The Four steps to food safety

Use pages 212217 of Food for Life, Second Edition to help you place each of the
points in the left column into the correct section of the chart. Remember, clean,
separate, chill, and cook are the four steps to fighting foodborne illness.

The key to preventing the spread of
pathogens.
Food must be cooked at the proper
temperature to kill bacteria that cause
foodborne illness.
Cross-contamination is a major source of
foodborne illness.
To keep food in the fridge cold, do not
overfill fridge.
Cold food should be kept at or below 4C
(40F).
Defrost raw foods in covered containers on
the bottom shelf of the fridge.
Keeping foods cold slows the growth of
bacteria.
Do not use raw marinade on cooked food
unless it is boiled and stirred for one minute.
Before you open a can of food, wash the lid.
Cooking food to safe internal temperatures
destroys harmful organisms.
When grocery shopping, purchase
perishable foods last.
When in doubt, throw it out.
Keep raw food separate from cooked and
ready-to-eat food.
When marinating food in the fridge, always
keep the food covered.
Wash fresh fruit and vegetables with clean
running water.
It is unsafe to eat hamburgers rare.
Do not defrost food at room temperature.
If you touch raw meat or seafood, wash your
hands with soap and warm water.
Store eggs in the main part of the fridge
where it is coldest.
Always wash fruits and vegetables that have
rinds.
Leftovers, such as soup, stew, sauce, gravy,
and chilli, should be reheated to a full rolling
boil.
CLEAN















CHILL

SEPARATE















COOK





Pathogen
Foodborne illness, also known as food poisoning, is caused by pathogensdisease-
causing agents such as bacteria, viruses, and parasites. Use pages 210211 in Food
for Life, Second Edition to complete the chart.
Pathogen Question Source
1. E. coli What bacteria live in the
intestines of animals such as
cattle, pigs, sheep, and
poultry, and can cause
contamination during
slaughtering?
In undercooked meat and
poultry
On raw fruits and
vegetables
In untreated water,
unpasteurized milk, raw-milk
cheeses, and unpasteurized
apple, juices and ciders
Petting zoos
2. Campylobacter





3. Listeria




4. Salmonella





5. Toxoplasma





6. Clostridium
botulinum




7. Clostridium
perfringens




8. Cyclospora





9. Staphylococcus
aureus






Food spoilage word search
Word List
Bacteria
Bubbles
Chemical
Consumers
Dangerous
Dehydration
Discolouration
Enzymes
Exposure
Fuel
Microorganisms
Nutritional
Overripening
Oxidation
Packaged
Refrigerate
Ripening
Spoilage
Sugar
Temperature
Yeast












E T S D H D I S C O L O U R A T I O N T Y W G U R
S I A E E I N R P R E R U S O P X E E R C L A R R
O E M H D M O O M B N S M E O N G M O W E A E I N
V I D Y S U O R E G N A D D A S P P O E I C N S R
E Y D D I E Z E N R I N P G E E S C M S Z I U U S
R C O R L P U G U T B A K L R E I E N S L M T A U
R U X A I S I R C A C U B A M C K A O O E E R R G
I L I T U L S S C K I B T Y I A U G N T E H I I A
P E D I E A U T A I U U Z S P O I L A G E C T P R
E U A O O A E G T B R N E S T S A E Y O O R I E A
N F T N C R E I I E E E A N D G T E D R E O O N A
I U I G I D R E F R I G E R A T E R T E I R N I U
N U O A Q E L R G I C X R I R R G L R S R A A N I
G S N T E H A R A P K E E S R E M U S N O C L G N
I S M S I N A G R O O R C I M G I D C A C R N E A
Accident Prevention in the Kitchen

Read the lists on pages 233236 in Food for Life, Second Edition, under the headings
Fire Prevention in the Kitchen, Preventing Burns in the Kitchen, Preventing Falls in the
Kitchen, and Preventing Cuts in the Kitchen to complete the chart below. Pick out the
most important tips in each section and rewrite them in point form under the appropriate
headings.

