Instructor Notes Welcome students to the class..

Instructor Notes Welcome students to the class.

Class Agenda Welcome and Overview 5 minutes Food Safety Is Important
Chapter Time Welcome and Overview 5 minutes Food Safety Is Important 15 minutes Good Personal Hygiene 25 minutes Receiving and Storing Food Safely 20 minutes Break Evaluating, Repacking, and Transporting Food Safely Cleaning and Sanitizing Test 30 minutes Total Class Time: 2 hour, 30 minutes Instructor Notes Provide an overview of the class. The overview should include a discussion of the following information: Class length: 2 ½ hours Test: The test will be given at the end of the class. Employees will have at least 30 minutes to complete it, and more time if necessary. Breaks: Two 5-minute breaks will be given Class structure: Information will be presented using this presentation and the ServSafe Food Handler Guide for Food Banking. Activities within the slideshow will be used to review presented content. All questions are welcome.

Instructor Notes This chapter will take 15 minutes to complete. Tell students that they can follow along with the slideshow using their books. On the bottom of each slide is a number corresponding with the page number in the ServSafe Food Handler Guide for Food Banking.

Food Safety Is Important
Concepts You Will Learn: How food becomes unsafe Your role in keeping food safe Understanding food allergies Preventing food allergen contamination Instructor Notes This introduction will take 2 minutes to complete. Review the objectives with the students. Review the story Unsafe Temperatures with the students. Discuss the importance of keeping food at safe temperatures while transporting it.

How Food Becomes Unsafe
Hazards from the Environment X X X Instructor Notes This section, How Food Becomes Unsafe, will take 4 minutes to complete. Ask a volunteer to define foodborne illness. Point out that foodborne illness is almost always preventable. Discuss the three types of hazards that can make food unsafe. Biological hazards are tiny forms of life that you can’t see, taste, or smell. This includes bacteria, viruses, parasites, and fungi. Some of these cause illness. These are called pathogens. Ask students to provide examples of physical hazards in their food bank or agency. Point out that physical hazards include jewelry, glass, brittle plastics, ceramics, and bandages. Chemicals in your operation can contaminate food. These include cleaners, sanitizers, and pesticides. Biological Physical Chemical Page 1-1

How People Make Food Unsafe Poor personal hygiene: Transferring pathogens from your body to food Instructor Notes Ask a volunteer to define poor personal hygiene. Reveal the correct answer by advancing the slideshow. Answer any questions that may arise as you reveal the answer. Ask students to describe how the photo on the slide is an example of poor personal hygiene. Point out that the food handler in the photo is coughing or sneezing over the food. Explain that pathogens in the food handler’s nose or mouth could end up on the food. Point out that poor personal hygiene is the number one cause of foodborne-illness outbreaks. Page 1-2

How People Make Food Unsafe Cross-contamination: Transferring pathogens from one surface or food to another Instructor Notes Ask a volunteer to define cross-contamination. Reveal the correct answer by advancing the slideshow. Answer any questions that may arise as you reveal the answer. Ask students to describe how the photo on the slide is an example of cross-contamination. Point out that meat stored above the lettuce has been allowed to drip onto it. Explain that pathogens in the meat juices may have been transferred to the lettuce. Page 1-2

How People Make Food Unsafe Time-temperature abuse: Letting food stay too long at temperatures that are good for pathogen growth Instructor Notes Ask a volunteer to define time-temperature abuse. Reveal the correct answer by advancing the slideshow. Answer any questions that may arise as you reveal the answer. Ask students to describe how the photo on the slide is an example of time-temperature abuse. Point out that the meat is being held at room temperature. This could allow pathogens on the meat to grow and cause a foodborne illness. Page 1-2

How People Make Food Unsafe
Poor cleaning and sanitizing: Transferring pathogens from incorrectly cleaned surfaces to food Instructor Notes Ask a volunteer to define poor cleaning and sanitizing. Reveal the correct answer by advancing the slideshow. Answer any questions that may arise as you reveal the answer. Ask students to describe how the photo on the slide is an example of poor cleaning and sanitizing. Point out that the scale has not been cleaned and sanitized correctly and could transfer pathogens to food. Page 1-2

Apply Your Knowledge What is the problem?
Leaving raw chicken breasts on a pallet in a loading area that is not refrigerated __A. Time-temperature abuse __B. Poor personal hygiene __C. Cross-contamination __D. Poor cleaning and sanitizing Instructor Notes Ask students to identify the problem. Reveal the correct answer by advancing the slideshow. Answer any questions that may arise as you reveal the answer. Point out that leaving raw chicken on a pallet in an unrefrigerated loading area is time-temperature abuse. This can allow pathogens on the chicken to grow. Page 1-2

