CTE Task: Food Safety and Handling: Foodborne Illness​

Click here to download the teacher resource for this task. 

COURSE:

Culinary Arts I-IV

TASK LENGTH:

45 minutes

 

Food Safety and Handling: Foodborne Illness

Task Description

Standards

In this activity, students will

  1. watch the “Foodborne Illness: What Problem?” video and complete the accompanying worksheet to assess comprehension of video content;
  2. watch the “Food Safety Music - Microbes Melody – Animation” video to prepare for activity;
  3. complete the Foodborne Illness Flipgrid Activity in which students will take their assigned pathogen and create a video (90 seconds or less) where they creatively explain their pathogen and outline main prevention tips.

 

Culinary Arts I, Standard 3: Compile, practice, and critique safety and sanitation procedures related to handling, preparing, storing, and serving food from industry-approved technical manuals and government-published fact sheets. Identify, review, and demonstrate general laboratory safety procedures including but not limited to prevention and control procedures of pest, insects, and rodents and personal hygiene expectations. Incorporate safety procedures and complete safety test with 100 percent accuracy; include exam in course portfolio.

Culinary Arts II, Standard 3: Compile, practice, and critique safety and sanitation procedures related to handling, preparing, storing, and serving food from industry-approved technical manuals and government-published fact sheets. Identify, review, and demonstrate general laboratory safety procedures including but not limited to prevention and control procedures of pest, insects, and rodents and personal hygiene expectations. Incorporate safety procedures and complete safety test with 100 percent accuracy; include exam in course portfolio.

Culinary Arts III, Standard 2: Compile, practice, and critique safety and sanitation procedures related to handling, preparing, storing, and serving food from industry-approved technical manuals and government-published fact sheets. Identify, review, and demonstrate general laboratory safety procedures including but not limited to prevention and control procedures of pest, insects, and rodents and personal hygiene expectations. Incorporate safety procedures and complete safety test with 100 percent accuracy; include exam in course portfolio.

Culinary Arts IV, Standard 4: Compile, practice, and critique safety and sanitation procedures related to handling, preparing, storing, and serving food from industry-approved technical manuals and government-published fact sheets. Identify, review, and demonstrate general laboratory safety procedures including but not limited to prevention and control procedures of pest, insects, and rodents and personal hygiene expectations. Incorporate safety procedures and complete safety test with 100 percent accuracy; include exam in course portfolio.

 Content Understandings

Extending Understandings

Upon successful completion of these tasks, students will demonstrate the ability to:

  • list and define key terms related to foodborne illness;
  • distinguish between microorganisms, pathogens, microbes, etc.;
  • identify the common food pathogens and where they’re most often found in a kitchen;
  • identify how best to recognize and prevent common foodborne illnesses in a kitchen;
  • demonstrate expert knowledge of assigned microbe and best practices for preventing contamination by this microbe.

To move students towards deeper understanding, they should be given opportunities to:

  • analyze an outbreak scenario to determine who/what caused the outbreak, where and when it started, why and how it started, and provide future prevention tips.

 

Support Strategies

If students are struggling to access this task, additional supports and strategies could be employed as students are engaging with the task.

Key Terms

Sentence Frames

Scaffolded Questions

Foodborne illness

 

Clean vs. sanitize

 

Cross-contamination

 

Micro-organisms

 

Pathogen

 

Microbe

 

Bacteria

 

Pasteurized

If you eat a food contaminated by an unwanted micro-organism, then it’s likely you’ll contract a ______________, but more commonly known as food poisoning.

A __________ surface is one that free of any visible dirt, while a _____________ surface is free of all live micro-organisms.

Handling raw chicken and then immediately picking up a knife without washing your hands first is an example of _____________.

_______________ include bacteria, parasites, and viruses that can all cause foodborne illnesses.

A ________________ is a micro-organism that causes disease once it infects a host organism.

Another type of micro-organism, a ____________ is a bacteria-causing disease. 

____________, single-celled mico-organisms, can live on everything and are either good or bad.

If you milk (or other food or beverage) has been ________________, it’s been heated to a specific temperature for a specific time to kill the micro-organism that would cause disease.

What are some ways that contamination and cross-contamination can occur in a kitchen? Why should you prevent against both contamination and cross-contamination?

Describe the difference between cleaning a surface and sanitizing one. Why is it important to distinguish between the two processes?

Why is it important to understand food safety and handling procedures before you start working in a kitchen?

Why is it important to understand how foodborne illnesses occur and how best to prevent them?

 

 

Teacher Instructional Materials:

“Foodborne Illness: What Problem?” Video Guide

Foodborne Illness Flipgrid Activity

Foodborne Illness Flipgrid Activity Teacher Rubric

 

Teacher/Student Instructional Videos:

Foodborne Illness: What problem?  (running time: 10:59) (Florida Integrated Food Safety Center of Excellence. (2014, Nov 24). Foodborne Illness: What Problem? [Video]. YouTube. https://www.youtube.com/watch?v=2QQvhFPZedM)

Food Safety Music - Microbes Medley – Animation (running time: 4:36) (Carl Winter. (2007, Oct 16). Food Safety Music – Microbes Melody – Animation [Video]. YouTube. https://www.youtube.com/watch?v=1EkehFkhWf4)

Teacher/Student Instructional Materials:

Educational Posters of Food Safety from the FDA (U.S. Food and Drug Administration. (n.d.). Retail Food Protection Industry Educational Materials. https://www.fda.gov/food/retail-food-industryregulatory-assistance-training/retail-food-protection-industry-educational-materials)

Flipgrid tutorial (New EdTech Classroom. (2020, March 16). How to Teach Remotely with Flipgrid [Video]. YouTube. https://www.youtube.com/watch?v=aLzX13jw7bw)

 

Food Safety and Handling: Foodborne Illness

Context:

This activity will follow an introductory lesson on foodborne illness as part of basic food safety and food handling techniques students need to know before working in a kitchen. The foodborne illness lesson and task should most likely follow an introduction to basic food safety lesson, but still fall early on in a larger unit on food safety and sanitation.