Fire Prevention

Preventing Burns

Preventing Falls

Preventing Cuts






Scavenger Hunt-kitchen equipment .







































Anatomy of a recipe

Use the recipe for Carrot Raisin Cake on page 275 of Food for Life, Second Edition, to help you
answer the following questions.

1. Which format does the recipe use?
_________________________________________________

2. How many servings do you think this recipe makes? (Hint: Look at the size of the pan.)
________________________

3. What oven temperature is used to bake the cake?
_____________________________________

4. How long does it take to bake the cake?
_____________________________________________

5. The recipe calls for teaspoons to measure the spices. What is the abbreviation for
teaspoons? ________________________

6. What is the abbreviation for tablespoons? ________________________ What would
happen if you accidentally used a tablespoon of cloves instead of a teaspoon?
__________________________________________________________________________
_____

7. What preparation modifiers are used?
_____________________________________________

8. What cooking terms are used (e.g., stir )?
_____________________________________________
__________________________________________________________________________
_____

9. What equipment do you need to prepare this recipe? Be specific.
__________________________________________________________________________
_____
__________________________________________________________________________
_____

10. List the ingredient that requires preparation before you can proceed with the rest of the
steps. What needs to be done to it?
__________________________________________________________________________
_____

11. How long do you think it would take to prepare this recipe?
____________________________

12. How long do you think it would take to make this cake from start to finish, keeping in mind that
the cake needs to cool before you can eat it? _____________________________________

Write your own recipe




Instructions: Write a recipe for chili for two people.

1. List ingredients first
Ingredients are usually listed in the order they are used with required amounts
given in a consistent form. Do not mix metric and imperial measures.
Use descriptive words to ensure that ingredients are appropriately used in the
recipe; for example, finely chopped onion: or diced, canned tomatoes.

2. Number and list the steps in the method
Write the steps of the method in order and be sure to give a full description of how
the step is to be carried out; for example, Brown in a heavy frying pan.

3. Serving suggestions
What would you serve with the chili to make a complete meal with the four food
groups included?

4. Alternative ingredients and possible substitutions
Include some possible alternative ingredients, additions, or substitutions to vary
this recipe.















Tips for measuring


There are two types of measuring utensils used in baking: dry measuring cups, sometimes called
nested measuring cups, and liquid measuring cups. Dry measuring cups are divided so that the full
measure is level with the rim of the cup. Liquid measures leave a space at the top to prevent spillage.

Instructions: Find the measuring equipment in your Food and Nutrition Lab to help you answer the
following questions. You may need to refer to Food for Life, Second Edition,
pages 259 and 284, for some of the answers.

1. Dry (nested) measuring cups. List the measures _________________________________________

2. Measuring spoons. List the measures _______________________________________________

3. Liquid measuring cups. List the measures ______________________________________________

4. Describe how to measure flour properly. _____________________________________________
_________________________________________________________________________________

5. Describe how to measure liquids properly. ____________________________________________
_________________________________________________________________________________

6. Briefly describe how to measure 1/3 cup (75 mL) of butter using the water displacement method in a 1
cup (250 mL) liquid measuring cup.
_________________________________________________________________________________
_________________________________________________________________________________

7. Which measuring utensil would you use to measure the following ingredients?
a) chocolate chips b) white sugar c) canola oil
d) cinnamon e) butter f) baking powder
g) flour h) peanut butter i) milk

8. Complete the following chart.
Ingredient Specific Instructions for Proper Measuring
Example:
1
2 cup (125 mL) icing sugar
Sift if lumpy, use a
1
2 cup (125 mL) dry measure, heap,
and then level.
1
2 cup (125 mL) canola
a)
1
4 cup (60 mL) brown sugar b)
2
3 cup (150 mL) flour
c)
3
4 cup (180 mL) oats d)





Literacy and numeracy
Gobbley-Globs


Unbaked Chocolate Oatmeal Crunchies



Lab Evaluation
1. Describe the difference between the two recipes in terms of
a) Ingredients:
___________________________________________________________________
____________________________________________________________________
___________
b) Directions:
_____________________________________________________________________
____________________________________________________________________
___________
2. Give two reasons standardized formats for recipes were developed.
_____________________________________________________________________
____________


