workbook
National Food Service Management Institute

The University of Mississippi
2009
This project has been funded at least in part with Federal funds from the U. S. Department
of Agriculture, Food and Nutrition Service through an agreement with the National Food
Service Management Institute at The University of Mississippi. The contents of this
publication do not necessarily reflect the views or policies of the U. S. Department of
Agriculture, nor does mention of trade names, commercial products, or organizations
imply endorsement by the U. S. government.
The University of Mississippi is an EEO/TitleVI/Title IX/Section 504/ADA/ADEA Employer.
2009, National Food Service Management Institute,The University of Mississippi
Except as provided below, you may freely use the text and information contained in this
document for non-profit or educational use providing the following credit is included
Suggested Reference Citation:
National Food Service Management Institute. (2009). Serving it safe course workbook.
University, MS: Author.
The photographs and images in this document may be owned by third parties and used
by the University of Mississippi under a licensing agreement. The University cannot,
therefore, grant permission to use these images. For more information, please contact
nfsmi@olemiss.edu.
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Building the Future Through Child Nutrition
The National Food Service Management Institute was authorized by Congress in 1989
and established in 1990 at The University of Mississippi in Oxford and is operated in
collaboration with The University of Southern Mississippi in Hattiesburg. The Institute
operates under a grant agreement with the United States Department of Agriculture,
Food and Nutrition Service.
PURPOSE
The purpose of the National Food Service Management Institute is to improve the
operation of child nutrition programs through research, education and training, and
information dissemination.
MISSION
The mission of the National Food Service Management Institute is to provide information
and services that promote the continuous improvement of child nutrition programs.
VISION
The vision of the National Food Service Management Institute is to be the leader
in providing education, research, and resources to promote excellence in child
nutrition programs.
CONTACT INFORMATION
Headquarters
Phone: 800-321-3054
Fax: 800-321-3061
www.nfsmi.org
ducation and Training Division
E
Information Services Division
6 Jeanette Phillips Drive

P.O. Drawer 188
University, MS 38677-0188
Applied Research Division

The University of Southern Mississippi
118 College Drive #10077
Hattiesburg, MS 39406-0001
Phone: 601-266-5773
Fax: 888-262-9631
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Table of Contents
Course Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Lesson 1: Food Safety is Top Priority . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Lesson 2: Prevent Foodborne IllnessUnderstanding Microorganisms. . . 17
Lesson 3: Basic Facts about Microorganisms. . . . . . . . . . . . . . . . . . . . . . . . . 50
Lesson 4: A Clean and Sanitary Foodservice Operation . . . . . . . . . . . . . . . . 64
Lesson 5: A Process for Preventing Foodborne Illness . . . . . . . . . . . . . . . . . 79
Lesson 6: Food Safety Programs in Schools . . . . . . . . . . . . . . . . . . . . . . . . . 118
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Course Checklist
Instructions: In the blanks provided, write the date that each assignment
is completed.
Planning
1. _ _____ Set a schedule for completing the course.
2. _ _____ Secure a 3-ring binder to hold your course workbook.
3. _ _____ Gather a pen or pencil and note paper.
Lesson 1: Food Safety is Top Priority

1. _ _____ Lesson 1 Pre-Quiz
2. _ _____ Foodborne Hazards Activity Sheet

3. _ _____ Standard Operating Procedure Activity
4. _ _____ Lesson 1 Post-Quiz
Lesson 2: Prevent Foodborne IllnessUnderstanding

Microorganisms

2. _ _____ Steps in the Flow of Food Activity Sheet
3. _ _____ Wash Your Hands Video Viewing Guide
4. _ _____ Using Thermometers Video Viewing Guide
5. _ _____ Calibrating Thermometers Video Viewing Guide
6. _ _____ Calibrating a Thermometer with the Ice Water Method Activity
7. _ _____ Cross-Contamination Matching Game
8. _ _____ Case Study: Field Trip Frenzy
Lesson 3: Basic Facts about Microorganisms

2. _ _____ Factors that Influence Bacterial Growth Activity Sheet
3. _ _____ Case Study: Watch Me Do It Right
4. _ _____ Action Plan: Basic Facts about Microorganisms
Lesson 4: A Clean and Sanitary Foodservice

Operation

2. _ _____ Food Safety Checklist
3. _ _____ Pest Problems at Red Oak High School Activity Sheet
Lesson 5: A Process for Preventing Foodborne

Illness

2. _ _____ Receiving Decisions Activity Sheet
3. _ _____ Case Study: Safe In, Safe Out
4. _ _____ Sample Invoice Activity Sheet
5. _ _____ Reviewing a Recipe Activity, Pasta Toss with Vegetables D-14
6. _ _____ Thawing Food Activity Sheet
7. _ _____ Cooling Food Video Viewing Guide
8. _ _____ Concepts Important for Employee Training Activity Sheet
Lesson 6: Food Safety Programs in Schools

2. _ _____ Evaluating a Standard Operating Procedure
3. _ _____ Developing a Food Safety Program Video Viewing Guide
4. _ _____ Process Category Activity Sheet
5. _ _____ Food Flow Activity Sheet
6. _ _____ My Agenda for Improving Food Safety
8. _ _____ Certificate of Completion for Serving It Safe
Your signature_ ____________________________________________
Food Safety is Top Priority
Lesson Introduction and Learning Objectives . . . . . . . . . . . . . . . . . . . . . . . . . 5
Lesson 1
Lesson 1: Food Safety is Top Priority
Reasons Why Food Safety Should be a Top Priority . . . . . . . . . . . . . . . . . . . . 6

Activity Sheet: Foodborne Hazards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Food Safety Fact Sheet: Biological Hazards. . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Food Safety Fact Sheet: Chemical Hazards . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Food Safety Fact Sheet: Physical Hazards . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Food Safety Fact Sheet: Temperature Danger Zone . . . . . . . . . . . . . . . . . . . . 14
Resources and References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Food safety is one of the basic responsibilities of all foodservice employees. This
lesson focuses on basic food safety hazards that can occur in a foodservice operation,
and how foodservice employees can use good food handling practices to minimize
or eliminate a food safety hazard from occurring.
Lesson 1
Lesson Introduction and Learning Objectives
After completing this lesson, you should be able to

1. Describe why food safety is a top priority in school nutrition programs.
2.
Define foodborne illness and foodborne outbreak.
3.
Give examples of biological, chemical, and physical hazards.
4. Give examples of how to prevent biological, chemical, and physical hazards.
5. State the upper and lower temperatures in the temperature danger zone.
1. We are serving children.
2. We are committed to the health and safety of children.
3. Food safety is a basic requirement of our job.
4. Food safety is the law.
5. There have been lots of foodborne illness outbreaks.
6. There have been a number of food recalls.
7. To keep negative publicity from our school.
8. To minimize the risk of litigation.
Lesson 1
Reasons Why Food Safety Should be

a Top Priority
Foodborne Hazards
Instructions: Identify the biological hazards by putting a B on the line, chemical

hazards with a C, and physical hazards with a P. Then check your answers at the
bottom of the page.

1. ______ Hepatitis A
2. ______ Staple
3. ______ Norovirus
4. ______ Copper
5. ______ Hair
6. ______ Insecticides
7. ______ Bacillus cereus
8. ______ Band-aid
9. ______ Fingernail
Lesson 1
Activity Sheet
10. _ _____ Rinsing Agent

11. _ _____ Bones
12. _ _____ Listeria monocytogenes
13. _ _____ Broken Glass
14. ______ Detergent
(Answers: 1) B; 2) P; 3) B; 4) C; 5) P; 6) C; 7) B; 8) P; 9) P; 10) C; 11) P; 12) B; 13) P; 14) C.)
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Biological Hazards
Introduction
There are three types of hazards that can cause food to be
unsafe: biological hazards, chemical hazards, and physical
hazards. Foodservice employees have the responsibility to
identify and minimize hazards in the food they serve.
Here Are the Facts
Biological hazards occur when bacteria, viruses, molds, yeasts,
or parasites contaminate food. Controlling time and temperature
of food is critical for minimizing biological hazards because
microorganisms grow rapidly in the temperature danger zone
41 F135 F.
Use Disposable Gloves Properly (2005).
Application
Follow good personal hygiene practices identified in the standard operating procedures.
Wear clean uniforms and aprons.
Follow appropriate handwashing practices.
Use gloves for handling ready-to-eat foods.
Purchase food from approved sources.
Require documentation that proves vendors follow a food safety program based on HACCP
principles or good manufacturing practices.
Include food safety requirement on bid specifications.
Follow good receiving practices.
Discard any containers that are dented, bulging, or cracked.
Make sure that all food packaging is intact. If not, discard.
National Food Service Management Institute The University of Mississippi
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Control time and temperature of food.

Store foods at the appropriate temperature.
Limit the time that food is at room temperature during preparation.
Thaw foods using proper thawing procedures.
Cook food to the appropriate end-point cooking temperature.
Hold hot food at 135 F or above.
Hold cold food at 41 F or below.
Check temperature of food at the beginning and end of transportation.
Cool food properly.
Cool from 135 F to 70 F in 2 hours or less. Take immediate corrective actions if
cooling is not done within time guidelines or discard product.
Cool from 70 F to 41 F in an additional 4 hours
Reheat food to 165 F for 15 seconds within 2 hours.
Lesson 1
Biological Hazards, continued
Check and record time and temperatures following monitoring procedures in your
foodservice operation.
Follow procedures to avoid cross contamination.
Wash hands at appropriate times using proper procedures.
Wash fresh produce in clean, running, drinkable water.
Use appropriate utensils for serving food.
Clean and sanitize work surfaces.
Use color-coded cutting boards to minimize cross contamination.
Clean and sanitize equipment between uses.
Check concentration of sanitizing solutions to make sure they are appropriate.
Check temperature of rinse water in high-temperature dishmachines to make sure they are
adequate for sanitizing.
Remember, follow state or local health department requirements.
References
U.S. Department of Agriculture, Food and Nutrition Service, & National Food Service Management Institute.
(2005). HACCP-based standard operating procedures. University, MS: Author.
(2002; Rev. ed. 2009). Serving it safe (2nd ed.). University, MS: Author.
(2005). Use disposable gloves properly. Retrieved January 8, 2009, from
http://www.nfsmi.org/documentLibraryFiles/PDF/20080206044501.pdf
U.S. Department of Health and Human Services Public Health Services, Food and Drug Administration. (2005).
FDA food code. Retrieved January 8, 2009, from www.cfsan.fda.gov/~dms/fc05-toc.html
This project has been funded at least in part with Federal funds from the U.S. Department of Agriculture, Food and Nutrition Service through a grant
agreement with The University of Mississippi. The contents of this publication do not necessarily reflect the views or policies of the U.S. Department of
Agriculture, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government. The University of
Mississippi is an EEO/AA/Title VI/Title IX/Section 504/ADA/ADEA Employer.
For more information, contact NFSMI at 800-321-3054 or www.nfsmi.org.

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Chemical Hazards
Introduction
There are three types of hazards that can cause a food to be unsafe: chemical hazards, biological
hazards, and physical hazards. Foodservice employees have the responsibility to identify and
minimize hazards in the food they serve.
Here Are the Facts
Chemical hazards occur when a harmful chemical gets into
a food that is then eaten by a person. A variety of chemicals
are used to clean and sanitize the foodservice operation and
to control for pests. Typical hazardous chemicals include
detergents, sanitizers, drying agents, glass cleaners,
deliming agents, and pesticides.
Application
Store chemicals away from food.
Store chemicals in original containers, never in containers
that once stored food.
Make sure labels clearly identify chemical contents of
containers.
Use Material Safety Data Sheets (MSDS) provided by the
manufacturer to ensure chemicals are stored and used
properly.
Keep chemicals in a locked storage area.
Limit access to chemicals to authorized employees.
HACCP-Based Standard Operating

Procedures: Storing and Using Poisonous
or Toxic Chemicals (2005).
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Use chemicals properly.

Teach employees how to use chemicals.
Measure chemicals according to manufacturers
recommendations.
Test sanitizing solutions to make sure that they are
at the appropriate concentration.
Lesson 1
Chemical Hazards, continued
Wash hands thoroughly after using chemicals.
Working Safe Mini-Posters: Chemical Safety (1999).
Hire a licensed pest control operator to use pesticides.

References
U.S. Department of Agriculture, Food and Nutrition Service, & National Food Service Management
Institute. (2005). HACCP-based standard operating procedure: Storing and using poisonous or
toxic chemicals. Retrieved January 8, 2009, from
Institute. (2002; Rev. ed. 2009). Serving it safe (2nd ed.). University, MS: Author.
Institute. (1999). Working safe mini-posters: Chemical safety. Retrieved January 8, 2009, from
U.S. Department of Health and Human Services Public Health Services, Food and Drug
Administration. (2005). FDA food code. Retrieved January 8, 2009, from
http://www.cfsan.fda.gov/~dms/fc05-toc.html
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Physical Hazards
Introduction
There are three types of hazards that can cause a food to be
unsafe: physical hazards, biological hazards, and chemical
hazards. Foodservice employees have the responsibility to
identify and minimize hazards in the food they serve.
Here Are the Facts
Physical hazards occur when a foreign object gets into food
accidentally. Physical contaminants include dirt, hair, nail
polish flakes, insects, broken glass, nails, staples, plastic
fragments, bones, or bits of packaging.
2009
Application
Physical Hazards (2009).
Follow written standard operating procedures to minimize risks of physical hazards.

Wear hairnets to minimize the opportunity for hair to fall into food.
Avoid wearing nail polish or artificial nails. Polish can flake off and fall into food, and
artificial nails can come loose and fall into food.
Avoid wearing rings with stones or earrings that could fall into food.
Pay special attention to the food during preparation to identify physical contaminants.
Take care to remove and discard all packaging from food.
Remove all bones when deboning chicken or other meats.
Look for possible contaminants. For example, dry beans must be sorted prior to washing to
remove stones that may be there from harvest.
Remove any toothpicks that might be used in food preparation.

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Clean, maintain, and use equipment properly.

Clean and sanitize equipment and utensils after
each use.
Clean blades of can openers after use to ensure
that metal shavings do not accumulate.
Use only commercial ice scoops when getting
ice from an ice machine or portioning ice.
Place shields on lights.
Use shatterproof light bulbs.
Lesson 1
Physical Hazards, continued
Have routine pest control maintenance administered by a licensed pest control operator to
reduce opportunities for pest contamination in food.
Remember, follow state or

local health department requirements.
References
U.S. Department of Agriculture, Food and Nutrition Service, & National Food Service
Management Institute. (2005). HACCP-based standard operating procedure: Personal
hygiene. Retrieved January 8, 2009, from
Management Institute. (2002; Rev. ed. 2009). Serving it safe (2nd ed.). University, MS:
Author.

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Temperature Danger Zone

Introduction
The temperature danger zone is the temperature range in which microorganisms grow quickly
and sometimes reach levels that can make people ill. School nutrition employees must maintain
appropriate temperatures throughout the food process, from receiving, until the food is served
to children. Temperature control is a key component of a school food safety program.
Here Are the Facts
The FDA Food Code has identified the temperature danger
zone as 41 F135 F.
The saying Keep hot food hot and cold food cold is based
on the importance of keeping food out of the temperature
danger zone. In other words, cold foods must be kept at
41 F or below and hot foods must be kept at 135 F or
above. It is important to limit the amount of time that foods
served cold or hot are in the range of 41 F to 135 F.
Application
Remember to:
Cook, hold, serve, and chill foods at proper temperatures.
Use a clean, sanitized, and calibrated thermometer to take
food temperatures.
Record temperatures.
Maintain temperature logs.
Food Safety Mini-Posters: Keep Hot Foods Hot!

Keep Cold Foods Cold! (2000).

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Maintain temperatures at each operational step in the flow of food from receiving to storing.
ReceivingReceive refrigerated foods at 41 F or below, and frozen foods at 32 F or
below.
StoringStore refrigerated foods at 41 F or below, and store frozen foods at 0 F or below.
PreparingLimit the time that food is in the temperature danger zone during preparation.
Batch cooking is the best way to limit time.
CookingCook food to the appropriate temperature for that item.
HoldingHold cold foods at 41 F or below and hot foods at 135 F or above.
ServingServe cold food cold and hot food hot. Keep cold food below 41 F and hot food
above 135 F.
CoolingCool foods as quickly as possible. The FDA Food Code requires that foods be
cooled from 135 F70 F within 2 hours and from 70 F41 F within an additional 4
hours. If food is not cooled from 135 F70 F within 2 hours, the food must be reheated
to 165 F for 15 seconds and the cooling process started over. Take actions to speed the
cooling process such as dividing food into smaller portions, using ice water baths, using an
ice paddle, and stirring.
ReheatingReheat all leftover foods to 165 F for 15 seconds within 2 hours.
TransportingTransport cold foods cold at 41 F or below, and hot foods hot at 135 F or
above.
Lesson 1
Temperature Danger Zone, continued

References
Management Institute. (2000). Food safety mini-poster: Keep hot foods hot! Keep cold foods
cold! Retrieved January 8, 2009, from
U.S. Department of Agriculture, Food and Nutrition Service, &National Food Service
Management Institute. (2005). Thermometer information resource. University, MS: Author.
U.S. Department of Health and Human Services, Food and Drug Administration, & National
Food Service Management Institute. (2002; Rev. ed. 2009). Serving it safe (2nd ed.).

