You are on page 1of 2

Lesson Title- Food-borne illnesses and contamination

Overview:
Students will identify food-borne illness, their symptoms, common sources of contamination, and methods to prevent. Students will also identify proper temperatures for heating, cold storage of food and danger zone temperature.

[Subject] [Grade Level] [Class Dates]

Teaching Materials
Worksheets on sanitation table and Americas Most Unwanted for students food folder/binder

Standards/Objectives: (Identify domain & level)


Standard 2 Students will consistently demonstrate kitchen safety procedures and sanitation techniques (Psychomotor Domain Level IV) Objective 4- Identify methods that prevent food-borne illnesses and contamination (Cognitive Domain Level I) Define the characteristic of food-borne illnesses (Cognitive Domain Level I) Identify types of food-borne illness, their symptoms and common sources of contamination: (Cognitive Domain Level I) Botulism (improperly canned foods E-coli (undercooked ground beef) Hepatitis A (contaminated food/water, fecal matter, improper had washing Explain preventing techniques including cross contamination (Cognitive Domain Level II) Identify proper temperatures: (Cognitive Domain Level I) Danger Zone: 41 degrees 135 degrees Heating, reheating and serving foods: 165 degrees Cold storage of foods: 40 degrees or below Internal food temperatures: Seafood, beef, veal, lamb, pork: at least 145 degrees Ground meats (pork, beef, veal, lamb): 155 degrees All poultry (whole or ground): 165 degrees Explain how to correctly thaw foods (Cognitive Domain Level I)

Other Resources/Technology
Smart board Internet Smart phones Youtube Food-borne Illness prevention

Introduction/Set Induction (time):


After watching Youtube video on food-borne illness prevention http://www.youtube.com/watch?v=bXEg-AePCgE The class will discussion about what is a food-borne illness and what are the symptoms and sources of contamination. Students will be given worksheets on sanitation table and Americas Most Unwanted for students food folder/binder. Students will get into their kitchen groups and then the teacher will assign each group a foodborne illness to research.

Transition (time):
Students will transition from class discussion to group work and research.

[Title]

Lesson Body (time) (Content/Teaching Methods)


Inquiry-Based Instruction PHASE 1: Confrontation with the Problem (time): How are you going to confront students with the problem? Each group will have a food-borne illness to research. Students will find facts, sources, symptoms, and preventions of their selected food-borne illness PHASE 2: Data Gathering-Verification (time): How are students going to verify that the issue/problem exists? Students will also research when the latest outbreak of their food-borne illness was and list when, where, and how the outbreak occurred. PHASE 3: Data Gathering-Experimentation (time): How are you going to engage students in the process of experimenting with solutions to the issue/problem (i.e. laboratory experience, role-play, student demonstration, etc.)? Students will use classroom computers, library resources, and even their smart phones to research. Students will find out how close to home their food-borne illness outbreak came. Student will also discuss how they, their family, would or their town would handle a food-borne illness outbreak (example if a local restaurant was contaminated, how that would affect the community). PHASE 4: Organizing, Formulating, & Explanation (time): How are you going to challenge students to explain or apply what they have learned? Students will share with the class what they learned about their food-borne illness. They will also share what they believe would happen if their community had a food-borne illness outbreak. PHASE 5: Analysis of Inquiry Process (time): How are you going to have students reflect on process/experience of inquiry? Students will also share how to prevent food-borne illness and contamination occurring in the kitchen lab and even their home kitchen to protect themselves, their classmates, and their family.

Transition (time):
Students will transition from classroom instructions and discussion, into group research, and then the class presentations.

Summary/Closure (time):
It will be repeated how important it is to prevent food-borne illnesses and contaminations. When in doubt, throw it out will be mantra of the kitchen.

Assessment/Evaluation:
Students will be assessed on their research on their food-borne illness. Students will be evaluated on their creativity and objectivity on how a food-borne illness outbreak will affect their community.

[Title]

You might also like