Method
1. Line a cookie sheet with waxed paper.
2. Boil first four ingredients until sticky.
3. Stir in remaining ingredients.
4. Place clumps of dough on lined cookie sheet. Let cool.
5. Place two cookies on a paper towel with your names on
it and give to the teacher.
Method
1. Line a cookie sheet with waxed paper.
2. Place the first four ingredients into a saucepan.
Over medium to high heat, bring the mixture to a
boil and boil for five minutes, stirring constantly
with a wooden spoon.
3. Remove from heat and stir in remaining three
ingredients. Mix well.
4. Drop spoonfuls of the mixture onto a prepared
cookie sheet using a metal spoon and allow to
cool.
Kitchen literacy and numeracy

Going going gone

Instructions: Compare the following recipes.
Brownies Low-Fat Brownies Almost-No-Fat Brownies
125 mL brown sugar
1 egg
2 mL vanilla
50 mL vegetable oil
50 mL flour
50 mL cocoa
1 mL baking soda



1. Preheat oven to 350F.
2. Beat together sugar, egg,
and vanilla.
3. Add vegetable oil.
4. Sift together flour, cocoa,
and baking powder.
5. Stir dry ingredients into
sugar and egg mixture.
6. Spoon batter into prepared
pan and spread evenly.
7. Bake approximately
20 minutes until firm
around the edges and
fudge-like at the centre.
8. Cool before cutting into
squares.
185 mL sugar
15 mL margarine
1 egg
60 mL applesauce
2 mL vanilla
60 mL cocoa
100 mL flour
2 mL baking powder
1 mL salt

1. Grease a loaf pan.
2. Mix together sugar and
margarine.
3. Whisk in egg, applesauce,
and vanilla.
4. Sift together cocoa, flour,
baking powder, and salt.
5. Slowly mix the flour
mixture into the egg
mixture.
6. Pour batter into prepared
pan and spread evenly.
7. Bake 25-30 minutes or
until top springs back
when lightly touched.
8. Cool before cutting into
squares.
90 mL sugar
90 mL flour
40 mL cocoa
1 mL baking powder
1 mL salt
25 mL corn syrup
25 mL apple sauce
1 egg


1. Spray a loaf pan with Pam.
2. Combine flour, sugar,
cocoa, baking powder,
and salt.
3. Make a hole in the centre
of the dry ingredients. Stir
in corn syrup, applesauce,
and egg.
4. Spoon batter into prepared
pan.
5. Bake for approximately
25 minutes or until top
springs back when lightly
touched.
6. Cool before cutting into
squares.

Comparing the Recipes
1. Examine the source of fat in each recipe and record.
Brownies:
____________________________________________________________________
Low-Fat Brownies:
____________________________________________________________
Almost-No-Fat Brownies:
_________________________________________________________

2. Although there is no fat added to the Almost-No-Fat recipe, there may be traces of fat
in which
ingredients?___________________________________________________________
_____

3. If you wanted to lower the fat even further in the Almost-No-Fat recipe, what could you
do?
_____________________________________________________________________
___________

4. What ingredient has been used to replace the reduced amount of fat in the Low-Fat
Brownies?
______________________________________________________________________
___________

5. What ingredients have been used to replace the fat in the Almost-No-Fat Brownies?
____________________________________________________________________
___________
Comparing the Products
6. Make the three recipes and then evaluate the products by filling in the following chart.