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Lesson 1
Resources and References

Resources
National Food Service Management Institute. (2009). Serving it safe (3rd ed.).
National Food Service Management Institute. (2005). HACCP-based standard
operating procedures. University, MS: Author. Available from National Food
Service Management Institute Web site, www.nfsmi.org
National Food Service Management Institute. (2005). Thermometer information
resource. University, MS: Author.
U.S. Department of Health and Human Services, Food and Drug Administration.
(2005). Food Code. College Park, MD: Author.
References
National Restaurant Association Educational Foundation. (2006). ServSafe
(4th ed.). Chicago: Author.
(2007, March 23). FDA finalizes report on 2006 spinach outbreak.
Retrieved September 10, 2007, from
http://www.fda.gov/bbs/topics/NEWS/2007/new01593.html
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Prevent Foodborne IllnessUnderstanding Microorganisms
Lesson 2
Lesson 2: Prevent Foodborne

IllnessUnderstanding

Microorganisms
Lesson Introduction and Learning Objectives . . . . . . . . . . . . . . . . . . . . . . . . 18
Activity Sheet: Steps in the Flow of Food. . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Standard Operating Procedure: Personal Hygiene . . . . . . . . . . . . . . . . . . . . 20
Food Safety Fact Sheet: Personal Hygiene . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Video Viewing Guide: Wash Your Hands . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Answers to Video Viewing Guide: Wash Your Hands. . . . . . . . . . . . . . . . . . . 25
Food Safety Fact Sheet: Handwashing. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Standard Operating Procedure: Washing Hands. . . . . . . . . . . . . . . . . . . . . . . 28
Use Disposable Gloves Properly Mini-Poster . . . . . . . . . . . . . . . . . . . . . . . . . 30
Types of Food Thermometers. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
Video Viewing Guide: Using Thermometers. . . . . . . . . . . . . . . . . . . . . . . . . . 34
Food Safety Fact Sheet: Using Food Thermometers. . . . . . . . . . . . . . . . . . . . 35
Video Viewing Guide: Calibrating Thermometers. . . . . . . . . . . . . . . . . . . . . 37
Ice Water Method for Thermometer Calibration. . . . . . . . . . . . . . . . . . . . . . . 38
Food Safety Fact Sheet: Calibrating Thermometers . . . . . . . . . . . . . . . . . . . . 39
Activity Sheet: Thermometer Calibration Log . . . . . . . . . . . . . . . . . . . . . . . . 42
Activity Sheet: Cross-Contamination Matching Game . . . . . . . . . . . . . . . . . . 43
Case Study: Field Trip Frenzy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Responding to a Foodborne Illness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45
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Food safety is one of the basic responsibilities of all foodservice employees. Research
conducted by the U.S. Food and Drug Administration (FDA) shows that basic food
safety practices need to be improved. Active managerial control of foodborne illness
risk factors was recommended by the FDA. Areas identified as most in need of
improvement included employee hand washing, cold holding, date marking of
ready-to-eat foods, and cleaning and sanitizing of food contact surfaces. Thus, three
key areas that need to be improved in order to prevent foodborne illness include

time and temperature control, particularly in the area of hot and cold holding;
employee personal hygiene; and
prevention of contamination.
Lesson 2
At the end of this lesson you will be able to

1. Describe ways harmful bacteria can contaminate food.

2.
Describe good personal hygiene practices that should be followed by school

nutrition employees.
3. Demonstrate proper handwashing procedures to minimize hand-to-food

cross-contamination.
4. Describe times when school nutrition employees should wash their hands.
5. Describe proper glove use.
6. Demonstrate how to use a food thermometer.
7. Demonstrate how to calibrate a thermometer using the ice-point method.
8. Describe ways to minimize food-to-food cross-contamination.
9. Describe ways to minimize equipment-to-food cross-contamination.
10. Describe responsibilities of school nutrition managers in preventing
foodborne illness.
11. Describe responsibilities of school nutrition employees in preventing
foodborne illness.
12. Identify guidelines for responding to a reported foodborne illness.
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Steps in the Flow of Food
Instructions: Write down the ways that food may be contaminated with microorganisms at each step in the flow of food. If it helps, think of one menu item. Identify how that item might get contaminated as it goes from receiving, through service,
as a leftover, or while being transported to a satellite facility.
Step
Receiving
Storing
Preparing
Cooking
Holding
Serving
Cooling
Reheating
Transporting
Lesson 2
Activity Sheet
Ways Foods May Become Contaminated
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Lesson 2
Standard Operating Procedure:

Personal Hygiene
(Sample USDA/NFSMI Standard Operating Procedure)
Purpose: To prevent contamination of food by foodservice employees

Scope: This procedure applies to foodservice employees who handle, prepare,
or serve food.
Key Words: Personal hygiene, cross-contamination, contamination
Instructions:
1. Train foodservice employees on using the procedures in this SOP.
2. Follow state or local health department requirements.
3. Follow your employee health policy. (Note to trainer: An employee health
policy is not included in this resource.)
4. Report to work in good health, clean, and dressed in clean attire.
5. Change apron when it becomes soiled.
6. Wash hands properly, frequently, and at the appropriate times.
7. Keep fingernails trimmed, filed, and maintained so that the edges are cleanable
and not rough.
8. Avoid wearing artificial fingernails and fingernail polish.
9. Wear single-use gloves if artificial fingernails or fingernail polish are worn.
10. Do not wear any jewelry except for a plain ring such as a wedding band.
11. Treat and bandage wounds and sores immediately. When hands are bandaged,
single-use gloves must be worn.
12. Cover a lesion containing pus with a bandage. If the lesion is on a hand or
wrist, cover with an impermeable cover such as a finger cot or stall and a single-use glove.
13. Eat, drink, use tobacco, or chew gum only in designated break areas where food
or food contact surfaces will not become contaminated.
14. Taste food the correct way.
Place a small amount of food into a separate container.
Step away from exposed food and food contact surfaces.
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Lesson 2
* Use a teaspoon to taste the food. Remove the used teaspoon and
container to the dish room. Never reuse a spoon that has already been
used for tasting.
Wash hands immediately.
15. Wear suitable and effective hair restraints while in the kitchen.
Monitoring:
1. A designated foodservice employee will inspect employees when they report
to work to be sure that each employee is following this SOP.
2. The designated foodservice employee will monitor all foodservice employees
to ensure they are adhering to the personal hygiene policy during all hours
of operation.
Corrective action:
1. Retrain any foodservice employee found not following the procedures in
this SOP.
2. Discard affected food.
Verification and Record Keeping:
The foodservice manager will verify that foodservice employees are following this SOP
by visually observing the employees during all hours of operation. The foodservice
manager will complete the Food Safety Checklist daily. Foodservice employees will
record any discarded food on the Damaged or Discarded Product Log.
The Food Safety Checklist and Damaged or Discarded Product Logs are to be kept
on file for a minimum of 1 year.
Date Implemented: __________________
By: _____________________________
Date Reviewed: _____________________
By: _____________________________
Date Revised: _______________________
By: _____________________________
Source: U.S. Department of Agriculture, Food and Nutrition Service, & National Food Service
Management Institute. (2009). HACCP-based standard operating procedures (SOPs).
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Personal Hygiene
Introduction
Good personal hygiene is a basic requirement for
implementing a food safety program. All foodservice
employees must follow the standard operating procedures
for personal hygiene that are written for their foodservice
operation.
Here Are the Facts
Research conducted by the U.S. Food and Drug
Administration shows that poor personal hygiene practices
often are followed in retail foodservice establishments, which
includes elementary schools, hospitals, nursing homes, and
restaurants. Poor personal hygiene is a risk factor that must be
controlled in all types of foodservice operations.
Application
Food Safety Mini-Posters: Personal

Appearance (2000).
Report to work in good health, clean, and dressed in clean attire.

Change apron when it becomes soiled.
Wash hands properly, frequently, and at the appropriate times.
Keep fingernails trimmed, filed, and maintained.
Avoid wearing artificial fingernails or fingernail polish.
Wear single-use gloves if artificial fingernails or fingernail polish are worn.
Do not wear any jewelry except for a plain ring no stones such as a wedding ring.
Treat and bandage wounds and sores immediately. When hands are bandaged, wear
single-use gloves to cover bandage.

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Application (continued)
Cover any lesion containing pus with a bandage. If the
lesion is on a hand or wrist, cover with an impermeable
cover such as a finger cot or stall and a single-use glove.
Eat, drink, use tobacco, or chew gum only in designated
break areas where food or food contact surfaces may not
become contaminated.
Wear suitable and effective hair restraints while in the
kitchen.
Taste food the following correct way:
Place a small amount of food into a separate container.
Step away from exposed food and food contact surfaces.
Use a teaspoon to taste the food. Remove the used
teaspoon and container to the dishroom. Never reuse a
spoon that has already been used for tasting.
Wash hands immediately.
Lesson 2
Personal Hygiene, continued
Wash Your Hands (2004).

References
Management Institute. (2000). Food safety mini-poster: Personal appearance. Retrieved
January 8, 2009, from http://www.nfsmi.org/documentLibraryFiles/PDF/20080211042946.pdf
Institute. (2005). HACCP-based standard operating procedure: Personal hygiene. Retrieved
Management Institute. (2002; Rev. ed. 2009). Serving it safe (2nd ed.). University, MS: Author.
Management Institute. (2004). Wash your hands: Educating the school community. University,
MS: Author.
U.S. Food and Drug Administration. (2004, September 14). FDA report on the occurrence of
foodborne illness risk factors in selected institutional foodservice, restaurant, and retail food
store facility types. Retrieved January 8, 2009, from http://www.cfsan.fda.gov/~dms/retrsk2.html

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Instructions: As you view the video, Wash Your Hands, look for examples of when
hands were washed and how hands were washed. Record them below.

When Hands Were Washed
Lesson 2
Video Viewing Guide Wash Your Hands
How Hands Were Washed
Source: National Food Service Management Institute. (2009). Serving it safe training resource.
24
Answers to

based on U.S. Food Code Guidelines
When Hands Were Washed
How Hands Were Washed
After sneezing
Used soap
When reporting to work
Rubbed soapy water up to elbows
After using the restroom
Used warm, running water
Before putting on gloves
Washed for 20 seconds
After taking off gloves
Rubbed hands together
Before food preparation
Rubbed between fingers
After putting ground beef in

tilting skillet
Used single-use disposable towels

to dry
After handling money
Turned off faucet with disposable

towel
After cleaning
After taking out the garbage
After handling dirty dishes
Lesson 2
Video Viewing Guide Wash Your Hands
Used foot pedal on trash can to

dispose of paper towel
Used paper towel to open door
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Handwashing
Introduction
Handwashing is the single most important practice in any
foodservice operation. Child nutrition employees can improve
the safety of the food they serve by washing their hands
frequently, correctly, and at the appropriate times.
Here Are the Facts
Foodborne illnesses are transmitted by food handlers that
contaminate food and food contact surfaces. Individuals who
handle food when they have a foodborne illness,
gastrointestinal illness, infected lesion, or are around someone
who is ill can pass along those illnesses. Individuals can
simply touch a surface that is contaminated with a bacteria or
Food Safety Mini-Posters: Handwashing (2000).
virus and pass that along to others. Handwashing minimizes
the risk of passing along bacteria or viruses that can cause
foodborne illnesses. Follow state or local health department requirements.
Application
It is important to know how and when to wash hands and exposed areas of the arms.
How?
Wet hands and forearms with running water at least 100 F and apply soap.
Scrub lathered hands and forearms, under fingernails, and between fingers for at least 1015
seconds. Rinse thoroughly under warm running water for 510 seconds.
Dry hands and forearms thoroughly with single-use paper towels.
Dry hands for at least 30 seconds if using a warm air hand dryer.
Turn off water using paper towels.
Use paper towel to open door when exiting the restroom.
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When?
Beginning to work, either at the beginning of
shift or after breaks
Before
When moving from one food preparation
area to another
Putting on or changing gloves
Lesson 2
Handwashing, continued
After
Using the toilet
Sneezing, coughing, or using a handkerchief or
tissue
Touching hair, face, or body
Handling raw meats, poultry, or fish
Wash Your Hands (2004).
Smoking, eating, drinking, or chewing gum or tobacco
Clean up activity such as sweeping, mopping, or wiping counters
Touching dirty dishes, equipment, or utensils
Handling trash
Handling money
Any time the hands may become contaminated
References
Institute. (2000). Food safety mini-posters: Hand washing. Retrieved January 8, 2009, from
Institute. (2005). HACCP-based standard operating procedure: Washing hands. Retrieved January
8, 2009, from http://www.nfsmi.org/documentLibraryFiles/PDF/20080213012315.pdf
Institute. (2004). Wash your hands: Educating the school community. University, MS: Author.
U.S. Department of Health and Human Services Public Health Services, Food and Drug Administration.
(2005). FDA food code. Retrieved January 8, 2009, from

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Lesson 2

Washing Hands
Purpose: To prevent foodborne illness by contaminated hands

Scope: This procedure applies to anyone who handles, prepares, and serves food.
Key Words: Hand washing, cross-contamination
Instructions:
3. Post hand washing signs or posters in a language understood by all foodservice
staff near all hand washing sinks, in food preparation areas, and restrooms.
4. Use designated hand washing sinks for hand washing only. Do not use food
preparation, utility, or dishwashing sinks for hand washing.
5. Provide warm running water, soap, and a means to dry hands. Provide a waste
container at each hand washing sink or near the doors in restrooms.
6. Keep hand washing sinks accessible anytime employees are present.
7. Wash hands

before starting work,

during food preparation,
when moving from one food preparation area to another,
before putting on or changing gloves,
after using the toilet,
after sneezing, coughing, or using a handkerchief or tissue,
after touching hair, face, or body,
after smoking, eating, drinking, or chewing gum or tobacco,
after handling raw meats, poultry, or fish,
after any clean-up activity such as sweeping, mopping, or wiping counters,
after touching dirty dishes, equipment, or utensils,
after handling trash,
after handling money, and
after any time the hands may become contaminated.
8. Follow proper hand washing procedures as indicated below.

1. Wet hands and forearms with warm, running water at least 100 F
and apply soap.
28
Lesson 2
2. Scrub lathered hands and forearms, under fingernails, and between fingers
for at least 10-15 seconds. Rinse thoroughly under warm, running water
for 5-10 seconds.
3. Dry hands and forearms thoroughly with single-use paper towels.
4. Dry hands for at least 30 seconds if using a warm-air hand dryer.
5. Turn off water using paper towels.
6. Use paper towel to open door when exiting the restroom.
9. Follow FDA recommendations when using hand sanitizers. These
recommendations are as follows:
Use hand sanitizers only after hands have been properly washed and dried.
Use only hand sanitizers that comply with the Food Code. Confirm with the
manufacturers that the hand sanitizers used meet these requirements.
Use hand sanitizers in the manner specified by the manufacturer.
Monitoring:
1. A designated employee will visually observe the hand washing practices of the
foodservice staff during all hours of operation.
2. The designated employee will visually observe that hand washing sinks are
properly supplied during all hours of operation.
Corrective action:
1. Retrain any foodservice employee found not following the procedures in this SOP.
2. Ask employees who are observed not washing their hands at the appropriate
times or using the proper procedure to wash their hands immediately.
The foodservice manager will complete the Food Safety Checklist daily to indicate
that monitoring is being conducted as specified. The Food Safety Checklist is to be
kept on file for a minimum of 1 year.
By: _____________________________
Date Reviewed: _____________________
By: _____________________________
Date Revised: _______________________
By: _____________________________
29
Lesson 2
Use Disposable Gloves Properly Mini-Poster
Thermometer Description
Advantages/Disadvantages
Bimetallic Stemmed
Used to check internal temperatures of food
Range of 0-220 F
Sensing area is from the tip to a
half-inch past the dimple on the
stem. It is important to insert
the stem to above the dimple to
get an accurate reading.
Advantages
Inexpensive
Readily available
Easy to calibrate
Disadvantages
Not tip sensitivesensing area is
about 2
Temperatures averaged over
sensing area
Not effective for thin foods, such
as hamburger patties
Loses calibration with physical
shock such as dropping
Dial may be difficult to read
Bimetallic Stemmed,
oven-safe meat
Used in muscle meats, such as
roasts, while cooking in oven
Range of 130-190 F
Inserted 2-2 into thickest
part of the muscle
Can remain in meat during the
entire cooking process
Advantages
Monitors safe end-point cooking
temperature so recommendations
are met
Monitors temperatures for quality
of product
Disadvantages
Heat conduction of metal stem
can cause false high readings (especially if inserted close to bone)
Not effective for thin meats
Loses calibration with physical
shock, such as dropping
Digital Stemmed (Thermistor)

Used to check internal temperatures of food
Advantages
Gives fast readings
Easy to read
Tip sensitivecan measure temperature of thick and thin foods
Disadvantages
Not all models can be calibrated
Lesson 2
Types of Food Thermometers
31
Thermocouple
Used with probes of various types:
Immersionmeasures temperature of liquids
Penetrationmeasures internal
temperature of solid or liquid
food
Surfacemeasures surface temperatures, such as griddle tops
Advantages
Digital temperature reading
Tip sensitive
Variety of probes are available
Provides rapid readings
Durable
Disadvantages
May be expensive to calibrate
Accuracy may vary due to signal
or change in voltage
Accuracy seems to vary
proportional to cost
Infrared
Designed to take surface temperatures from up to 4 feet
away
Provides quick check of temperatures at receiving
Remove barriers because glass
and shiny surfaces affect readings
Advantages
Fast
Accurate
Nondestructive, noncontact measurement of temperature
Eliminates cross-contamination
Disadvantages
Cannot measure internal temperatures
Environmental conditions, such
as relative humidity, affect accuracy
Accuracy is affected by surface
emissivity (ability of a surface to
emit heat by radiation; varies by
metal type and surface color and
polish) and shiny surfaces
May be expensive to calibrate
Temperature Sensitive Strips

(such as T-Sticks)
Single-use
Designed for specific endpoint
temperatures
Advantages
Accurate
Easy to use
Fast
Time savingsdoes not require
calibration and sanitizing
Lesson 2
32
Lesson 2
Available for a variety of

temperatures
Reads temperatures within
5 seconds
Eliminates possibility for
cross-contamination
Temperature indicator can
be saved on temperature documentation forms as evidence that
temperatures were checked
Disadvantages
Expensive because of single-use
design
Several different ones are needed,
depending on use. For example,
T-Sticks are available for 140 F,
160 F, 165 F, and 170 F.
Source: Adapted from National Food Service Management Institute. (2009). Thermometer
Information Resource. University, MS: Author.
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Instructions: Fill in the blanks below to capture the main ideas as you watch the
video, Using Thermometers. Answers appear at the bottom of the handout.

Lesson 2
Video Viewing Guide Using Thermometers
1. What types of thermometers did you see used in the video?