Activity Steps:

  1. Students will watch “Foodborne Illness: What Problem”?” (running time: 10:59) and complete accompanying worksheet to assess comprehension.
  2. Students will then watch “Food Safety Music – Microbes Melody – Animation” to prepare for Flipgrid activity.
  3. Randomly assign students one of the top 8 most common pathogens to cause foodborne illness and ask them to complete the Foodborne Illness Flipgrid Activity.
  4. Students will submit complete Flipgrid activity to the instructor for review. After reviewing students’ Flipgrid videos, the instructor will make them available to the whole class to watch.

Foodborne Illness Flipgrid Activity Teacher Rubric

Planning

15 possible points

0  1  2  3  4  5

6  7  8  9  10

11  12  13  14  15

  • Student did not complete the planning guide;
  • And only provided about 30% of the information to help develop video content.
  • Student completed about 70% of the planning guide;
  • But failed to document important content to help develop video content.
  • Student completed the video planning guide;
  • Provide necessary information and details to help develop video content.

Video Content

20 possible points

0  1  2  3  4  5  6  7

8  9  10  11  12  13

14  15  16  17  18  19  20

  • Student introduced the pathogen but did not provide the correct spelling or a brief description;
  • Student explained 1 or 2 common symptoms associated with the pathogen;
  • Student did not discuss areas and/or foods in a kitchen where this pathogen is commonly found;
  • Student provide only 1 food safety tip or trick. 
  • Student clearly introduced the pathogen and provided the correct spelling or brief description, but not both;
  • Student explained 2-3 common symptoms associated with the pathogen;
  • Student discussed 1-2 areas and/or foods in a kitchen where this pathogen is commonly found;
  • Student provided at least 2 food safety tips and tricks.
  • Student clearly introduced the pathogen and provided the correct spelling and brief description;
  • Student explained the common symptoms associated with the pathogen;
  • Student discussed the areas and/or foods in a kitchen where this pathogen is commonly found;
  • Student provided at least 3 food safety tips and tricks. 

Presentation

15 possible points

0  1  2  3  4  5

6  7  8  9  10

11  12  13  14  15

  • Student did not speak clearly throughout the video;
  • Presentation content was not well organized;
  • Student did not include visuals to illustrate main points related to their pathogen.
  • Student spoke clearly throughout the video;
  • Presentation was organized and understandable;
  • Visuals were used to illustrate main points related to the pathogen.
  • Student spoke clearly throughout the video;
  • Presentation content was well organized and easy to comprehend;
  • Student included engaging visuals to illustrate main points related to the pathogen.

Total: ________/50

Student Resources

Click here to download the student resource for this task.

Foodborne Illness: What Problem? Video Guide

Instructions: Complete the following video guide as you watch “Foodborne Illness: What Problem?”  

  1. Roughly _________________ people in the United States, or _______ percent of the population, come down with a foodborne illness each year.
  1. Foodborne illness is caused by consuming ______________ foods or beverages.
  1. Most foodborne diseases are infections causes by various ________, _________, and ___________.
  1. Most contamination falls into three areas during the journey from farm to fork: ___________, ____________, and __________________.
  1. Harmful bacteria, such as ____________ often colonize the intestinal tract of an animal, and in turn, get on the animal’s skin or feathers.
  1. Deli meat and hot dogs can also be contaminated in factories by micro-organisms, such as __________ which can live in the factory environment.
  1. List the three main advancements in the past century that have reduced the frequency of foodborne diseases: ___________, ___________________, and __________________.
  1. The leading causes of foodborne illnesses in the United States today are _________, __________, and _____________ with over 50% caused by ____________ alone.
  1. In addition to the health burden, a foodborne illness or outbreak can also cause a _______________ burden on the individual and/or industry in which it occurs. 
  1. The _____________, ____________, and ___________ advances realized in the past 100 years have allowed a regional and then nation-wide food production system to rapidly expand into an intertwined global food market.
  1. Today, a grocery store sells on average _________ separate products.
  1. Local and state public health foodborne outbreak investigators may find themselves working with national partners at the _____ and _______ to solve a foodborne outbreak.

 

Foodborne Illness Flipgrid Activity

Instructions: In 90 seconds or less, create a Flipgrid video in which you explain your assigned foodborne illness-causing pathogen. To ensure you include all the important information, follow the guide below.

 

Top-8 Pathogens that Cause Foodborne Illness (Your instructor will randomly assign you one of these pathogens.)

Campylobacter jejuni

Clostridium

E. coli

Listeria

Noroviruses

Salmonella

Staphylococcus aureus

Toxoplasma gondii

Planning out your Flipgrid video chart:

Introduce your pathogen (include its name, how to spell it, and the pathogen type)

 

List and explain the common symptoms associated with this pathogen

 

Discuss where this pathogen is most commonly located

 

Talk through food safety tips and tricks that you can follow to prevent the spread of this pathogen

 

List the  props/images/some form of visual aids to make your video engaging