Brownies
Low-Fat
Brownies
Almost-No-Fat
Brownies
Colour



Outer
Appearance


Flavour



Texture




7. Fifty percent of the world's chocolate processing is controlled by five transnational
corporations: Nestl, Philip-Morris, Cadbury-Schweppes, Hershey, and Mars. Which
company produced the cocoa you used in preparing these recipes?
__________________

8. What does Fair Trade chocolate mean?
______________________________________________
_____________________________________________________________________
____________


Exploring our Tradition
Creating a Food Coat Of Arms

Instructions
1. Answer these questions on this sheet of paper before going on to step 2.
a) As a child, my favourite homemade food was
_______________________________
b) Now my favourite food is
_______________________________________________
c) My favourite food from my cultural heritage is _____________________________
d) Foods I eat during celebrations include
___________________________________
_________________________________________________________________
____
e) Foods I eat when I am sick or feeling down are
______________________________
_________________________________________________________________
____
f ) My favourite type of restaurant food is
_____________________________________

2. On a large sheet of paper, draw the outline of a coat of arms. If you want, make your
coat of arms the shape of your favourite food (e.g., burrito, apple, etc.). Make sure
the outline fills the whole sheet. Put your name on the back.

3. Divide the food outline, which will become your personal coat of arms, into six
sections and label them A, B, C, D, E, F.

4. Draw or find pictures, symbols, or images to represent each of your answers to
question 1. Construct the coat of arms by putting the appropriate pictures in the
lettered sections.

Optional: Find a phrase or slogan that represents your relationship with food to
incorporate on your coat of arms.









Famous Feasts
Christmas with the Cratchits
Such a bustle ensued that you might have thought a
goose the rarest of all birds; a feathered phenomenon,
to which a black swan was a matter of course: and in
truth it was something very like it in that house.
Mrs. Cratchit made the gravy (ready beforehand in a
little saucepan) hissing hot; Master Peter mashed the
potatoes with incredible vigour; Miss Belinda
sweetened up the apple-sauce; Martha dusted the
hot plates.
At last the dishes were set on, and grace was said. It was
succeeded by a breathless pause, as Mrs. Cratchit, looking slowly all along the carving-knife,
prepared to plunge it in the breast; but when she did, and when the long expected gush of
stuffing issued forth, one murmur of delight arose all round the board, and even Tiny Tim,
excited by the two young Cratchits, beat on the table with the handle of his knife, and feebly
cried Hurrah! There never was such a goose. Bob said he didnt believe there ever was such a
goose cooked. Its tenderness and flavour, size and cheapness, were the themes of universal
admiration. Eked out by the applesauce and mashed potatoes, it was a sufficient dinner for the
whole family.
In half a minute Mrs. Cratchit entered: flushed, but smiling proudly: with the pudding, like a
speckled cannon-ball, so hard and firm, blazing in half of half-a-quartern of ignited brandy,
and bedight [adorned] with Christmas holly stuck into the top. Oh, a wonderful pudding! Bob
Cratchit said, and calmly too, that he regarded it as the greatest success achieved by Mrs.
Cratchit since their marriage.
At last the dinner was all done, the cloth was cleared, the hearth swept, and the fire made
up. The compound in the jug being tasted and considered perfect, apples and oranges were
put upon the table, and a shovel-full of chestnuts on the fire.
Then Bob proposed: A Merry Christmas to us all, my dears. God bless us!
Which all the family re-echoed.
God bless us every one! said Tiny Tim, the last of all.


Instructions: Answer the following questions in your notebook or on a separate piece of
paper.
1. Imagine you were there.
a) Which foods would you recognize?
b) Which foods would be new to you?
c) Which etiquette or dining habits would you recognize?
d) Which etiquette or dining habits would be new to you?
2. Compare and contrast the Cratchit Christmas dinner with a typical Christmas
dinner that might take place today.
3. Do you think apples and oranges were a usual part of the Cratchi t diet or a
special treat? What makes you think that?
4. On what other occasions might the family have foods like these?
5. How did the family atmosphere influence the enjoyment of the feast?