__________________, ___________________, _________________,
_________________, __________________.
2. What temperatures were recommended for the following foods:

Ready-to-eat foods ___________
Pork ___________
Ground Beef ___________
Poultry ___________
Soups/Casseroles ___________
Reheated foods ___________
3. When taking temperatures of roasts, it is important to insert the thermometer

in the _______________ of the roast, and to avoid putting the thermometer
next to ___________,_______________, or ______________.
4. It is important to document temperatures. When you do, you should include

the_________, ________________, ______________, and _________________.
5. Thermometers should be properly ______________, _________________,

and _______________.
(Answers: 1) infrared, bimetallic stemmed, digital, thermocouple, single use; 2) 135,

145, 155, 165, 165, 165; 3) center, bone, gristle, fat; 4) date, time, temperature, initials;
5) cleaned, sanitized, stored)
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Using Food Thermometers

Introduction
Thermometers are essential tools in any foodservice operation, and are necessary to implement
a food safety program. Child nutrition employees need to know how to use thermometers to
check food temperatures.
Here Are the Facts
Thermometers are designed for different uses and different temperature ranges. Food
thermometers need to measure temperatures between 0 F and 220 F. Thermometers
needed to check food temperatures include the following:
Thermistor or thermocouple with a thin probe
Bimetallic stemmed thermometer
Oven-safe bimetallic thermometers
Equipment thermometers
Application
How to Use Thermometers
Clean and sanitize thermometers before each use.
Wash the stem of the thermometer, and sanitize by dipping stem into
sanitizing solution or wiping with a sanitizing wipe. Allow to air dry.
Store food thermometers in an area that is clean and where they are not
subject to contamination.
Check and change batteries in digital thermometers on a routine basis.
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How to Take Temperatures

Measure the internal temperature of food by inserting the stem of the thermometer into the
thickest part of the food being sure to cover the sensor. Wait for the dial or digital indicator to
stabilize at desired temperature for about 15 seconds. Take temperatures based on the type of
food.
Meats
Roastsinsert thermometer in the middle of the roast avoiding any bones.
Poultryinsert thermometer at the thickest part avoiding any bones.
Casserolescheck temperature in the center and at several other points.
Thin meats, such as hamburger pattiesuse a
thermistor or probe that is tip sensitive to
check temperatures.
Milkopen a carton and insert thermometer
at least 2 inches into the milk.
Packaged foodsinsert the thermometer
between two packages without puncturing
the packages.
Recording Temperatures
When food temperatures are taken, they should
be recorded on the production record or on a
separate cooking and reheating log.
Lesson 2
Using Food Thermometers, continued
HACCP-Based Standard Operating Procedures:

Cooking and Reheating Temperature Log (2005).

References
Institute. (2005). HACCP-based standard operating procedure: Cooking and reheating temperature
log. Retrieved January 8, 2009, from
Institute. (2005). HACCP-based standard operating procedure: Using and calibrating
thermometers. University, MS: Author.
Institute. (2005). Thermometer information resource. University, MS: Author.

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video, Calibrating Thermometers. Answers appear at the bottom of the handout.
Lesson 2
Video Viewing Guide Calibrating Thermometers
What tools or supplies did you observe being used?

_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
What were the steps used to calibrate the thermometer using the ice water method?

1.
Fill a ___________________ with crushed ice.
2. Add _________________ to within 1 inch of the top of container.
3. Stir ________________________________________.
4. Let sit for _________ minute.
5. Place ____________________ in container so that the ____________ ______

is completely submerged.
6. Let the thermometer stay in the ice water mixture for _________ seconds.
7. Place the ___________________________ on the hex adjusting nut and

rotate until the thermometer reads 32 F.
(Answers: Tools and supplies: container, ice, cold water, thermometer, calibration tool
or wrench; 1) container; 2) water; 3) ice and water mixture; 4) one; 5) thermometer,
sensing area; 6) 30, 7) calibration tool)
37
Lesson 2
Ice Water Method for

Thermometer Calibration
(for bimetallic stemmed and digital thermometers that can be calibrated)
Equipment/
Ingredients
Quantity
Directions
2-quart measure
1 per participant 1. Fill the 2-quart measure with ice.
Crushed ice
To fill container
Cold water
To fill container
2. Add water to within 1 of top of

container.
3. Stir mixture well.
4. Let sit for 1 minute.
Thermometer
1 per participant, 5. Place thermometer in container

if available
so that the sensing area of stem or
probe is completely submerged
(over the dimple).
6. Do not let the thermometer
stem/probe touch sides or bottom
of container.
7. Let thermometer stay in the ice
water for 30 seconds or until the
dial stops moving.
Calibration tool
or wrench
1 per participant 8. Place the calibration tool on the

(or two
hex adjusting nut and rotate until
participants
the thermometer dial reads 32 F
could share)
(while in ice water).
9. Some digital stemmed thermometers
(thermistors) and thermocouples
have a reset button, which should
be pushed.
10. Repeat process with each
thermometer.
Source: National Food Service Management Institute. (2009). Thermometer information

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Calibrating Thermometers
Introduction
Food temperatures must be checked throughout the food preparation process, and the
thermometers used must be accurate. Child nutrition employees are responsible for checking
the accuracy of thermometers and calibrating them if they are not accurate.
Here Are the Facts
Thermometers that are not accurate will give misleading information. For example, if you use
a thermometer that registers 10 F higher than the actual temperature, you would cook ground
beef to 145 F rather than 155 F. That would be inadequate cooking to make sure the ground
beef is safe to serve. If the thermometer registers too low, you could easily overcook food.
Application
It is important for child nutrition employees to know when and how to calibrate bimetallic
stemmed and digital (that can be calibrated) thermometers. Follow state or local health
department requirements.
How to Take Temperatures
When?
Thermometers are sensitive and can lose calibration. It is important to calibrate them:
Weekly,
When they are dropped,
More often if specified by local policy.
How?
There are two methods that can be used to calibrate thermometers.
1
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Ice Water Method

1. Fill a 2-quart measure with ice.
2. Add water to within 1 inch of top of container.
3. Stir mixture well.
4. Let sit for one minute.
5. Place thermometer in container so that the
sensing area of stem or probe is completely
submerged over the dimple.
6. Keep the thermometer from touching sides or
Thermometer Information Resource (2005).
bottom of container.
7. Let thermometer stay in ice water for 30 seconds
or until the dial stops moving.
8. Place the calibration tool on the hex adjusting nut
and rotate until the dial reads 32 F, while in ice water.
9. Some digital stemmed thermometers (thermistors) and thermocouples have a reset button
that should be pushed.
10. Repeat process with each thermometer.
Boiling Water Method
1. Fill a saucepan or stockpot with water.
2. Bring water to a rolling boil.
3. Place thermometer in the container so that
the sensing area of the stem or probe is
completely submerged over the dimple.
4. Do NOT let the thermometer stem/probe touch
sides or bottom of container.
5. Let thermometer stay in the boiling water for
30 seconds or until the dial stops moving.
6. Place the calibration tool on the hex adjusting
nut and rotate until the thermometer dial reads
212 F, while in boiling water.
7. Some digital thermometers (thermistors) and
thermocouples have a reset button that
should be pushed.
8. Repeat process with each thermometer.
Lesson 2
Calibrating Thermometer, continued
Note: The boiling point of water is about 1 F lower for every 550 feet above sea level. If you
are in high altitude areas, the temperature for calibration should be adjusted. For example, if
you were at 1100 feet above sea level, the boiling point of water would be 210 F.
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Documenting Calibration
Each time thermometers are calibrated, the
process should be documented. The food
safety program should include a form for
documenting the calibration process of
each thermometer.
Lesson 2
Calibrating Thermometer, continued

Thermometer Calibration Log (2005).

References
Management Institute. (2005). HACCP-based standard operating procedure: Thermometer
calibration log. Retrieved January 8, 2009, from
Management Institute. (2005). HACCP-based standard operating procedure: Using and
calibrating thermometers. University, MS: Author.
Management Institute. (2005). Thermometer information resource. University, MS: Author.

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Thermometer Calibration Log
Instructions: Foodservice employees will record the calibration temperature and

corrective action taken, if applicable, on the Thermometer Calibration Log each time
a thermometer is calibrated. The foodservice manager will verify that foodservice
employees are using and calibrating thermometers properly by making visual observations of employee activities during all hours of operation. The foodservice manager will review and initial the log daily. Maintain this log for a minimum of 1 year.
Date

Thermometer
Being
Temperature
Calibrated
Reading
Corrective
Action
Initials
Lesson 2
Activity Sheet
Manager
Initials/Date
42
Cross-Contamination
Matching Game
Instructions: In each description below, food was cross-contaminated and caused

foodborne illness. Your task is to determine what you think is the most likely way it
became cross-contaminated. Do not assume any information that is not included in
the description. Beside each description, write F for food to food contamination,H
for hand to food contamination, or E for equipment to food contamination.
Answers appear at the bottom of the handout.

1. An employee chopped chicken for chicken stir-fry on a cutting

board. The next food that was prepared on this cutting board
was cantaloupe.
2. A part-time employee prepared ham and cheese sandwiches

without using single use gloves.
3. Freshly made, but undercooked scrambled eggs were added to

a pan of scrambled eggs on the service line.
4. The can opener was used to open canned tuna to make tuna
salad sandwiches for a class picnic. The blade of the can opener
had visible signs of food particles.
5. Unwrapped leftover ham, stored on the bottom shelf of the

refrigerator was added to a macaroni salad recipe and served.
6. Turkeys were thawed on the middle shelf of the refrigerator.

Fresh cabbage was stored on lower shelves. A foodborne illness
was traced to coleslaw made from the cabbage.
7. A server who wore single-use gloves to serve pizza kept the

gloves on while helping a child who spilled a tray. The server
went back to the service line and continued to serve pizza
wearing the same single-use gloves.
8. The cashier had a terrible persistent cough. The manager felt

that there was no risk of contaminating food because she was
responsible only for setting up the service line and then cashiering.
9. Employees were supposed to clean and sanitize the slicer after

every use. However, after the cook responsible for sandwiches
sliced the ham, cheese, and turkey bologna, she just wiped off the
slicer. The next cook used the slicer to shred lettuce for taco salad.
Lesson 2
Activity Sheet
10. An unwashed mayonnaise jar was used to store leftover

spaghetti sauce.

(Answers: 1) E, 2) H, 3) F, 4) E, 5) F, 6) F, 7) H, 8) E, 9) E, 10) E)
University, MS:Author.
43
Instructions: Read the following scenario. Then make notes to indicate what you
think the manager should do in response.
Lesson 2
Case Study Field Trip Frenzy
Scenario:
The school nutrition managers worst nightmare is coming to life. The sixth-grade
class went on a field trip, and the cafeteria furnished reimbursable lunches to
students who ordered them. The lunches were packed and picked up that
morning and put on the bus. The children ate lunch around noon.
When the students returned to their classroom around 2 oclock, a couple of
them complained of nausea, headaches, and achy muscles. Some students were
vomiting and had to call parents to go home. Concerned that this could have
been caused by the lunch, the teacher tells the principal, who immediately comes
to the school nutrition managers office. He decides to call the local public health
department because two or more students have reported the same symptoms,
and all ate the school lunches packed for the field trip.
What should the manager do?
44
1. Be calm and cooperate with the health department. There may be many
plausible explanations for the symptoms that the student/students are experiencing,
and they may have nothing to do with food served in the cafeteria. Remaining
calm will help you respond rationally and systematically to the situation. So,
dont panic but calmly approach the situation based on what you have been
taught to do.
Lesson 2
Responding to a Foodborne Illness
2. Talk with your supervisor immediately to communicate the situation

and seek additional guidance. Immediately let your district school nutrition
director know about the situation. The director will provide guidance about
how to proceed.
3. Stop serving the suspected food. If you have any idea about which food
might have been implicated, stop serving it or using it as an ingredient.
4. Keep samples of suspect foods. If you have any idea about foods that might
have been implicated, save samples in the original container, containers that have
been cleaned and sanitized, or new plastic bags. Securely wrap the samples and
label with the contents and date, and mark DO NOT USE AND DO NOT DISCARD.
Store the samples in the refrigerator until you are told that they can be discarded.
If possible, save the container, box, or case, wrapping, and metal clips used on
the original packaging. Save the food label and invoice in case that the supplier
needs to be contacted.
5. Cooperate with the health department to gather information. If warranted,
the local health department will conduct an investigation. Follow directions
from the individual who is leading the investigation. This may include providing
food samples, providing records, or answering questions about food handling
practices in your operation.
6. Report the information you were asked to assemble. Provide all information
requested, even if the information is not all positive.
7. Do not give medical advicethat should be left to the health professionals.
If a foodborne outbreak is suspected, cooperate with the health department and
let them provide any information needed. Be careful not to diagnose, interpret
symptoms, or suggest treatments.
45
Lesson 2
8. Direct all media inquiries to the designated school district representative.

Work with your district foodservice director to direct all inquiries to the
appropriate spokesperson within the school district.
46
Lesson 2

Resources
National Food Service Management Institute. (2005). Thermometer information
References
U.S. Food and Drug Administration. (2004, September 14). FDA report on the
occurrence of foodborne illness risk factors in selected institutional
foodservice, restaurant, and retail food store facility types. Retrieved
February 21, 2007, from http://www.cfsan.fda.gov/~dms/retrsk2.html
47
Basic Facts about Microorganisms
Lesson 3
Lesson 3: Basic Facts about

Microorganisms
Common Foodborne IllnessesSymptoms and Prevention . . . . . . . . . . . . 50
Identifying Common Foodborne Illness: Additional Scenarios . . . . . . . . . . 55
Activity Sheet: Factors that Influence Bacterial Growth. . . . . . . . . . . . . . . . 57
Case Study: Watch Me Do It Right. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 58
Action Plan: Basic Facts about Microorganisms. . . . . . . . . . . . . . . . . . . . . . . 60
48
Microorganisms are everywhere in our environment. Some of them can make

people sick. It is important to know the common causes of foodborne illness and
the ways that foodservice employees can prevent growth of microorganisms.
Lesson 3
Lesson 3 will focus on the basic facts about microorganisms.

After this lesson you will be able to

1. List common causes of foodborne illness.
2. List common foodborne illnesses.
3. Describe factors that support bacterial growth.
4. Describe ways that school nutrition employees can prevent

foodborne illness.
49

Illness/Bacteria
Symptoms
Botulism
Clostridium botulinum
Home-canned foods
Improperly processed
foods
Sausages and meats
diarrhea or
Canned low-acid
constipation;
foods, such as some
vegetables
weakness;
Untreated garlic in oil
dizziness;
double vision or blurred Leftover, unrefrigerated
foil-wrapped baked
vision;
potatoes
difficulty speaking, swal Sauted onions in
lowing, breathing; and
butter sauce
paralysis.
Symptoms begin
18-36 hours after eating
contaminated food and
include

Campylobacteriosis
Campylobacter jejuni
Where the Bacteria

Can Be Found
Unpasteurized milk
Symptoms begin 2-5 days
after eating contaminated
and dairy products
food, can last 7-10 days, and Raw poultry
include
Raw beef
diarrhea (watery or
Nonchlorinated or
bloody),
fecal-contaminated
water
fever,
Prevention
Discard damaged cans.
Do not use home-canned
foods in a foodservice
establishment.
Do not mix and then
store oil and garlic.
Follow rules for time
and temperature control.
Saut onions as needed;
do not saut and then
store unrefrigerated for
later use.
Do not store leftover
baked potatoes in foil
wrapping. Unwrap and
chill correctly.
Chill foods properly.
Lesson 3
Common Foodborne IllnessesSymptoms and Prevention
Practice good personal

hygiene.
Follow hand washing
guidelines.
Follow procedures
to avoid
Cook all poultry, meat,
and other foods to
appropriate internal
temperature and test
50
nausea and vomiting,

abdominal pain,
headache, and
muscle pain.
Where the Bacteria

Can Be Found
Prevention
Birds and flies can carry

and contaminate food
with a thermometer.
Maintain good pest

control.
Use only pasteurized
dairy products.
Use water from approved sources.
Escherichia coli
O157:H7

food, can last 2-9 days, and
include
cramping,
diarrhea (watery or
bloody),
vomiting, and
hemolytic uremic
syndrome (hus).
In intestinal tract of animals, particularly cattle

and humans
Raw or undercooked
ground beef
Raw milk or dairy products
Unpasteurized apple
cider or juice
Imported cheeses
Dry salami
Uncooked fruits and
vegetables

hygiene.
Follow hand washing
guidelines.
Follow procedures to
avoid cross-contamination.
Cook all poultry and
meat to correct internal
temperature, and test
with a thermometer.
Use only pasteurized milk,
dairy products, or juices.
Wash all produce in cold,
running water.
Cool foods properly.
Listeriosis
Listeria monocytogenes

food; 21-day onset is most
common. Symptoms
include
sudden onset of fever,
In soil, ground water,

plants, and intestinal
tracts of humans and
animals
Unpasteurized milk and
cheese

hygiene.
Follow hand washing
guidelines.
Follow procedures to avoid
Cook all poultry and
meat to correct internal
temperature and
Lesson 3

Illness/Bacteria
Symptoms
51
Where the Bacteria

Can Be Found
Prevention
muscle aches,
diarrhea or vomiting,
headaches,
stiff neck,
confusion,
loss of balance, and
convulsions.
Ice cream
Raw vegetables
Raw and cooked poultry
Raw meat and fish
Prepared and chilled
ready-to-eat foods
Deli meats, luncheon
meats, hot dogs
Soft cheese such as
feta, Brie, Mexican-style
cheeses
test with a thermometer.

Use only pasteurized
milk, dairy products, or
juices.
Wash all fresh produce
in cold, running water.
Clean and sanitize food
contact surfaces.
Maintain temperatures
of food.
Clostridium
perfringens
Symptoms begin 8-24 hours

food, last 24 hours, and
include
abdominal cramping
and
diarrhea.
In intestinal tracts of
humans and animals
Cooked meat and poultry
Gravy
Beans

hygiene.
Follow hand washing
guidelines.
Cook all foods to correct
internal temperature and
test with a thermometer.
Hold food at 135 F or
above.
Salmonellosis
Salmonella spp.
Symptoms begin 6-48

hours after eating
contaminated food, last
1-2 days, and include
Lesson 3

Illness/Bacteria
Symptoms
Raw meats and poultry Practice good personal

hygiene.
Milk and dairy products
Follow hand washing
Fish, shrimp
guidelines.
Sauces and salad
52
Shigellosis
Shigella spp.
stomach cramps,
headache,
nausea,
fever,
diarrhea,
vomiting, and
severe dehydration (infants and elderly).
Symptoms begin 12-50

hours after eating contaminated food, last up to 2
weeks, and include
abdominal pain,
diarrhea containing
blood and mucus,
fever,
nausea,
vomiting,
chills,
fatigue, and
dehydration.
Where the Bacteria

Can Be Found
Prevention
dressing
Cake mixes
Cream-filled desserts
and toppings
Peanut butter
Cocoa and chocolate
Sliced fresh fruits and
vegetables such as
melons, strawberries,
tomatoes
Raw sprouts
Cook all foods to correct internal temperature and test with a

thermometer.
Hold food at 135 F or
above.
In intestinal tract of
humans and polluted
water; spread by flies
and food handlers
Meat salads
Potato and pasta salads
Lettuce and other raw
vegetables
Ready-to-eat foods

hygiene.
Follow hand washing
guidelines.
Follow procedures
to avoid cross-contamination.
Use water from approved
sources.
Control flies.
Maintain storage
temperatures.
Lesson 3

Illness/Bacteria
Symptoms
53
Staphylococcus
aureus
Symptoms begin 1-4 hours

food, last 2-3 days, and
include
nausea.,
vomiting,
stomach cramping, and
exhaustion.
Where the Bacteria

Can Be Found
Humans and animals
main carriers
Leftovers
Meat and poultry
Eggs and egg products
Meat and potato salads
Salad dressings
Sandwich fillings
Prevention
hygiene.
Cover burn, cut, or
wound with waterproof
bandage and wear disposable gloves.
Follow hand washing
guidelines.
Cook all foods to correct internal temperature and test with a
thermometer.
Hold food at 41 oF or
below or at 135 F or
above.
Lesson 3

Illness/Bacteria
Symptoms
Adapted from: National Food Service Management Institute. (2009). Serving it safe (3rd ed.).
54
Instructions: Use these additional scenarios to practice thinking about foods that
may be involved in foodborne illnesses. Possible responses follow the scenarios.
Lesson 3
Identifying Common Foodborne

Illnesses Additional Scenarios
Scenario 1
Brenda and John attended a hamburger fry at the local parka fundraiser for a
local charity. At the time they ate their hamburgers, Brenda mentioned to John
that they looked a little rare but they sure did taste good. Three days later, both
Brenda and John were experiencing severe cramping and bloody diarrhea. What
type of foodborne illness would you suspect?
Scenario 2
It was cooks choice day at the local school, so the cook decided to clean out
the freezer and found some turkey and gravy that had been cooked earlier in the
school year. She decided to make up some mashed potatoes, and serve the reheated turkey and gravy over the potatoes. The next day, she got a call from the principals office telling her that over 20 children were absent that day, and many of the
calls indicated that children had severe diarrhea and abdominal cramps. What
bacteria might be the culprit?
Scenario 3
Judy and Ashley ate lunch at a local restaurant. The fruit plate looked so good that
they both ordered one. A variety of fruits were served in a cantaloupe half, with
the rind on. The next morning, Ashley called Judy and told her that she was not
feeling well. Judy was surprised because she, too, was feeling illwith a fever,
stomach cramps, and a headache. They wondered if it could have been something they ate. What do you think it could have been?
Scenario 4
The state school nutrition group met for their annual meeting at a large,
convention hotel. They had planned a nutritious luncheon of fresh spinach salad
topped with fresh oranges, grilled chicken with a mango salsa, green beans, and
angel food cake with sherbet. Within 12-15 hours, nearly half the group had
become ill, and one elderly member was severely ill. The incident was reported
to the health department. As it turned out, the employee who had prepared all
of the fresh spinach salads was a carrier of bacteria that was confirmed by a fecal
culture. What type of foodborne illness could this be?
55
Lesson 3
Scenario 5
The state school nutrition group met for their regional meeting at a state lodge.
There was no caterer there, but a member knew of a caterer who lived about
75 miles away who was absolutely wonderful. The caterer prepared a large array
of food items, and presented a beautiful luncheon buffet. By the end of the day,
nearly 1/3 of the participants were vomiting and nauseated. As it turned out,
the caterer did not have adequate transportation containers to maintain food
temperatures of cold and hot food items. What type of foodborne illness would
you suspect?
Possible Responses
Scenario 1. E. coli 0157:H7 is the most likely cause of the illness. Rationale:
Symptoms are consistent with E. coli (severe cramping and bloody diarrhea); the
onset was between 3 and 8 days; and individuals ate undercooked hamburger meat.
Scenario 2. Perfringens foodborne illness is likely the cause. Rationale: Symptoms are consistent with Perfringens (severe diarrhea and abdominal cramps); the
onset was between 8 and 24 hours; and the food involved was a leftover turkey and
gravy product that might not have been cooled properly or reheated properly.
Scenario 3. Salmonellosis is likely the cause. Rationale: Symptoms are consistent
with Salmonellosis (fever, stomach cramps, headache); the onset was between 6 and
48 hours; and they had eaten fresh cantaloupe that still had the rind.
Scenario 4. Shigellosis is the most likely foodborne illness. Rationale:The onset
of the illness is between 12 to 15 hours; fresh spinach salad and fresh fruit salsa
were on the menu; and a foodservice worker who prepared the salad tested positive
as a carrier of a specific bacteria.
Scenario 5. Staphylococcal foodborne illness is most likely. Rationale:The onset
of the symptoms was rapid; symptoms are consistent with Staphylococcal poisoning;
and temperature maintenance was inadequate.
56
Instructions: In Lesson 3, you will learn about six factors that influence bacterial
growth. Use the space below to make notes about each factor that influences
bacterial growth.
Lesson 3
Factors that Influence Bacterial Growth
Food
Acidity
Time
Temperature
Oxygen
Moisture
57
Instructions: Read the case study below and identify all the ways that this school
nutrition staff has controlled conditions to prevent the growth of microorganisms.
Write the number of the condition from the list below beside the sentence
describing a condition. Answers appear at the end of the activity.
1. Food
4. Time
2. Acidity
5. Oxygen
3. Temperature
6. Moisture
Lesson 3
Case Study Watch Me Do It Right!
Background: Veronica prepares, serves, and is the cashier for breakfast in a small elementary school. Students go through the line and basically serve themselves. This
morning, the ham biscuits were on the baking pan brought to the serving line. They
were pre-wrapped, and the children picked them up as they passed down the line.
Veronica had finished cashiering and was counting money when some students
arriving on a late bus came for their breakfast.
1. ______ There were no wrapped ham biscuits left, but Veronica quickly washed
her hands, put on gloves, and served unwrapped ham biscuits from the warmer.
2. ______ After breakfast, Gene was assigned to clean the service line, which he
did, then sanitized it with a bleach solution. Later that morning Gene set up
all three service lines for lunch. He checked to see that the heating units were
working properly.
3. ______ Each of the cooks used recipes to prepare the assigned menu items.
One of the cooks was assigned to prepare skinless chicken breasts to marinate
overnight for Chicken Fajitas (USDA Recipes for Schools D-40) to be served the
next day. One of the ingredients in the marinade was white vinegar.
4. ______ The internal temperature of cooked foods was checked.
5. ______ Foods that were to be held for service were placed in a hot holding
cabinet with the temperature set to 135 F.
6. ______ Mary was assigned to check temperatures every 30 minutes for foods
being held in holding cabinets and on the service line.
7. ______ Any food that was not at or above 135 F was to be pulled and reheated
to 165 F for 15 seconds.
58
Lesson 3
8. ______ Spaghetti sauce was leftover so it was chilled in shallow pans using the
correct cooling procedure, then tightly covered, labeled with name and date,
and stored in the freezer.
9. ______ Right after lunch, a delivery was made. The delivery was checked and
then stored immediately.
(Answers 1) 1; 2) 1, 3; 3) 2; 4) 3; 5) 3; 6) 3, 4; 7) 3, 4, 8) 3, 4; 9) 3, 4)
59
Instructions: Identify the foods on your menu that you think need improved
handling in order to prevent foodborne illness. For example, you may need to be
sure to wash fresh produce more carefully whether or not it will be peeled or cooked.
Review the conditions for growth of microorganisms and list below changes that need
to be made to improve control of the conditions. Controlling the conditions of food,
temperature, and time will be your highest priorities. After noting the changes, indicate who will be responsible for making the changes and a target date.

Change to Be Made
Who Is Responsible
Lesson 3
Action Plan: Basic Facts about

Microorganisms
When
Food
Temperature
Time
Name ____________________________________________ Date__________________
60
Lesson 3

Resources
References
National Restaurant Association Educational Foundation. (2006). ServSafe (4th
ed.). Chicago: Author.
61
A Clean and Sanitary School Nutrition Operation
Lesson 4
Lesson 4: A Clean and Sanitary

School Nutrition Operation
Food Safety Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
Case Study: Pest Problems at Red Oak High School. . . . . . . . . . . . . . . . . . . . 69
Answers to Case Study: Pest Problems at Red Oak High School . . . . . . . . . . 70
Functions of a 3-Compartment Sink . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
Food Safety Fact Sheet: Manual Dishwashing. . . . . . . . . . . . . . . . . . . . . . . . . 72
Food Safety Fact Sheet: Mechanical Dishwashing. . . . . . . . . . . . . . . . . . . . . 74
62
In previous lessons, we have focused on three key areas:
Lesson 4
time and temperature control, particularly in the area of holding;

employee personal hygiene; and
prevention of contamination.
Lesson 4 focuses on how to maintain a clean and sanitary foodservice facility to
prevent contamination of food.
After completing Lesson 4 you will be able to:

1. Describe characteristics of a food-safe facility.
2. Describe practices for controlling pests in a school nutrition operation.
3. Describe how to set up and use a 3-compartment sink.
4. Describe how to use mechanical dish machines, including how to

check temperatures.
5. Describe how to clean and sanitize large equipment.
63
Date:_ __________________________ Observer:_ _______________________________

Directions: Use this checklist daily. Determine areas in your operations requiring
corrective action.Record corrective action taken and keep completed records in a
notebook for future reference.
Personal Hygiene
Yes
No Corrective Action
Employees wear clean and proper uniforms including

shoes.
__________________
Effective hair restraints are worn properly.
__________________
Fingernails are short, unpolished, and clean (no

artificial nails).
__________________
Jewelry is limited to a plain ring, such as wedding

band, a watch, and no bracelets.
__________________
Hands are washed properly, frequently, and at

appropriate times.
__________________
Burns, wounds, sores, scabs, or splints and

water-proof bandages are bandaged and completely
covered with a foodservice glove.
__________________
Eating, drinking, chewing gum, smoking, or using

tobacco are allowed only in designated areas.
__________________
Employees use disposable tissues when coughing or

sneezing and then immediately wash hands.
__________________
Employees appear in good health.
__________________
Hand sinks are unobstructed, operational, and clean.
__________________
Hand sinks are stocked with soap, disposable towels,

and warm water.
__________________
A hand washing reminder sign is posted.
__________________
Employee restrooms are operational and clean.
__________________
Food Preparation
Yes
Lesson 4
Food Safety Checklist
All food stored or prepared in the facility is from

approved sources.
__________________
Food equipment, utensils, and food contact surfaces

are properly washed, rinsed, and sanitized before
every use.
__________________
64
__________________
Thawed food is not refrozen.
__________________
Preparation is planned so ingredients are kept out

of the temperature danger zone to the extent possible.
__________________
Food is tasted using the proper procedure.
__________________
Procedures are in place to prevent cross-contamination. o
__________________
Food is handled with suitable utensils, such as

single-use gloves or tongs.
__________________
Food is prepared in small batches to limit the time

it is in the temperature danger zone.
__________________
Clean, reusable towels are used only for sanitizing

equipment and surfaces and not for drying hands,
utensils, or floor.
__________________
Food is cooked to the required safe internal

temperature for the appropriate time and is tested
with a calibrated food thermometer.
__________________
The internal temperature of food being cooked is

monitored and documented.
__________________
Hot Holding
Yes
Hot holding unit is clean.
__________________
Food is heated to the required safe internal

temperature before placed in hot holding.
__________________
Hot holding units are not used to reheat

potentially hazardous foods.
__________________
Hot holding unit is pre-heated before hot food

is placed in unit.
__________________
Temperature of hot food being held is at or

above 135 F.
__________________
Food is protected from contamination.
__________________
Cold Holding
Yes
Lesson 4
Frozen food is thawed under refrigeration, in cold

running water, or cooked to proper temperature
from frozen state.
Refrigerators are kept clean and organized.
__________________
Temperature of cold food being held is at or

below 41 F.
__________________
__________________
65
Yes
Thermometers are available and accurate.
__________________
Temperature is appropriate for pieces of equipment.
__________________
Food is stored 6-8 inches off floor or in walk-in

cooling equipment.
__________________
Refrigerator and freezer units are clean and neat.
__________________
Proper cooling procedures are used.
__________________
All food is properly wrapped, labeled, and dated.
__________________
The FIFO (First In, First Out) method of inventory

management is used.
__________________
Ambient air temperature of all refrigerators and

freezers is monitored and documented at the
beginning and end of each shift.
__________________
Food Storage and Dry Storage
Yes
Temperature of dry storage area is between

50 F and 70 F or state public health department
requirement.
__________________
All food and paper supplies are stored

6 to 8 inches off the floor.
__________________
All food is labeled with name and received date.
__________________
Open bags of food are stored in containers with

tight fitting lids and labeled with common name.
__________________
The FIFO (First In, First Out) method of inventory

management is used.
__________________
There are no bulging or leaking canned goods.
__________________
__________________
All food surfaces are clean.
__________________
Chemicals are clearly labeled and stored away

from food and food-related supplies.
__________________
There is a regular cleaning schedule for all food surfaces. o
__________________
Food is stored in original container or a food

grade container.
__________________
Cleaning and Sanitizing
Yes
Lesson 4
Refrigerator, Freezer,
and Milk Cooler
Three-compartment sink is properly set up for

ware washing.
__________________
Dish machine is working properly (gauges and

chemicals are at recommended levels).
__________________
Water is clean and free of grease and food particles.
__________________
66
__________________
If heat sanitizing, the utensils are allowed to remain

immersed in 171 F water for 30 seconds.
__________________
If using a chemical sanitizer, it is mixed correctly and

a sanitizer strip is used to test chemical concentration. o
__________________
Smallware and utensils are allowed to air dry.
__________________
Wiping cloths are stored in sanitizing solution

while in use.
__________________
Utensils and Equipment
Yes
All small equipment and utensils, including cutting

boards and knives, are cleaned and sanitized
between uses.
__________________
Small equipment and utensils are washed, sanitized,

and air-dried.
__________________
Work surfaces and utensils are clean.
__________________
Work surfaces are cleaned and sanitized between uses. o
__________________
Thermometers are cleaned and sanitized after each use. o
__________________
Thermometers are calibrated on a routine basis.
__________________
Can opener is clean.
__________________
Drawers and racks are clean.
__________________
Clean utensils are handled in a manner to prevent

contamination of areas that will be in direct contact
with food or a persons mouth.
__________________
Large Equipment
Yes
Lesson 4
Water temperatures are correct for washing and

rinsing.
Food slicer is clean.
__________________
Food slicer is broken down, cleaned, and sanitized

before and after every use.
__________________
Boxes, containers, and recyclables are removed

from site.
__________________
Loading dock and area around dumpsters are

clean and odor-free.
__________________
Exhaust hood and filters are clean.
__________________
67
Yes
Kitchen garbage cans are clean and kept covered.
__________________
Garbage cans are emptied as necessary.
__________________
Boxes and containers are removed from site.
__________________
Loading dock and area around dumpster are clean.
__________________
Dumpsters are clean.
__________________
Pest Control
Yes
Lesson 4
Garbage Storage and Disposal
Outside doors have screens, are well-sealed, and

are equipped with self-closing devices.
__________________
No evidence of pests is present.
__________________
There is a regular schedule of pest control by a

licensed pest control operator.
__________________
68
Instructions: Read the scenario below. Then read the list of observations. In the
column to the right of each observation, write the change you would recommend to
correct the problem.
Lesson 4
Case Study Pest Problems at

Red Oak High School
You began the new school year at Red Oak High School after several years as
manager in another school in the district. During the week before school started,
you noticed evidence of pests, including cockroaches and flies. Although the
school had been closed for the summer, you found out from the principal that the
pest control company serviced the school regularly. You decided that you would
work with foodservice staff to make changes to help prevent infestations. Your first
task was to walk around the kitchen and observe where and why the pests were in
the kitchen. Below are observations you made.
Your Observation
Recommended Change
1. Fan over the back door does not work.
________________________
2. Unscreened back door does not fit securely

when closed.
________________________
3. One bag of rice in storeroom broken and

spilled.
________________________
4. Cases of cans stored in cardboard cartons
________________________
5. Pipes from steam-jacketed kettle have space

around them.
________________________
6. Garbage cans not covered at any time of the day.
________________________
7. Loading dock is clean in the middle but sides

are dirty.
________________________
8. Bins of flour and sugar were left half-full over

the summer.
________________________
9. The grease trap had not been cleaned and the

3-compartment sink drain had overflowed and
the overflow had dried during the summer.
An unpleasant odor was obvious.
________________________
10. Material Safety Data Sheets were not available

for cleaning chemicals used in the kitchen.
________________________
69
Case Study Pest Problems at