Dining with Ichabod and Katrina
Fain would I pause to dwell upon the world of charms
that burst upon the enraptured gaze of my hero, as he
entered the state parlour of Van Tassels mansion.
Not those of the bevy of buxom lasses, with their
luxurious display of red and white; but the ample charms
of a genuine Dutch country tea-table, in the sumptuous
time of autumn. Such heaped up platters of cakes of various
and almost indescribable kinds, known only to experienced
Dutch housewives! There was the doughty doughnut, the
tender oly koek*, and the crisp and crumbling cruller; sweet cakes
and short cakes, ginger cakes and honey cakes, and the whole family of cakes. And then there
were apple pies, and peach pies, and pumpkin pies; besides slices of ham and smoked beef;
and moreover delectable dishes of preserved plums, and peaches, and pears, and quinces; not
to mention broiled shad and roasted chickens; together with bowls of milk and cream, all
mingled higgledy-piggledy, pretty much as I have enumerated them, with the motherly teapot
sending up its clouds of vapour from the midstHeaven bless the mark!

*oly koek: Oily cake is a Dutch, deep-fried doughnut without a hole in the centre.


Instructions: Answer the following questions in your notebook or on a separate piece
of paper.

1. Imagine you were there.
a) Which foods would you recognize?
b) Which foods would be new to you?
c) Which etiquette or dining habits would you recognize?
d) Which etiquette or dining habits would be new to you?

2. What kind of feast is being described?

3. On what other occasions might these people have foods like this?

4. This story was written in 1820, and takes place in a Dutch settlement in New York. If
you were to describe a modern version of this feast, which foods might still be
included? Which foods would probably not be included today? What present-day
foods could you add?

5. Who do you think did all of the cooking for this meal?

6. Write a description of a feast that you would like to have. Include an explanation of
both the food and the occasion.









Comfort Foods

Food studies researchers come from a variety of disciplines. Some are food scientists;
some are environmental scientists; some study nutrition; some study the philosophy,
psychology, or sociology of food and eating. The research they conduct provides facts
and information for textbooks like Food for Life, Second Edition.
Food studies researchers follow a research method that involves:
1. Determining the research question
2. Deciding how to gather data
3. Analyzing the data
4. Reporting the results

You are interested in the social and emotional significance of food. Your research
questions come from Chapters 1 and 3 of Food for Life, Second Edition, where comfort
foods are defined as foods that make people feel better.
Your research questions are:
1. What foods make students feel better?
2. Why do they make them feel better?















To gather data you are going to conduct
a survey.
You will interview 10 students and record the data in
the chart on the following page. Remember, this is
serious research so you must be very professional.
You will introduce yourself to the student; explain that
you are conducting research on comfort foods; and
state that their names will not be recorded and that
their answers will be kept confidential.
Student Grade Male (M)
Female (F)
What foods make them
feel better? What are
their comfort foods?
Why or how do these foods
make them feel better?
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

When conducting research, you must have more than 10 subjects in your sample group.
Bring your information to class so that it can be combined with the other researchers
information. The data can then be analyzed and you can write your report.




Why do we eat?
We eat because we are hungry.
Define HUNGER:
_________________________________________________________________

We eat because our appetite has been stimulated.
Define APPETITE:
_______________________________________________________________

Identify the factors that could stimulate a persons appetite, as illustrated in these
pictures.













What Nutrient am I ?

Identify 10 significant facts about the nutrient you have chosen or been assigned.
Record them below in ascending order of importance (from least important to most
important). Do not reveal the name of your nutrient on this side of the page.
10.



9.



8.



7.



6.



5.



4.



3.



2.



1.





Protein as a Nutrient
Explain what protein is to
grade 7's
Tell them why it is important
to them.
Include examples of foods
that are high in protein,
complete and incomplete
sources, and the differences
between the types of protein.
Create a movie on this













Carbohydrate as a Nutrient
Explain what carbohydrate is to a
group of grade six students.
Tell them why it is important. Relate
this to them.
Include examples of foods that are
high in carbohydrate-complex and
simple.
Explain the differences between the
types/groups of carbohydrate. (hand-
in a copy of what you plan to do
today)
Create a movie on this.





















Fat as a Nutrient
Explain what fat is to a group of
grade five students.
Tell them why it is important. Relate
this them.
Include examples of foods that are
high in fat.
Explain the differences between the
types/groups of fat. (hand-in a copy
of what you plan to do at the end of
this class).
Create a movie on this.