Red Oak High School
1. Fan over the back door does not workHave it repaired. Keep door closed
as much as possible. The fan prevents flies from entering the foodservice
operation.
Lesson 4
Answers to
2. Unscreened back door does not fit securely when closedHave maintenance
repair the door to make it more secure (add weather stripping, etc.)
3. One bag of rice in storeroom broken and spilledClean up rice and discard.
Make sure that all items are stored at least 6 off the floor. Consider using food
storage containers for bagged items such as rice.
4. Cases of cans stored in cardboard cartonsRemove all cans from the cardboard
cases upon receiving and discard. Mark all cans with date of delivery. Record
reference numbers from box on invoice if necessary.
5. Pipes from steam-jacketed kettle have space around themHave maintenance
fill openings around pipes to prevent entry by pests.
6. Garbage cans not covered at any time of the dayKeep garbage cans covered as
much as possible.
7. Loading dock is clean in the middle but sides are dirtyHave staff completely
clean the entire loading dock area and begin a routine cleaning program for
that area.
8. Bins of flour and sugar were left half full over the summerBins should have
been emptied, cleaned, and sanitized for the summer. Food left in the bins
should be discarded and the bins cleaned and sanitized.
9. The grease trap had not been cleaned and the 3-compartment sink drain had
overflowed and the overflow had dried during the summer. An unpleasant odor
was obvious.Clean the grease traps and put that on the routine cleaning
schedule. Have maintenance clean the sink drain and make sure it is
unclogged.
10. Material Safety Data Sheets were not available for the cleaning chemicals used in
the kitchen.Contact the person who purchases the chemicals and obtain a
copy of the MSDS for each chemical used. Prepare a notebook or file for them.
Teach all employees about the procedure for using chemicals, how to use the
MSDS, and where the MSDS are located.
70
Compartment 1. The first compartment is used for washingso it should be set

up with hot, soapy water. The water should be about 110 F and the quantity of
detergent should be based on manufacturers instructions. Prior to placing items in
the first compartment, they should be scraped and, if possible, rinsed. You may even
want to presoak flatware and heavily soiled items. Once items are placed in the first
compartment, they should be rubbed vigorously with a brush or cloth to loosen and
remove any visible food particles.
Lesson 4
Functions of a 3-Compartment Sink
Compartment 2. The function of the second sink is rinsing. Clean, hot water
(110 F) should be placed in the second compartment and used to rinse away traces
of food, debris, and detergent. The water should be changed if it gets too cold or
shows signs of food, debris, or detergent.
Compartment 3. The function of the third compartment is for sanitizing.
Sanitizing can be done with a chemical sanitizing solution or with hot water. The
most common sanitizer used in schools is chemicals, but there are schools that use
hot water. If you use a chemical sanitizing solution, the concentration, or ppm, will be
the same as we learned for sanitizing other surfaces. If you use hot water, the water
should be maintained at 171 F or above. Items should be submersed in the hot
water at least 30 seconds for adequate sanitizing.
71
Lesson 4
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Manual Dishwashing
Introduction
Manual dishwashing is done in foodservice operations to clean
and sanitize dishes, small wares, and utensils especially when
there is not a dishmachine. Foodservice employees must use
proper dishwashing procedures and monitor to ensure that
sanitizing is done.
Here Are the Facts
Dishwashing is a three-step process: wash, rinse, and sanitize.
Sanitizing can be done with the use of either hot water at the
Food Safety Mini-Posters: Pot Sink (2000).
proper temperature or chemical sanitizers at the appropriate
concentrations. If sanitizing is not done appropriately, cross contamination can occur.
Application
Clean and sanitize dishes, small wares, and utensils using proper dishwashing procedures.
Follow state and local health department requirements.
Follow manufacturers instructions regarding the use and cleaning of equipment.
Follow manufacturers instructions regarding use of chemicals for cleaning and sanitizing.
Refer to the Material Safety Data Sheet (MSDS) provided by the manufacturer if you have
questions about use of specific chemicals.
Set-up and use the three-compartment sink in the following manner:
In the first compartment, wash with a clean detergent solution at or above 110 F or at the
temperature specified by the detergent manufacturer.
In the second compartment, rinse with clean water.
In the third compartment, sanitize with a sanitizing solution mixed at a concentration
specified on the manufacturers label or by immersing in hot water at or above
171 F for 30 seconds. Test the chemical sanitizer concentration using an
appropriate test strip.
1
72
Reminder: Always wash hands before handling clean and sanitized dishes,
equipment, and utensils. NEVER load dirty dishes and then handle clean
dishes without washing hands.
Lesson 4
Manual Dishwashing, continued
Monitor cleaning and sanitizing procedures.

Inspect food contact surfaces of equipment and utensils visually to ensure that surfaces
are clean.
Monitor use of three-compartment sink on a daily basis.
Monitor the water visually in each sink to make sure it is clean and free of food debris.
Take the water temperature in the first compartment of the sink by using a calibrated
thermometer.
Test sanitizer concentration in the third sink using appropriate test strips if chemical
sanitizing is used.
Test temperature of water in the third sink with a calibrated thermometer if hot water
sanitizing is used.
Take corrective action to make sure that cleaning and sanitizing is done properly.
Drain and refill compartments periodically and as needed to keep the water clean and free
of debris.
Adjust the water temperature by adding hot water until the desired temperature is reached.
Add more sanitizer or water, as appropriate, until the proper sanitizing solution
concentration is achieved.

References
Institute. (2000). Food safety mini-posters: Pot sink. Retrieved January 8, 2009, from
Institute. (2005). HACCP-based standard operating procedure: Cleaning and sanitizing food contact
surfaces. Retrieved January 8, 2009, from
(2005). FDA food code. Retrieved January 8, 2009, from http://www.cfsan.fda.gov/~dms/fc05-toc.html

2
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Mechanical Dishwashing
Introduction
Dishmachines are used in most foodservice operations to clean and sanitize dishes, small wares,
and utensils. Foodservice employees must use the dishmachine properly and monitor that the
machine is working properly to ensure proper sanitation.
Here Are the Facts
Dishwashing is a three-step process: wash, rinse, and sanitize. Sanitizing can be done with the
use of either hot water at the proper temperature or chemical sanitizers at the appropriate
concentrations. If sanitizing is not done appropriately, cross contamination can occur.
Application
Clean and sanitize dishes, small wares, and utensils using proper dishwashing procedures.
Follow state and local health department requirements and follow manufacturers
instructions.
Follow manufacturers instructions regarding use of chemicals for cleaning and sanitizing.
Refer to the Material Safety Data Sheet (MSDS) provided by the manufacturer if you have
questions about use of specific chemicals.
Use the dishmachine correctly.
Check with the dishmachine manufacturer to verify that the information on the data plate
is correct. Refer to information on the data plate to determine wash, rinse, and sanitizing
(final) rinse temperatures; sanitizing solution concentrations; and water pressures, as
applicable.
Reminder: Always wash hands before handling clean and
sanitized dishes, equipment, and utensils. NEVER load dirty
dishes and then handle clean dishes without washing hands.

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Monitor cleaning and sanitizing of dishmachines.

Inspect food contact surfaces of equipment and utensils visually to ensure that surfaces are
clean.
Monitor use of dishmachine on a daily basis.
Monitor visually to see if the water and interior parts of the machine are clean and free
of debris.
Monitor the temperature and pressure gauges to ensure that the machine is operating
according to recommendations on the data plate.
Ensure that food contact surfaces reach a surface
temperature of 160 F or above if using hot water
to sanitize. Check the temperature gauge on the
machine but also do a secondary check using a
heat sensitive tape or maximum registering
thermometer to ensure that appropriate
temperatures for sanitizing are reached.
Check the sanitizer concentration of the rinse
water in chemical dishmachines using appropriate
test strips.
Lesson 4
Mechanical Dishwashing, continued
Take corrective action to make sure cleaning and

sanitizing is done properly. Follow your standard
operating procedure.
Procedures: Cleaning and Sanitizing Food
Contact Surfaces (2005).

References
Institute. (2005). HACCP-based standard operating procedure: Cleaning and sanitizing food contact
surfaces. Retrieved January 8, 2009, from

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Lesson 4

Resources
References
(4th ed.) Chicago: Author.
76
A Process for Preventing Foodborne Illness
Lesson 5
Lesson 5: A Process for Preventing

Foodborne Illness
Standard Operating Procedure: Receiving Deliveries. . . . . . . . . . . . . . . . . . . 80
Activity Sheet: Receiving Decisions. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
Case Study: Safe In, Safe Out. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
Activity Sheet: Sample Invoice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
Activity Sheet: Answers to Sample Invoice . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
Food Safety Fact Sheet: Storing Foods. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
Pasta Toss with Vegetables, USDA Recipe for Child Care D-14. . . . . . . . . . . 90
Safe Handling Practices. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
Food Safety Fact Sheet: Controlling Time and
Temperature During Preparation. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
Food Safety Fact Sheet: Washing Fruits and Vegetables . . . . . . . . . . . . . . . . . 95
Activity Sheet: Thawing Food . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
Activity Sheet: Answers to Thawing Food. . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
Food Safety Fact Sheet: Thawing Foods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
Food Safety Fact Sheet: Cooking Foods. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
Food Safety Fact Sheet: Holding Cold Foods. . . . . . . . . . . . . . . . . . . . . . . . . 103
77
Lesson 5
Food Safety Fact Sheet: Holding Hot Foods. . . . . . . . . . . . . . . . . . . . . . . . . . 105
Video Viewing Guide: Cooling Food. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
Food Safety Fact Sheet: Cooling Foods. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
Food Safety Fact Sheet: Reheating Foods . . . . . . . . . . . . . . . . . . . . . . . . . . . 110
Food Safety Fact Sheet: Transporting Foods. . . . . . . . . . . . . . . . . . . . . . . . . 112
Activity Sheet: Concepts Important for Employee Training . . . . . . . . . . . . 114
Resources and References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
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Lesson 5 focuses on the process for preventing foodborne illness. It is important to

follow basic food handling practices at each operational step. These operational
steps include: purchasing, receiving, storing, preparing, cooking, serving and holding,
cooling, reheating, and transporting. There are safe food handling practices that need to
be followed at each step, including time and temperature control; employee personal
hygiene; and prevention of contamination.
Lesson 5
Lesson 5 focuses on the process for preventing foodborne illness. After completing this
lesson, you will be able to
1. Describe how purchasing relates to food safety.
2. Describe food safety practices that should be followed when receiving food.
3. Describe safe food handling practices for dry, refrigerated, and frozen storage.
4. Describe safe food handling practices when preparing food.
5. Describe safe methods for thawing frozen food.
6. Describe food safety guidelines for cooking foods.
7. State appropriate internal cooking temperatures for foods often
prepared in schools.
8. State appropriate holding temperatures for hot and cold foods.
9. Describe food safety guidelines for serving food.
10. List steps for the safe cooling of food.
11. Describe the reheating process for food.
79
Purpose: To ensure that all food is received fresh and safe when it enters the
foodservice operation and to transfer food to proper storage as quickly as possible
Lesson 5

Receiving Deliveries
Scope: This procedure applies to foodservice employees who handle, prepare, or

serve food.
Key Words: Cross-contamination, temperatures, receiving, holding, frozen goods,
delivery
Instructions:
3. Schedule deliveries to arrive at designated times during operational hours.
4. Post the delivery schedule, including the names of vendors, days and times of
deliveries, and drivers names.
5. Establish a rejection policy to ensure accurate, timely, consistent, and effective
refusal and return of rejected goods.
6. Organize freezer and refrigeration space, loading docks, and store rooms before
deliveries.
7. Gather product specification lists and purchase orders, temperature logs,
calibrated thermometers, pens, flashlights, and clean loading carts before
deliveries. Refer to the Using and Calibrating Thermometers SOP.
8. Keep receiving area clean and well lighted.
9. Do not touch ready-to-eat foods with bare hands.
10. Determine whether foods will be marked with the date of arrival or the use by
date and mark accordingly upon receipt.
11. Compare delivery invoice against products ordered and products delivered.
12. Transfer foods to their appropriate locations as quickly as possible.
80
1. Inspect the delivery truck when it arrives to ensure that it is clean, free of putrid
odors, and organized to prevent cross-contamination. Be sure refrigerated foods
are delivered on a refrigerated truck.
Lesson 5
Monitoring:
2. Check the interior temperature of refrigerated trucks.

3. Confirm vendor name, date and time of delivery, as well as drivers identification
before accepting delivery. If drivers name is different from what is indicated on
the delivery schedule, contact the vendor immediately.
4. Check frozen foods to ensure that they are all frozen solid and show no signs of
thawing and refreezing, such as the presence of large ice crystals or liquids on the
bottom of cartons.
5. Check the temperature of refrigerated foods.
a. For fresh meat, fish, and poultry products, insert a clean and sanitized
thermometer into the center of the product to ensure a temperature of
41 F or below. The temperature of milk should be 45 F or below.
b.

For packaged products, insert a food thermometer between two packages

being careful not to puncture the wrapper. If the temperature exceeds
41 F, it may be necessary to take the internal temperature before accepting
the product.
c. For eggs, the interior temperature of the truck should be at or below 45 F.

6. Check dates of milk, eggs, and other perishable goods to ensure safety
and quality.
7. Check the integrity of food packaging.
8. Check the cleanliness of crates and other shipping containers before
acceptingproducts. Reject foods that are shipped in dirty crates.
Corrective Action:
1. Retrain any foodservice employee found not following the procedures in this SOP.
2. Reject the following:
frozen foods with signs of previous thawing;
cans that have signs of deterioration, such as swollen sides or ends, flawed
seals or seams, dents, or rust;
punctured packages;
foods with out-dated expiration dates; and
foods that are out of the safe temperature zone or deemed unacceptable by
the established rejection policy.
81
Record the temperature and the corrective action on the delivery invoice or on the
Receiving Log. The foodservice manager will verify that foodservice employees are
receiving products using the proper procedure by visually monitoring receiving practices
during the shift and reviewing the Receiving Log at the close of each day. Receiving
Logs are kept on file for a minimum of 1 year.
By: _____________________________
Date Reviewed: _____________________
By: _____________________________
Date Revised: _______________________
By: _____________________________
Lesson 5
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Receiving Decisions
Instructions: Decide whether to accept or reject various items during the receiving
process. Describe why you made the decision. Keep in mind that the situations
described could affect food safety but there are other considerations in receiving
not discussed in this lesson.

Accept Reject
Lesson 5
Activity Sheet
Why?
1. Eggs are delivered along with

canned goods. The temperature of
the truck feels very hot.
2. Cases of fresh chickens are packed
in crushed ice. The chicken looks
and smells fresh.
3. A food thermometer is used to test
the internal temperature of three
different cartons of milk. All tested
milk is below 41 F.
4. Three one-quart containers of
yogurt are outdated.
5. Cases of lettuce look fresh, not
wilted, no signs of discoloration,
firm texture.
6. Boxes of frozen broccoli are soft
to the touch at the ends of boxes.
7. Cartons of ice cream novelties
have stains that appear to be
from melting.
8. Fresh-cut mixed salad greens
have a temperature of 47 F when
a food thermometer is inserted
between the bags. The salad greens
inside the bags are obviously wilted.
83
Instructions: Read the case study below and respond to the questions.
Lesson 5
Case Study Safe In, Safe Out
The delivery truck arrived with a variety of foodsfrozen foods, fresh produce
and bags of fresh-cut produce, and some dry foods. Because it was almost serving
time, Mary, the employee who was receiving, was in a rush to receive and store
the foods. At the same time, the dairys delivery person arrived with the milk for
the remaining days of the week.
Mary quickly signed for the first shipment after glancing over the invoice and the
purchase order. She noticed that dirt was on the milk cases and even on many
milk cartons. She thought about rejecting the milk but felt she should not bother
the manager who was meeting with an auditor. She decided to accept the milk
and wash the cartons. Mary accepted the milk and gave a stern warning to the
delivery person.
She moved the dry foods into the storeroom for later storage, after lunch. She
loaded the frozen and refrigerated foods on one cart and pushed it into the
walk-in refrigerator to sort it later when she had time. She then took time to
wash the dirty milk cartons in cold water to remove the soil before storage in
the refrigerator. She did not tell the manager about the dirty milk cartons.
What did Mary do correctly?
What did she do incorrectly?
84
Lesson 5
What can Mary and her manager/supervisor do to PREVENT similar

situations in the future?
85
Sample Invoice
Lesson 5
Activity Sheet
Custom Foods
2818 S. Foodway Drive
Orange City, ST 99292
416-978-3452
INVOICE
Sold to: Top Notch School District

Deliver to: A-One School

2919 W. 32nd Street
119 N. Gala Street

Appletown, ST 99343
Appletown, ST 99343

Date: September 15, 2007

Invoice No.: XB1348575
Purchase Order No.: TNS3405986
Delivery Date: September 17, 2007
Storage
Type
Quantity Quantity
Ordered Delivered
Back
Order
Product
Number
10 boxes 8 boxes 2 boxes
M3651
Hamburger Patties, 5/1, frozen
10 boxes 10 boxes
M3659
Chicken Nuggets, frozen
1 case
1 case
V4590
Broccoli, chopped, frozen
2 boxes 2 boxes
P6900
Apples, Gala, 113 ct.
1 lug
1 lug
P6978
Tomatoes, 5 x 6 lug
1 box
1 box
P6914
Oranges, 88 ct.
1 case
1 case
D1234
Green Beans, #10 cans, 6/case
4 bags
4 bags
M9887
Flour, 50 lb. bag
3 bags
3 bags
M9888
Sugar, 25 lb. bag
1 case
1 case
R7890
Eggs, case
1 case
1 case
R8799
Yogurt, strawberry, pint
1 case
1 case
R8792
Yogurt, blueberry, pint
4 cases
4 cases
R1000
Milk, white, 1%, pint
5 cases
5 cases
R1001
Milk, chocolate, 1%, pint
1 case
1 case
C2997
Degreaser, 1 gal., 4/case
Product Description
Unit Price
Extension
Source: National Food Service Management Institute. (2008). Serving it safe training resource. University, MS: Author.
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Answers to
Sample Invoice
Lesson 5
Activity Sheet
Custom Foods
2818 S. Foodway Drive
Orange City, ST 99292
416-978-3452
INVOICE
Sold to: Top Notch School District

Deliver to: A-One School

2919 W. 32nd Street
119 N. Gala Street

Appletown, ST 99343
Appletown, ST 99343

Date: September 15, 2007

Invoice No.: XB1348575
Purchase Order No.: TNS3405986
Delivery Date: September 17, 2007
Storage
Type
Quantity Quantity
Ordered Delivered
Freezer
10 boxes 8 boxes 2 boxes
M3651
Hamburger Patties, 5/1, frozen
Freezer
10 boxes 10 boxes
M3659
Chicken Nuggets, frozen
Freezer
1 case
1 case
V4590
Broccoli, chopped, frozen
Refrigerator 2 boxes 2 boxes
P6900
Apples, Gala, 113 ct.
Refrigerator 1 lug
1 lug
P6978
Tomatoes, 5 x 6 lug
Refrigerator 1 box
1 box
P6914
Oranges, 88 ct.
Dry
1 case
1 case
D1234
Green Beans, #10 cans, 6/case
Dry
4 bags
4 bags
M9887
Flour, 50 lb. bag
Dry
3 bags
3 bags
M9888
Sugar, 25 lb. bag
Refrigerator 1 case
1 case
R7890
Eggs, case
Refrigerator 1 case
1 case
R8799
Yogurt, strawberry, pint
Refrigerator 1 case
1 case
R8792
Yogurt, blueberry, pint
Refrigerator 4 cases
4 cases
R1000
Milk, white, 1%, pint
Refrigerator 5 cases
5 cases
R1001
Milk, chocolate, 1%, pint
1 case
C2997
Degreaser, 1 gal., 4/case
Dry
1 case
Back
Order
Product
Number
Product Description
Unit Price
Extension
Source: National Food Service Management Institute. (2008). Serving it safe training resource. University, MS: Author.
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Storing Foods
Introduction
Proper storing of food will help maintain food quality and safety. Employees who store food
play an important role in a foodservice operation by following proper storing practices.
Here Are the Facts
Food is a perishable product so it is important to store it at
the appropriate temperature for an appropriate time. Dry
storage areas should be maintained at 5070 F,
refrigerated storage areas should be maintained at 41 F
or below, and frozen storage areas should be maintained at
0 F -10 F.
Application
Follow good storage practices.
Keep storage areas clean.
Store all food and supplies at least 6 inches off the
floor.
Food Safety Mini-Posters: Storeroom Basics (2000).
Keep food in original containers or labeled containers
approved for food storage.
Label all food with the name and delivery date.
Use the First In, First Out (FIFO) method of inventory rotation. Dating products and storing
new products behind old products will make FIFO easier.
Store chemicals in a separate area from foods, preferably in a locked room or cabinet.
Check products for damage or spoilage, and discard products that show signs of damage or
spoilage.

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Follow good storage practices, continued

Avoid cross contamination.
Store ready-to-eat foods in the refrigerator separately from raw foods. If multiple products
are stored in one refrigerator, place them in the following order:
Highest shelf
Cooked and ready-to-eat foods
Whole meat
Ground meat
Lowest shelf
Poultry
Lesson 5
Storing Foods, continued
Monitor storage practices.

Check storage areas for cleanliness.
Check product expiration dates.
Check temperatures of all storage
areas a minimum of once a day.
Record the temperatures and the time
temperatures are taken for all storage
areas.
Take corrective action if appropriate
storage practices are not followed.
Clean storage areas.
Discard foods that are past the
expiration date.
Report to the supervisor if storage areas are
not at the appropriate temperature.
HACCP-Based Standard Operating Procedures: Damaged or

Discarded Product Log (2005).

References
Institute. (2000). Food safety mini-posters: Storeroom basics. Retrieved January 8, 2009, from
Institute. (2005). HACCP-based standard operating procedure: Damaged or discarded product log.
Retrieved January 8, 2009, from

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Meat Alternate-Vegetable-Grains/Breads

Ingredients
Main Dishes
25 servings
Weight
Measure
50 servings
Weight
Measure
Water
1 gal 1 qt
Salt
1 tsp
2 tsp
Enriched elbow macaroni
1 qt
2 qt
12 oz
Vegetable oil
2 gal 2 qt
1 lb 8 oz
cup
cup
*Fresh broccoli florets
1 lb 10 oz
2 qt 2 cups
3 lb 4 oz
1 gal 1 qt
*Fresh carrots, peeled,

shredded
7 oz
1 cups
14 oz
3 cups
Reduced fat mozzarella

cheese, cubes
1 lb 3 oz
1 qt
2 lb 6 oz
2 qt
Prepared yellow mustard
1 tsp
2 tsp
White vinegar
cup
cup
Granulated garlic
1 tsp
2 tsp
Dried chives, minced
1 tsp
2 tsp
Dried basil
1 tsp
2 tsp
Sugar
2 tsp
1 Tbsp 1 tsp
Salt
1 tsp
2 tsp
Ground black or white

pepper
tsp
1 tsp
Vegetable oil
1 cup
2 cups
D-14
Lesson 5
Pasta Toss with Vegetables
Instructions
1. Boil water and salt in a stock pot.
2. Cook pasta in boiling water until
tender but still firm (al dente),
about 10 minutes. Drain and
toss with vegetable oil in a large
bowl. Cool to room temperature,
stirring occasionally.
3. Cook broccoli in steamer for
2-3 minutes until just tender.
Quickly cool in ice water and drain.
4. In a bowl, combine cooled pasta,
broccoli, carrots, and cheese. Mix
thoroughly. Spread 2 lb 15 oz
(approximately 1 qt 2 cups)
into each pan (9 x 13 x 2). For
25 servings, use 2 pans. For
50 servings, use 4 pans.
5. In a bowl, whisk together mustard,
vinegar, granulated garlic, chives,
basil, sugar, salt, and pepper.
Continue to whisk while slowly
adding oil.
6. Pour dressing over pasta and
vegetables and mix thoroughly.
90
Meat Alternate-Vegetable-Grains/Breads

Main Dishes
25 servings
Weight
Measure
Ingredients
50 servings
Weight
Measure
D-14
Lesson 5
Pasta Toss with Vegetables
Instructions
7. Cool to 41 F within 4 hours.
Refrigerate until ready to serve.
Portion with No. 8 scoop ( cup).
Servings
Yield
25 Servings:
50 Servings:
Edited 2004
cup (No. 8 scoop) provides oz

of cheese, cup of vegetable, and
the equivalent of slice of bread.
Volume
25 Servings: 3 quarts cup
50 Servings: 1 gallon 2 quarts
5 lb 14 oz
11 lb 12 oz
Marketing Guide for Selected Items
Food as
Purchased for
25 Servings
50 Servings
Broccoli
2 lb
4 lb
Carrots
9 oz
1 lb 2 oz
Nutrients per serving

Calories
216
Saturated Fat
Protein
8.86 g
Cholesterol
3.06 g
7 mg
Iron
0.96 mg
Calcium
178 mg
Carbohydrate
15.10 g
Vitamin A
2262 IU
Sodium
263 mg
Total Fat
13.63 g
Vitamin C
22.2 mg
Dietary Fiber
1.8 g
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Examples of safe handling practices for preparing Pasta Toss with Vegetables D-14
from USDA Recipes for Child Care appear below.
Prevent Contamination
Lesson 5
Safe Handling Practices
Control Time & Temperature
Wash hands before preparing

the recipe.
Cool pasta to room temperature

after cooking.
Wash and sanitize all surfaces and

equipment.
Quickly cool broccoli in ice water

and drain.
After combining all ingredients, cool
to 41 F within 4 hours.
Refrigerate until ready to serve.
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Controlling Time and Temperature

During Preparation
Introduction
Preparation is an important step in the flow of food.
Foodservice employees can use good food handling
practices during preparation to ensure that food
temperatures are controlled and the time that foods are in
the temperature danger zone is minimized.
Here Are the Facts
The temperature danger zone, between 41 F and 135 F, is
the temperature range in which bacteria grow most rapidly.
Application
Limit the time that foods are in the temperature danger zone during preparation.
Pre-chill ingredients for cold foods, such as sandwiches, salads, and cut fruits, to 41 F or
below before combining with other ingredients.
Prepare foods as close to serving times as the menu will allow.
Prepare food in small batches. For example, when assembling deli sandwiches, remove only
enough meat and cheese to prepare 25 sandwiches. Return the sandwiches to the refrigerator
and then remove enough meat and cheese to prepare another 25 sandwiches.
Limit the time for preparation of any batches of food so that the ingredients are not at room
temperature for more than 30 minutes before cooking, serving, or returning to the
refrigerator.
Chill all cold foods as quickly as possible.

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Monitor the time and temperatures of foods during

preparation.
Use a clean, sanitized, and calibrated thermometer
(preferably a thermocouple) to check temperatures.
Take at least two internal temperatures from each pan
of food at various stages of preparation.
Monitor the amount of time that food is in the
temperature danger zone. It should not exceed 4 hours.
Take corrective action to make sure that time and
temperature are maintained during preparation.
Begin the cooking process immediately after
preparation for any foods that will be served hot.
Cool rapidly any ready-to-eat foods or foods that will
be cooked at a later time.
Return ingredients to the refrigerator if the anticipated
preparation time is expected to exceed 30 minutes.
Discard food held in the temperature danger zone for
more than 4 hours.
Lesson 5
Controlling Time and Temperature

During Preparation, continued

Controlling Time and Temperature Preparation
(2005).

References
Management Institute. (2005). HACCP-based standard operating procedure: Controlling
time and temperature during preparation. University, MS: Author.

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Washing Fruits and Vegetables

Introduction
Fresh fruits and vegetables can be contaminated either
when they are purchased or if they are handled incorrectly.
Thorough washing of fruits and vegetables will minimize
the risk of serving a contaminated product to customers.
Here Are the Facts
Washing Fruits and

Vegetables
Wash hands before handling fresh fruits and
vegetables.
Wash, rinse, sanitize, and air dry all food
contact surfaces, equipment, and utensils that
will be in contact with fresh fruit.
Remove any damaged or bruised areas of the
fruits and vegetables.
Fresh fruits and vegetables can be exposed to harmful

bacteria because of growing conditions and handling by
humans. Some fruits such as cantaloupes have a very
rough rind that can trap dirt and bacteria. Because these
products are not cooked, they can cause foodborne illness
if not handled properly.
Serve cut melons within 7 days if held at 41 F

or below.
Label, date, and refrigerate fresh-cut items.

2009
Washing Fruits and Vegetables (2009).
Application
Follow safe practices when handling fresh fruits and vegetables.
Wash hands using the proper procedure before handling fresh fruits and vegetables.
Wash, rinse, sanitize, and air dry all food contact surfaces, equipment, and utensils that will
be in contact with fresh produce. This includes cutting boards, knives, and sinks. Always use
sinks designated for food preparation.
Follow manufacturers instructions for proper use of chemicals. For example, using
sanitizers at too high a concentration may cause contamination of the produce.
Wash all raw fruits and vegetables thoroughly before combining with other ingredients,
including the following:
Unpeeled fresh fruit and vegetables that are served whole or cut into pieces
Fruits and vegetables that are peeled and cut to use in cooking or served
ready-to-eat
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Follow safe practices when handling fresh fruits and vegetables, continued
Wash fresh produce vigorously under cold running water or by using chemicals that comply
with the FDA Food Code or your state or local health department. It is not
recommended to rewash packaged fruits and vegetables labeled as being previously
washed and ready-to-eat.
Remove any damaged or bruised areas of the fruits and vegetables.
Label, date, and refrigerate fresh-cut items.
Serve cut melons within 7 days if held at 41 F or below.
Do NOT serve raw seed sprouts to highly susceptible populations such as preschool-age
children.
Lesson 5
Washing Fruits and Vegetables, continued
Monitor handling procedures for fresh fruits and vegetables.

Check fruits and vegetables visually to make sure they are properly washed, labeled, and
dated.
Check daily the quality of fruits and vegetables in cold storage.
Check labels and use-by dates.
Take corrective action if fresh fruits and vegetables are not handled properly.
Remove unwashed fruits and vegetables and wash them before they are served.
Label and date fresh cut fruits and vegetables.
Discard cut melons after 7 days.

References
Institute. (2006). Developing a school food safety program: Participants workbook. University,
MS: Author.
Institute. (2005). HACCP-based standard operating procedure: Washing fruits and vegetables.
Retrieved January 8, 2009, from www.nfsmi.org/documentLibraryFiles/PDF/20080213012211.pdf
(2005). FDA food code. Retrieved January 8, 2009, from
www.cfsan.fda.gov/~dms/fc05-toc.html

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Thawing Food
Instructions: A list of frozen food items to be thawed appears below. Place the
number of the appropriate thawing method(s) next to each food item. You will use
methods more than once. Some items may have more than one acceptable method.

Whole Turkey
Hamburger Patties
Roast Beef
Frozen Eggs
Pizza
Chili
Soup
Frozen Vegetables
Chicken Nuggets
Lasagna
Casserole
Sausage Patties
Lesson 5
Activity Sheet
1= Refrigerator
2 = Running water
3 = Part of cooking
4 = Microwave oven
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Answers to
Thawing Food
Lesson 5
Activity Sheet
Whole Turkey
1
Hamburger Patties
1 or 3
Roast Beef
1
Frozen Eggs
1 (in original container)
Pizza
3
Chili
1 or 3
Soup
1 or 3
Frozen Vegetables
3
Chicken Nuggets
3
Lasagna
1 or 3
Casserole
1 or 3
Sausage Patties
1 or 3
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Thawing Foods
Introduction
Thawing frozen food correctly is important for keeping food safe to
eat. The FDA Food Code states that the temperature of food should
not exceed 41 F during the thawing process. Cooks must plan
ahead so that they can use an appropriate method for thawing.
Here Are the Facts
Freezing food keeps most bacteria from multiplying, but it does not
kill them. If food is allowed to enter the temperature danger zone of
41 F135 F, bacteria will grow rapidly. There are four acceptable
methods for thawing food: in a refrigerator, under cold running
water, in a microwave, or as part of the cooking process.
Temperature Mini-Poster (2008).
Application
Use good production planning to determine the quantity of food needed and when food should be
thawed in advance. Indicate preparation such as thawing that needs to be done on the daily
production record.
Use one of the four safe methods when thawing frozen foods.
1. Thaw frozen food in the refrigerator at a temperature at or below 41 F.
Place packages of frozen food in a pan so that juices cannot drip on other foods.
Change the drip pan when liquid is visible in the pan.
Allow adequate time for thawing. A small quantity of food may thaw in one day, while a
large product such as a turkey may take several days.
2. Thaw frozen food completely submerged under clean, drinkable running water.
The water temperature should be 70 F or below.
The water should be at sufficient velocity as to agitate and float off loose particles in an
overflow.
Ready-to-eat foods should never be allowed to rise above 41 F.
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Use one of the four safe methods when thawing frozen foods, continued
Foods that will be cooked should never be allowed to rise above 41 F for more than
4 hours, including thawing and cooking time or thawing and chilling time.
3. Thaw frozen food in a microwave oven only if it will be cooked immediately.
4. Thaw frozen food as part of the cooking process. This method typically is used for products
such as frozen patties, nuggets, pizza, lasagna, chili, soup, and vegetables.
Lesson 5
Thawing Foods, continued
Monitor thawing process for frozen foods.

Check temperature of food during the thawing process using an infrared thermometer or a
calibrated stemmed thermometer.
For thawing as part of the cooking process, temperatures should be checked as they would
be for cooking. Food should be heated to the end-point cooking temperature
within 2 hours.
For refrigerator thawing, check the temperature at the end of the thawing process. If the
refrigeration unit is working properly, the food will never exceed 41 F.
For microwave thawing, food should be cooked immediately and temperature checked at
the end of the cooking process, which should not exceed 2 hours.
For thawing in running water, check the temperature of the food every 30 minutes.
Check food temperatures with a clean, sanitized, and calibrated thermometer.
Check the water temperature with a clean, sanitized, and calibrated thermometer if cold
running water is used for thawing.
Record the temperature and the time the temperature is checked.
Take corrective action if appropriate thawing temperature of the food is not met.
If water temperature is warmer than 70 F from the tap, use another thawing method.
Record corrective actions taken.

References
U.S. Department of Health and Human Services, Food and Drug Administration, & National Food
Service Management Institute. (2002; Rev. ed. 2009). Serving it safe (2nd ed.). University, MS:
Author.
Institute. (2008). Temperature mini-poster. Retrieved January 8, 2009 from

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Cooking Foods
Introduction
Cooking is a critical control point, or a point at which reaching proper temperatures can help
ensure that a food is safe to eat. Cooks must know the proper temperatures for cooking food,
monitor end-point cooking temperatures, and record cooking temperatures.
Here Are the Facts
The appropriate temperature for cooking foods is based on
temperatures that will kill bacteria associated with that
specific food. That is why, for example, poultry products
have a higher cooking temperature than beef. It is important
to know the temperature requirements for menu items used
in your foodservice operation.
Application
Cook foods to the appropriate end-point temperature.
145 F for 15 seconds
Beef, pork, and seafood
Ground products containing beef, pork, or fish
Fish nuggets or sticks
Cubed or Salisbury steaks
Poultry
Stuffed beef, pork, or seafood
Pasta stuffed with beef, eggs, pork, or seafood such as lasagna or manicotti

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Cook foods to the appropriate end-point temperature, continued

Fresh, frozen, or canned fruits and vegetables
cooked for hot holding
Ready-to-eat food that has been commercially
processed and comes directly from intact
packaging from food processor
Lesson 5
Cooking Foods, continued
Monitor cooking temperatures.

Check food temperatures with clean, sanitized,
and calibrated thermometer.
Avoid inserting the thermometer into pockets
of fat or near bones when taking internal
Cooking and Reheating Temperature Log (2005).
temperatures.
Take at least two internal temperatures from each batch of food.
Insert thermometer into the thickest part of the food, which usually is in the center.
Record the temperature and the time the temperature was checked.
Take corrective action if appropriate temperatures are not met, which usually means that
cooking is continued until the temperature at the thickest part of the food product is
appropriate.
References
Institute. (2005). HACCP-based standard operating procedure: Cooking and reheating temperature log.
Retrieved January 8, 2009, from http://www.nfsmi.org/documentLibraryFiles/PDF/20080213012437.pdf
Institute. (2005). HACCP-based standard operating procedure: Cooking potentially hazardous foods.
Retrieved January 8, 2009, from http://www.nfsmi.org/documentLibraryFiles/PDF/20080213010117.pdf
Institute. (2005). Thermometer information resource. University, MS: Author.

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Holding Cold Foods

Introduction
Holding is a point at which maintaining proper temperatures can help ensure that a food is safe
to eat. Cooks and servers must know the proper temperature for holding food, monitor the
holding process, and record temperatures of foods during holding.
Here Are the Facts
The FDA Food Code requires that all cold foods be maintained at 41 F or below. When
temperatures of food are above 41 F, they are in the temperature danger zonetemperatures
at which bacteria grow rapidly. Research has shown that inadequate cold holding temperatures
are a problem in many foodservice operations.
Application
Hold cold foods at 41 F or below.
Pre-chill ingredients for items to be
served cold.
Schedule food production to minimize
the time that food is maintained on the
serving line.
Use batch preparation for cold items to
minimize the time that ingredients and
completed foods are at room temperature.

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Monitor holding process for cold foods.

Check temperature of all cold holding units by placing a calibrated thermometer in the
warmest part of the holding unit. The unit should be 41 F or below.
Check internal temperatures of cold food with a clean, sanitized, and calibrated
thermometer.
Take at least two internal temperatures from each batch of food during holding.
Insert thermometer into the thickest part of the food, which usually is in the center.
Record the temperature and the time the temperature is checked.
Lesson 5
Holding Cold Foods, continued
Take corrective action if appropriate holding temperature of cold food is not met.
Rapidly chill food using an appropriate cooling method if the temperature is found to be
above 41 F and the last temperature taken was 41 F or below and taken within the last
2 hours.
Place food in shallow containers (no more than 4 inches deep) and uncovered on the top
shelf in the back of the walk-in or reach-in cooler.
Use a quick chill unit, such as a blast chiller.
Stir the food in a container placed in an ice water bath.
Separate food into smaller or thinner portions.
Repair or reset holding equipment before returning the food to the unit, if applicable.
Discard food if it cannot be determined how long the food temperature was above 41 F.

References
Institute. (2005). HACCP-based standard operating procedure: Holding hot and cold potentially
hazardous foods. Retrieved January 8, 2009, from
U.S. Department of Health and Human Services, Food and Drug Administration. (2004, September
14). FDA report on the occurrence of foodborne illness risk factors in selected institutional
foodservice, restaurant, and retail food store facility types. Retrieved January 8, 2009, from
http://www.cfsan.fda.gov/~dms/retrsk2.html

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Holding Hot Foods

Introduction
Holding is a critical control point, or a point at which maintaining proper temperatures can help
ensure that a food is safe to eat. Cooks must know the proper temperature for holding food,
monitor the holding process, and record temperatures of foods during holding.
Here Are the Facts
The FDA Food Code requires that all hot foods be
maintained at 135 F or above. When temperatures of
food fall below 135 F, they are in the temperature danger
zonetemperatures at which bacteria grow rapidly.
Application
Hold hot foods at 135 F or above.
Preheat steam tables and hot holding cabinets.
Schedule food production to minimize the time that
food is maintained on a steam table or other hot holding unit.
Monitor holding process for hot foods.
Check temperature of hot holding units by placing a calibrated thermometer in the coolest
part of the holding unit.
Check food temperatures with a clean, sanitized, and calibrated thermometer.
Check food temperatures when product is placed in steam table or hot holding unit and at
least every 2 hours thereafter.

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Monitor holding process for hot foods, continued

Take at least two internal temperatures from each batch of
food during holding.
Insert thermometer into the thickest part of the food, which
usually is in the center.
Record the temperature and the time the temperature was
checked.
Lesson 5
Holding Hot Foods, continued
Take corrective action if appropriate holding temperature

of the hot food is not met.
Reheat food to 165 F for 15 seconds if the temperature is
found to be below 135 F and the last temperature
measurement was 135 F or higher and taken within the last
2 hours.
Food Safety Mini-Posters: Use That
Thermometer (2000).
Repair or reset holding equipment before returning the food
to the unit if temperatures are not maintained.
Discard food if it cannot be determined how long the food temperature was below 135 F.

References
Management Institute. (2000). Food safety mini-posters: Use that thermometer. Retrieved
Institute. (2005). HACCP-based standard operating procedure: Holding hot and cold potentially
hazardous foods. Retrieved January 8, 2009, from

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video, Cooling Food. Answers appear at the bottom of the handout.
Lesson 5
Video Viewing Guide Cooling Food
What cooling techniques were suggested in the video?

1.
_________________________________________________
2.
_________________________________________________
3.
_________________________________________________
4. _________________________________________________
5. _________________________________________________
6. _________________________________________________
7. _________________________________________________
Key Points for Cooling Foods

Cooling hot food is critical.
A standard operating procedure is needed for cooling foods.
Temperatures of food must be taken during cooling.
State and local requirements should be followed.
(Answers: Cooling techniques include: use batch cooking; put food in shallow
containers uncovered; put food on top shelf in back of the refrigerator; use a quick
chill unit, such as a blast chiller; pre-chill ingredients and containers; use an ice bath;
use an ice paddle)
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Cooling Foods
Introduction
Cooling is a critical control point, or a point at which reaching proper temperatures within an
appropriate time period can help ensure that a food is safe to eat. Cooks must know the proper
temperatures for cooling food, monitor the temperature of food as it cools, and record cooling
temperatures.
Here Are the Facts
Food has to go through the temperature danger zone (41 F135 F) during the cooling process.
Bacteria grow rapidly in the temperature danger zone, so the times that food can be at that
temperature has to be minimized to limit bacterial growth. Important cooling temperatures and
times include the following:
1. Hot food must be cooled from 135 F70 F within 2 hours.
2. Hot food must be cooled from 70 F41 F in an additional 4 hours.
3. Foods at room temperature (70 F) must be cooled to 41 F within 4 hours.
Application
Cool foods to the appropriate temperature within the appropriate time.
Select a rapid cooling method to speed the cooling process.
Place food in shallow containers no more than 4 inches deep and uncovered on the top shelf
in the back of a walk-in or reach-in cooler.
Use a quick-chill unit such as a blast chiller.
Place the container of food in an ice water bath and stir.
Add ice as an ingredient at the end of cooking.
Separate food into smaller or thinner portions.
Pre-chill ingredients used for making bulk items such as salads.
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Monitor cooling temperatures.

Check food temperatures with clean, sanitized, and calibrated thermometer.
Take the temperature of food during the cooling process frequently enough that corrective
action can be taken.
Record the temperature and the time the temperature was checked on the cooling
temperature log.
Lesson 5
Cooling Foods, continued
Take corrective actions if the temperature and time requirements are not met.
Reheat cooked, hot food to 165 F for 15 seconds and begin the cooling process again using
a different cooling methods when food is
Above 70 F and 2 hours or less into the cooling process.
Above 41 F and 6 hours or less into the cooling process.
Discard cooked, hot food immediately when the food is
Above 70 F and more than 2 hours into the cooling process.
Above 41 F and more than 6 hours into the cooling process.
Use a different cooling method for prepared ready-to-eat foods when the food is above
41 F and less than 4 hours into the cooling process.
Discard prepared ready-to-eat foods when the food is above 41 F and more than 4 hours
into the cooling process.

References
Management Institute. (2005). HACCP-based standard operating procedure: Cooling
potentially hazardous foods. Retrieved January 8, 2009, from
Author.

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Reheating Foods
Introduction
Reheating is a critical control point, or a point at which
reaching proper temperatures can help ensure that a food is
safe to eat. Cooks must know the proper temperature for
reheating food, monitor the reheating process, and record
temperatures of reheated foods.
Here Are the Facts
The FDA Food Code requires that all leftover foods or foods
that have a precooked or leftover food as an ingredient be
reheated to 165 F for 15 seconds within 2 hours.
Application
Reheating
Foods
Reheat leftover
foods to 165 F
for 15
165
seconds.
Hol
F
C/
/Off
On

2009
Reheating Foods (2009).
Reheat foods using proper procedures.

Reheat the following foods to 165 F for 15 seconds:
Any food that has been cooked and cooled, and will be reheated for hot holding,
Leftovers reheated for hot holding,
Products made from leftovers, such as soup or casseroles,
Precooked, processed foods that have been previously cooled.
Reheat foods rapidly. When reheating food, the total time the temperature of the food is
between 41 F and 165 F cannot exceed 2 hours.
Serve reheated food immediately or place in appropriate hot holding unit.

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Monitor reheating process.

Check food temperatures with a clean,
sanitized, and calibrated thermometer.
Take at least two internal temperatures
from each batch of food that is reheated.
Insert thermometer into the thickest part
of the food, which usually is in the
center.
Record the temperature and the time the
temperature is checked.
Lesson 5
Reheating Foods, continued
Take corrective action if appropriate

HACCP-Based Standard Operating Procedures: Cooking
temperatures of the food are not met.
and Reheating Temperature Log (2005).
Continue reheating until required
temperature is reached, up to a maximum of 2 hours.
Discard food if reheating temperature is not met within 2 hours.

References
Management Institute. (2005). HACCP-based standard operating procedure: Cooking and
reheating temperature log. Retrieved January 8, 2009, from
Management Institute. (2005). HACCP-based standard operating procedure: Reheating
potentially hazardous foods. Retrieved January 8, 2009, from

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Transporting Foods
Introduction
Many school foodservice operations prepare food at one site
and transport it to another site for service. The transporting
process adds to the complexity of a foodservice operation
and provides another step in the flow of food that must be
performed correctly to ensure temperature maintenance and
to minimize cross contamination.
Here Are the Facts
Transporting adds time to holding food. The FDA Food
Code requires that all hot foods be maintained at 135 F
or above and that all cold foods are maintained at 41 F to
minimize opportunities for bacterial growth. Proper equipment
and processes must be in place so that proper temperatures
are maintained and there is no cross contamination.
Application

Procedures: Transporting Food to Remote
Sites (Satellite Kitchens) (2005).
Transport foods using appropriate equipment and processes.

Maintain temperatures of products.
Keep frozen foods frozen.
Keep cold foods at 41 F or below.
Keep hot foods at 135 F or above.
Transport food in containers and carriers that have been approved by the National Sanitation
Foundation (NSF) or by the state or local health department.
Prepare food carriers before use.
Clean all exterior surfaces.
Wash, rinse, and sanitize all interior surfaces.
Preheat or pre-chill according to manufacturers recommendations.

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Store food in containers suitable for transportation. Containers should be

Rigid and sectioned so that foods do not mix.
Tightly closed to minimize spillage and to retain temperature.
Nonporous to avoid leakage.
Easy-to-clean or disposable.
Approved for food use.
Schedule food transportation to minimize the time between cooking and serving at the satellite site.
Lesson 5
Transporting Foods, continued
Monitor transporting process.

Check the temperature of all food carriers with a calibrated thermometer before loading with food.
Check cold carriers in the warmest part.
Check hot carriers in the coolest part.
Check food temperatures with a clean, sanitized, and calibrated thermometer before placing it in
the food carrier.
Check food temperatures with a clean, sanitized, and calibrated thermometer when it arrives at the
satellite site.
Record the temperatures and the times temperatures were checked.
Take corrective action if appropriate holding temperature of the food is not met during
transporting.
Continue heating or chilling food carrier if it is not at the appropriate temperature.
Reheat food to 165 F for 15 seconds if the temperature is found to be below 135 F and the last
temperature measurement was 135 F or higher and taken within the last 2 hours.
Cool food to 41 F or below using a proper cooling procedures if internal temperature of cold food
is greater than 41 F.
Repair or reset equipment before returning the food to the unit if temperatures are not maintained.
Discard food that has been held in the temperature danger zone of 41 F135 F for more than 4
hours.
References
Institute. (2005). HACCP-based standard operating procedure: Transporting food to remote sites
(Satellite kitchens). Retrieved January 8, 2009, from

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Concepts Important
for Employee Training
Instructions:
Lesson 5
Activity Sheet
1. _ _______ Using standard operating procedures

2. _ _______ Cleaning and sanitizing
3. _ _______ Taking food temperatures
4. _ _______ Calibrating thermometers
5. _ _______ Cooling foods
6. _ _______ Temperature danger zone
7. _ _______ Personal hygiene
8. _ _______ Temperature monitoring and documentation
9. _ _______ Preventing cross contamination
10. _ _______ Effective storage of food, supplies, and chemicals
11. _ _______ Food safety in food bars
12. _ _______ Serving food
13. _ _______ Washing fruits and vegetables
(Answers: 1) CC, TC; 2) CC; 3) TC; 4) TC; 5) TC; 6) TC; 7) CC; 8) TC; 9) CC; 10) CC, TC;
11) CC, TC; 12) TC, 13) CC).
114
Lesson 5

Resources
References
115
Food Safety Programs in Schools
Lesson 6
Lesson 6: Food Safety Programs

in Schools
Lesson Introduction and Learning Objectives . . . . . . . . . . . . . . . . . . . . . . . 118
Evaluating a Standard Operating Procedure . . . . . . . . . . . . . . . . . . . . . . . . 119
Answers to Evaluating a Standard Operating Procedure. . . . . . . . . . . . . . . 121
Standard Operating Procedure: Cooking
Potentially Hazardous Foods . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
Video Viewing Guide: Developing a Food Safety Program . . . . . . . . . . . . . 125
Video Viewing Guide: Answers to Developing
a Food Safety Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126
Food Safety Fact Sheet: No Cook Process . . . . . . . . . . . . . . . . . . . . . . . . . . . 127
Food Safety Fact Sheet: Same Day Service Process. . . . . . . . . . . . . . . . . . . . 129
Food Safety Fact Sheet: Complex Process. . . . . . . . . . . . . . . . . . . . . . . . . . . 131
Food Safety Fact Sheet: The Process Approach . . . . . . . . . . . . . . . . . . . . . . 134
Activity Sheet: Process Category. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136
Activity Sheet: Answers to Process Category . . . . . . . . . . . . . . . . . . . . . . . . 137
Activity Sheet: Food Flow . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138
Activity Sheet: Answers to Food Flow . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139
My Agenda for Improving Food Safety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140
Resources and References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141
117
The Serving It Safe training has provided basic food safety information that
employees need to apply in a foodservice operation. Lesson 6 will focus on the
basic requirements for a food safety program based on HACCP principles. A
comprehensive written food safety program brings together all of the basic food
safety practices that emphasize good food safety and prevention of foodborne
illness. It focuses on three key areas: time and temperature control, personal
hygiene, and prevention of contamination.
Lesson 6
After completing this lesson, you will be able to

1. Use standard operating procedures in a food safety program.
2. Use the Process Approach to categorize menu items into three categories:
no cook, same day service, and complex.
3. Identify important control measures at each step in the flow of food.
There are other programs, such as Developing a School Food Safety Program,
designed to provide more depth about developing and implementing a food safety
program for schools. Knowledge gained from completing the Serving It Safe course
will prepare participants for moving on to the next steps of implementing a food
safety program in their schools.
118
Instructions: Take a look at the standard operating procedure (SOP) for Cooking
Potentially Hazardous Foods on pages 122123. Look for each section listed in the
left column below. Then make notes to indicate key points in the SOP related to
each section.

Key Sections in a Standard

Operating Procedure
Lesson 6
Evaluating a Standard Operating Procedure
Key Points in SOP for Cooking

Potentially Hazardous Foods
Purpose statement
Indicates why the standard
operating procedure is important
and how it fits into the food safety
program.
Instructions
Provide a step-by-step description
of procedures that should be
followed.
Monitoring
Describes the process of checking
to make sure that an operation is
following standard operating
procedures and meeting important
times and temperatures for food.
Documenting temperatures and
times is part of the monitoring
process.
Corrective actions
Lists specific, pre-planned actions
that must be taken if a standard
operating procedure is not followed
or if a time and temperature is not
met.
For example, if a cooking temperature is not met, additional cooking
would be needed.
119
Lesson 6

Operating Procedure

Verification
Describes procedures to confirm
that a food safety program is
working according to plan.
The supervisor or kitchen manager
plays an important role in verification by checking to make sure
that monitoring and documentation
is done.
The verification process will identify changes that need to be made
in the food safety program so that it
will be effective.
Record Keeping
Is needed to document monitoring
and corrective actions taken.
Records should be retained for one
year (or longer if required by your
state).
120
Answers to

Operating Procedure
Purpose statement
Indicates why the standard operating procedure is important and
how it fits into the food safety
program.
Instructions
Provide a step-by-step description of
procedures that should be
followed.
Monitoring
Describes the process of checking
to make sure that an operation is
following standard operating
procedures and meeting important
times and temperatures for food.
Documenting temperatures and
times is part of the monitoring
process.
Corrective actions
Lists specific, pre-planned
actions that must be taken if a
standard operating procedure is
not followed or if a time and
temperature is not met.
For example, if a cooking temperature is not met, additional cooking
would be needed.
Lesson 6
Evaluating a Standard Operating Procedure

This purpose of this SOP is to prevent
foodborne illness by cooking foods to
the appropriate temperatures.
Employees should be trained in how

to use this SOP.
School nutrition operations should
follow state or local health department requirements. This procedure
provides appropriate internal
cooking temperatures based on the
Food Code.
School nutrition employees should
use a clean, sanitized, and calibrated
probe thermometer to check temperatures, avoiding fat and bones.
At least two temperatures should be
taken.
School nutrition staff should

continue cooking food until the
appropriate internal temperature
is met.
Any employees found to not follow
this SOP should be retrained.
121
Lesson 6

Operating Procedure
Verification
Describes procedures to confirm
that a food safety program is
working according to plan.
The supervisor or kitchen manager
plays an important role in verification by checking to make sure
that monitoring and documentation
is done.
The verification process will identify changes that need to be made
in the food safety program so that it
will be effective.
Record Keeping
Is needed to document monitoring
and corrective actions taken.
Records should be retained for one
year (or longer if required by your
state).

The manager should verify that
procedures are followed by
monitoring employees visually
during the shift and by checking
the Cooking and Reheating
Temperature Log.
School nutrition employees should

record the product name, two
temperatures/times, and any
corrective actions on the Cooking
and Reheating Temperature Log.
The manager should also review the
temperature log and initial and date
it at the end of each day.
The Cooking and Reheating
Temperature Log should be kept
for a minimum of one year.
122
Lesson 6

Cooking Potentially Hazardous Foods
Purpose: To prevent foodborne illness by ensuring that all foods are cooked to
the appropriate internal temperature
Scope: This procedure applies to foodservice employees who prepare or
serve food.
Key Words: Cross-contamination, temperatures, cooking
Instructions:
1. Train foodservice employees on using the procedures in this SOP. Refer to the
NFSMI SOP: Using and Calibrating Thermometers.
3. If a recipe contains a combination of meat products, cook the product to the
highest required temperature.
4. If state or local health department requirements are based on the Food Code,
cook products to the following temperatures.
a. 145 F for 15 seconds
Seafood, beef, and pork
Eggs cooked to order that are placed onto a plate and immediately served
b. 155 F for 15 seconds
Ground products containing beef, pork, or fish
Fish nuggets or sticks
Eggs held on a steam table
Cubed or Salisbury steaks
c. 165 F for 15 seconds
Poultry
Stuffed fish, pork, or beef
Pasta stuffed with eggs, fish, pork, or beef (such as lasagna or manicotti)
d. 135 F for 15 seconds
Fresh, frozen, or canned fruits and vegetables that are going to be held
on a steam table or in a hot box
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1. Use a clean, sanitized, and calibrated probe thermometer, preferably a

thermocouple.
Lesson 6
Monitoring:
2. Avoid inserting the thermometer into pockets of fat or near bones when taking
internal cooking temperatures.
3. Take at least two internal temperatures from each batch of food by inserting
the thermometer into the thickest part of the product, which usually is in the
center.
4. Take at least two internal temperatures of each large food item, such as a turkey,
to ensure that all parts of the product reach the required cooking temperature.
Corrective action:
1. Retrain any foodservice employee found not following the procedures in
this SOP.
2. Continue cooking food until the internal temperature reaches the required
temperature.
Foodservice employees will record product name, time, the two temperatures/times,
and any corrective action taken on the Cooking and Reheating Temperature Log.
Foodservice manager will verify that foodservice employees have taken the
required cooking temperatures by visually monitoring foodservice employees and
preparation procedures during the shift and reviewing, initialing, and dating the
temperature log at the close of each day. The Cooking and Reheating Temperature
Log is to be kept on file for a minimum of 1 year.
By: _____________________________
Date Reviewed: _____________________
By: _____________________________
Date Revised: _______________________
By: _____________________________
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Safety Program
video, Developing a Food Safety Program.

1. The _______________ approach is recommended for developing a food

safety program.
2. Draw what happens to the temperatures for foods in each of the three
process categories.
135 F __________________________________________
41 F __________________________________________
No Cook
Same Day Service
Complex
3. List the menu item that was used as an example of a:
a. No Cook Item ____________________________________
b. Same Day Service Item ____________________________
c. Complex Item ____________________________________
Lesson 6
Video Viewing Guide Developing a Food
4. List the steps where temperature should be controlled.

________________, _____________________, ___________________,
_______________, ________________, _____________________,
___________________, _______________
Key Points for Developing a Food Safety Program

1. A food safety plan is needed at each site where food is prepared and served.
2. Each site must be evaluated.
3. Menu items should be sorted into process categories.
4. Temperatures must be controlled at each process step.
5. It is important to take and record temperatures.
125
Answers to
Safety Program
video, Developing a Food Safety Program.

1. The process approach is recommended for developing a food safety

program.
2. Draw what happens to the temperatures for foods in each of the three
process categories.
135 F __________________________________________
41 F __________________________________________
No Cook
Same Day Service Complex
3. List the menu item that was used as an example of a:
a. No Cook Item tuna salad
b. Same Day Service Item taco salad
c. Complex Item leftovers
Lesson 6
Video Viewing Guide Developing a Food
4. List the steps where temperature should be controlled.

Receiving, storing, preparing, cooking, cooling, reheating,
hot holding, serving
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No Cook Process
Introduction
The process approach simplifies developing a food
safety program by placing menu items into either the
no cook, same day service, and complex preparation
processes based on the number of times the food passes
through the temperature danger zone. Foodservice
employees must monitor foods at various steps in the
flow of food for each process and must control
temperatures to ensure food safety.
Developing A School Food Safety Program Participant
Workbook (2006).
Here Are the Facts
Menu items in the no cook process do not make a complete trip through the temperature danger
zone. These are items such as deli sandwiches and salads that are prepared and served cold. It is
important to follow standardized recipes. If an ingredient is changedfor example cooking
eggs on site rather than using precooked eggsthe item can change from a no cook item to a
complex food preparation item. The no cook flow chart shows points at which temperature
control is very important and points at which monitoring and recordkeeping are needed.
Application
Follow standard operating procedures to control hazards for no cook menu items.
Purchase foods from approved sources.
Receive foods properly.
Store foods properly, including separating food from chemicals.
Use good personal hygiene.
Follow proper handwashing practices.
Prevent cross contamination.
Follow standardized recipes.
Limit time food is held in the temperature danger zone.
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Follow standard operating procedures to control hazards

for no cook menu items, continued
Use a sanitized, calibrated thermometer to take food
temperatures.
Verify food temperatures during cold holding.
Serve food so that there is no bare hand contact.
Use appropriate utensils, deli paper, or single-use
gloves.
Restrict ill employees from working with food.
Monitor and record time and temperatures of

ingredients and no cook menu items throughout the
flow of food.
Check and record food temperature when food is
received and during storage.
Check and record time and temperature of food during
cold holding.
Lesson 6
No Cook Process, continued
Developing A School Food Safety Program:

Participants Workbook No Cook (2006).
Control time and temperature of no cook menu items during cold holding.
Hold no cook menu items at 41 F or below.
Limit the time that no cook menu items are in the temperature danger zone.

References
Management Institute. (2006). Developing a school food safety program: Participants
workbook. University, MS: Author.
Management Institute. (2005). HACCP-based standard operating procedures. Retrieved
agreement with The University of Mississippi. The contents of this publication do not necessarily reflect the views or policies of the U. S. Department of

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Same Day Service Process

Introduction
The process approach simplifies developing a food safety program by placing menu items into
three broad preparation processes based on the number of times the food passes through the
temperature danger zone. These processes are no cook,
same day service and complex.Foodservice employees
must monitor foods at various steps in the flow of food
through the foodservice operation for each process and
must control temperatures to ensure food safety.
Here Are the Facts
Menu items in the same day service process go
through the temperature danger zone one time.
These are items such as hamburgers, pizza, chicken
Workbook (2006).
nuggets, and scrambled eggs. It is important to
note that the same menu items may be grouped into different processes depending on how the
item is prepared and the available equipment. For example, chili could be a same day service
item in one foodservice operation and a complex process item in another operation. The same
day service flow chart shows points at which temperature control is very important and points
at which monitoring and recordkeeping are needed.
Application
Follow standard operating procedures to control hazards for same day service
menu items.
Store foods properly, including separating food from chemicals.
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Follow standard operating procedures to control hazards for

same day service menu items, continued
Use sanitized, calibrated thermometer to take food temperatures.
Verify food temperatures during hot holding.
Serve food so that there is no bare hand contact (use
appropriate utensils, deli paper, or single-use gloves).
Lesson 6
Same Day Service Process, continued
Monitor and record time and temperatures of same day

service menu items throughout the flow of food.
Check and record food temperature when food is received.
Developing A School Food Safety
Check and record time and temperature of food in storage.
Program Participant Workbook: Same
Day Service (2006).
Check and record time and end-point cooking temperatures.
Check and record time and temperature of food during hot holding.
Control time and temperature of same day service menu items during cooking and hot
holding.
Cook same day service menu items to the appropriate end-point cooking temperatures. For
example, chicken should be cooked to 165 F for 15 seconds and hamburger patties should
be cooked to 155 F for 15 seconds.
Hold same day service menu items at 135 F or above.
Limit the time that same day service menu items are in the temperature danger zone.
References
Institute. (2006). Developing a school food safety program: Participants workbook. University, MS:
Author.
Institute. (2005). HACCP-based standard operating procedures. Retrieved January 8, 2009, from

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Complex Process
Introduction
The process approach simplifies developing a food safety program by placing menu items into
three broad preparation processes based on the number of times the food passes through the
temperature danger zone. These processes are no cook, same day service, and complex.
Foodservice employees must monitor foods at various steps in the flow of food through the
foodservice operation for each process and must control temperatures to ensure food safety.
Here Are the Facts
Menu items in the complex process go through the
temperature danger zone, during cooking, cooling,
and when foods are reheated. Examples of these items
will vary in different schools but may include turkey
roasts, taco meat or chili, and leftovers. It is important
to note that the same menu items may be grouped into
different processes depending on how the item is
prepared and the available equipment. For example,
chili could be a complex item in one foodservice
operation and a same day service process item in
another operation.

Workbook (2006).
The complex food preparation process include foods that require time and temperature control
and have been cooled. The complex menu item flow chart shows points at which temperature
control is very important and points at which monitoring and recordkeeping are needed.

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Application
Follow standard operating procedures to control
hazards for complex menu items.
Store foods properly, including separating food from
chemicals.
Use sanitized, calibrated thermometer to take food temperatures.
Verify food temperatures during cooking, cooling,
reheating, and hot holding.
Serve food so that there is no bare hand contact. Use
appropriate utensils, deli paper, or single-use gloves.
Lesson 6
Complex Process, continued
Developing A School Food Safety Program:

Participant Workbook Complex Food Preparation
(2006).
Monitor and record time and temperatures of

complex menu items throughout the flow of
food.
Check and record food temperature when food is received.
Check and record time and temperature of food in storage.
Check and record time and end-point cooking temperatures.
Check and record time and temperature of food during cooling.
Check and record time and temperature of food during reheating.
Check and record time and temperature of food during hot holding.
Control time and temperature of complex menu items during cooking, cooling, reheating,
and hot holding.
Cook same day service menu items to the appropriate end-point cooking temperatures. For
example, chicken should be cooked to 165 F for 15 seconds and hamburger patties should
be cooked to 155 F for 15 seconds.
Cool food properly.
Cool food from 135 F70 F in 2 hours.
Cool food from 70 F41 F in an additional 4 hours.
Use immediate and appropriate corrective actions when cooling guidelines are not met.
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2
Control time and temperature of complex

menu items during cooking, cooling,
reheating, and hot holding, continued
Reheat food to 165 F for 15 seconds
within 2 hours.
Hold complex menu items at 135 F
or above.
Limit the time that complex menu items
are in the temperature danger zone.
Lesson 6
Complex Process, continued
Take corrective action to make sure that

cleaning and sanitizing is done properly.
HACCP-Based Standard Operating Procedures: Cooking and
Wash, rinse, and sanitize dirty food
Reheating Temperature Log (2005).
contact surfaces.
Sanitize food contact surfaces if it cannot
be determined if they have been sanitized properly.
Discard food that comes in contact with food contact surfaces that have not been sanitized
properly.

References
Institute. (2006). Developing a school food safety program: Participants workbook. University,
MS: Author.
Institute. (2005). HACCP-based standard operating procedure: Cooking and reheating
temperature log. Retrieved January 8, 2009, from

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The Process Approach

Introduction
The process approach to developing a food safety program categorizes menu items into three
broad preparation processes based on the number of times the food passes through the
temperature danger zone. Foodservice employees must monitor foods at various steps in the
flow of food for each process and must control temperatures to ensure food safety.
Here Are the Facts
Menu items served must be categorized into three
processes: no cook, same day service, and complex
preparation. No cook menu items do not go through the
temperature danger zone, same day service menu items
go through the temperature danger zone one time, and
complex menu items pass through the
temperature danger zone three times.
Workbook (2006).
Application
Sort menu items based on similarity of the preparation process. Menu items within the
same group share the same potential hazards.
No cook menu items are kept cold from preparation through service.
Same day menu items are prepared hot and served hot on the same day.
Complex menu items are prepared hot, cooled, and possibly reheated.
Indicate the menu groupings as part of your food safety plan.
Use a menu grouping form to show categories.
Write the category number on each recipe card or production record.
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Follow standard operating procedures for all menu items prepared in your foodservice
operation.
Store foods properly.
Limit time food is held in the
Verify food temperatures.
temperature danger zone.
Lesson 6
The Process Approach, continued
Monitor and record time and temperatures of food throughout the flow of food.
For no cook menu items, monitor temperatures at receiving, storing, and holding.
For same day service menu items, monitor temperatures at receiving, storing, cooking, and
hot holding.
For complex menu items, monitor temperatures at receiving, storing, cooking, cooling,
reheating, and hot holding.
Control time and temperature of food at appropriate steps in the flow of food.
For no cook menu items, control temperatures during cold holding.
For same day service menu items, control temperatures during cooking and hot holding.
For complex menu items, control temperatures during cooking, cooling, reheating, and hot
holding.
References
Management Institute. (2006). Developing a school food safety program: Participants
workbook. University, MS: Author.
Management Institute. (2005). HACCP-based standard operating procedures. Retrieved
January 8, 2009, from
Author.

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Process Category
Instructions: Place a check mark in the appropriate column to indicate if each

menu item is prepared using a no cook process, same day process, or complex
process in your operation. If you have more than one school, select one school to
complete this activity.

Menu Item
No Cook
Same Day
Lesson 6
Activity Sheet
Complex
Egg Patty
Milk
Nachos with Meat and Cheese
Stacked Turkey with Swiss on Bun
Seasoned Corn
Baked Potato Wedges
Breakfast Pizza
Hot Dogs
Lettuce
Spaghetti Sauce
Tacos
Bean Burritos
Cole Slaw
Baked Beans
French Toast Sticks
Sliced Baked Turkey
Mashed Potatoes
Green Garden Salad
Tuna Salad Sandwiches
BBQ Pork Sandwich
Scrambled Eggs
Fresh Apple
Hot Rolls
136
Answers to
Process Category
Menu Item
No Cook
Egg Patty
Milk
X
X
Seasoned Corn
Baked Potato Wedges
Breakfast Pizza
Hot Dogs
Lettuce
Complex
Nachos with Meat and Cheese

Stacked Turkey with Swiss on Bun
Same Day
Spaghetti Sauce
Tacos
Bean Burritos
Cole Slaw
Baked Beans
French Toast Sticks
Sliced Baked Turkey
Lesson 6
Activity Sheet
Mashed Potatoes
Green Garden Salad
Tuna Salad Sandwiches
BBQ Pork Sandwich
Scrambled Eggs
Fresh Apple*
Hot Rolls*
*Time and temperature control is not needed for this food item.
137
Food Flow
Instructions: Use the chart below to think through the process of preparing menu
items in the three categories of the Process Approach. Think about which steps are
included for each category. Place an X in the boxes to mark steps that are included
for each food item. Write data to show where data should be recorded. Write
thermometer to show where to take temperatures.

Process Steps:
No Cook Process:
Chef Salad
Same Day Service:

Hamburger:
Lesson 6
Activity Sheet
Complex Process:
Roast Turkey
1. Receive
2. Store
3. Prepare
4. Cold Hold
5. Cook
6. Cool
7. Reheat
8. Hot Hold
9. Serve
138
Answers to

Process Steps:
Food Flow
No Cook Process:
Chef Salad
Same Day Service:

Hamburger:
Complex Process:
Roast Turkey
1. Receive

X- data,
temperature
X- data,
temperature
X- data,
temperature
2. Store

X- data,
temperature
X- data,
temperature
X- data,
temperature
X- data,
temperature
X- data,
temperature
3. Prepare
Lesson 6
Activity Sheet
4. Cold Hold
5. Cook

6. Cool

X- data,
temperature
7. Reheat

X- data,
temperature
8. Hot Hold

9. Serve
X- data,
temperature
(cold holding)
X- data,
temperature
(hot holding)
X- data,
temperature
(hot holding)
139
Food Safety Practices
How I Will Improve
Date
Lesson 6
My Agenda for Improving Food Safety
140
Lesson 6

Resources
U.S. Department of Agriculture, Food and Nutrition Service, & National Food
Service Management Institute. (2006). Developing a school food safety
program: Participants workbook. University, MS: Author.
References
Child Nutrition and WIC Reauthorization Act of 2004, P.L. No. 108-265, 204, 118
Stat. 204. (2004).
National Food Service Management Institute. (2005). Components of a
comprehensive food safety program. University, MS: Author. Available from
National Food Service Management Institute Web site, www.nfsmi.org
U.S. Department of Agriculture, Food and Nutrition Service. (2005, June). Guidance
for School Food Authorities: Developing a school food safety program based on
the process approach to HACCP principles. Retrieved February 12, 2007, from
http://www.fns.usda.gov/cnd/Lunch/Downloadable/HACCPGuidance.pdf
U.S. Department of Agriculture, Food and Nutrition Service, & National Food
Service Management Institute. (2006). Developing a school food safety
program: Participants workbook. University, MS: Author.
(2005). Food code. College Park, MD: Author.
141

P.O. Drawer 188
University, MS 38677-0188
www.nfsmi.org
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Lesson 1: Food Safety is Top Priority

1. _ _____ Lesson 1 Pre-Quiz

2. _ _____ Foodborne Hazards Activity Sheet

Lesson 2: Prevent Foodborne IllnessUnderstanding

1. _ _____ Lesson 2 Pre-Quiz

2. _ _____ Steps in the Flow of Food Activity Sheet

3. _ _____ Wash Your Hands Video Viewing Guide

4. _ _____ Using Thermometers Video Viewing Guide

5. _ _____ Calibrating Thermometers Video Viewing Guide

National Food Service Management Institute

6. _ _____ Calibrating a Thermometer with the Ice Water Method Activity

7. _ _____ Cross-Contamination Matching Game

8. _ _____ Case Study: Field Trip Frenzy

9. _ _____ Lesson 2 Post-Quiz

Lesson 3: Basic Facts about Microorganisms

1. _ _____ Lesson 3 Pre-Quiz

2. _ _____ Factors that Influence Bacterial Growth Activity Sheet

3. _ _____ Case Study: Watch Me Do It Right

4. _ _____ Action Plan: Basic Facts about Microorganisms

5. _ _____ Lesson 3 Post-Quiz

Lesson 4: A Clean and Sanitary Foodservice

1. _ _____ Lesson 4 Pre-Quiz

2. _ _____ Food Safety Checklist

3. _ _____ Pest Problems at Red Oak High School Activity Sheet

4. _ _____ Lesson 4 Post-Quiz

Lesson 5: A Process for Preventing Foodborne

1. _ _____ Lesson 5 Pre-Quiz

National Food Service Management Institute

2. _ _____ Receiving Decisions Activity Sheet

3. _ _____ Case Study: Safe In, Safe Out

4. _ _____ Sample Invoice Activity Sheet

5. _ _____ Reviewing a Recipe Activity, Pasta Toss with Vegetables D-14

6. _ _____ Thawing Food Activity Sheet

7. _ _____ Cooling Food Video Viewing Guide

8. _ _____ Concepts Important for Employee Training Activity Sheet

9. _ _____ Lesson 5 Post-Quiz

Lesson 6: Food Safety Programs in Schools

1. _ _____ Lesson 6 Pre-Quiz

2. _ _____ Evaluating a Standard Operating Procedure

3. _ _____ Developing a Food Safety Program Video Viewing Guide

4. _ _____ Process Category Activity Sheet

5. _ _____ Food Flow Activity Sheet

6. _ _____ My Agenda for Improving Food Safety

7. _ _____ Lesson 6 Post-Quiz

8. _ _____ Certificate of Completion for Serving It Safe

Your signature_ ____________________________________________

National Food Service Management Institute

Food Safety is Top Priority

Lesson Introduction and Learning Objectives . . . . . . . . . . . . . . . . . . . . . . . . . 5

Lesson 1: Food Safety is Top Priority

Reasons Why Food Safety Should be a Top Priority . . . . . . . . . . . . . . . . . . . . 6

National Food Service Management Institute

Food Safety is Top Priority

Lesson Introduction and Learning Objectives

After completing this lesson, you should be able to

1. Describe why food safety is a top priority in school nutrition programs.

Define foodborne illness and foodborne outbreak.