Apply Your Knowledge What is the problem? Sneezing on food
__A. Time-temperature abuse __B. Poor personal hygiene __C. Cross-contamination __D. Poor cleaning and sanitizing Instructor Notes Ask students to identify the problem. Reveal the correct answer by advancing the slideshow. Answer any questions that may arise as you reveal the answer. Point out that it is poor personal hygiene to sneeze on food. This can transfer pathogens from the body to food. Page 1-2

Keeping produce that raw meat juices have leaked on __A. Time-temperature abuse __B. Poor personal hygiene __C. Cross-contamination __D. Poor cleaning and sanitizing Instructor Notes Ask students to identify the problem. Reveal the correct answer by advancing the slideshow. Answer any questions that may arise as you reveal the answer. Point out that allowing raw meat to drip juices onto produce is cross-contamination. This can allow the transfer of pathogens on the meat to the produce. Page 1-2

Scraping off food from an otherwise clean food-storage container __A. Time-temperature abuse __B. Poor personal hygiene __C. Cross-contamination __D. Poor cleaning and sanitizing Instructor Notes Ask students to identify the problem. Reveal the correct answer by advancing the slideshow. Answer any questions that may arise as you reveal the answer. Point out that the food-storage container was not cleaned and sanitized correctly. Pathogens could be transferred to food stored in the container. Page 1-2

Your Role in Keeping Food Safe
Practice Good Personal Hygiene DON’T transfer pathogens from your body to food. Instructor Notes This section, Your Role in Keeping Food Safe, will take 3 minutes to complete. Ask a volunteer to identify the main way to practice good personal hygiene. Reveal the correct answer by advancing the slideshow. Answer any questions that may arise as you reveal the answer. Page 1-3

How Is Good Personal Hygiene Being Practiced in the Photo? Hair net Beard net Single-use gloves Clean clothing Clean apron Instructor Notes Ask students to describe how the food handler on the slide is practicing good personal hygiene. Point out that he is wearing a hair covering and beard net as well as single-use gloves and a clean apron. He also appears to be wearing clean clothes. These can all prevent the transfer of pathogens from his body to food. Page 1-3

Control the Time and Temperature of Food: DON’T let food stay too long at temperatures that are good for pathogen growth. Instructor Notes Ask a volunteer to identify the main way to control the time and temperature of food. Reveal the correct answer by advancing the slideshow. Answer any questions that may arise as you reveal the answer. Page 1-3

How Is Temperature Being Controlled in the Photo? Temperature is being checked Ensures food is held at the correct temperature Instructor Notes Ask students to describe how the food handler on the slide is controlling the time and temperature of the food. Point out that he is checking the temperature of the food to make sure it is correct. Keeping food at the correct temperature will prevent pathogen growth. Page 1-3

Prevent Cross-Contamination: DON’T transfer pathogens from one food to another. DON’T transfer pathogens from one surface to another. Instructor Notes Ask a volunteer to identify the main ways to prevent cross-contamination. Reveal the correct answer by advancing the slideshow. Answer any questions that may arise as you reveal the answer. Page 1-3

How Is Cross-Contamination Being Prevented in the Photo? Ready-to-eat food is stored above raw food. Instructor Notes Ask students to describe how the food in the photo on the slide is being stored to prevent cross-contamination. Point out that storing ready-to-eat food, such as the strawberries, above raw meat, seafood, and poultry can prevent the transfer of pathogens from the raw food to the ready-to-eat food. Page 1-3

Clean and Sanitize Surfaces Correctly: Keep everything clean. Clean and sanitize anything that touches food. Instructor Notes Ask a volunteer to identify the main ways to clean and sanitize surfaces correctly. Reveal the correct answer by advancing the slideshow. Answer any questions that may arise as you reveal the answer. Page 1-3

How Is the Bin Being Cleaned and Sanitized Correctly? It is being cleaned and sanitized in a three-compartment sink. Instructor Notes Ask students to describe how the food handler in the photo on the slide is cleaning and sanitizing surfaces correctly. Point out that he or she is in the process of cleaning and sanitizing a bin used to hold food in a three-compartment sink. Page 1-3

Understanding Food Allergies
What Are the Most Common Food Allergens? Instructor Notes This section, Understanding Food Allergies, will take 2 minutes to complete. Explain to the students that some people are allergic to certain types of food. The tiniest speck of the food can make them sick. Point out that proteins that cause reactions are called allergens. Cross-contact happens when a food containing an allergen comes in contact with another food. This can be dangerous for guests with food allergies. Ask students to identify the most common food allergens. Tell students that eight food items cause most allergic reactions, and they are called “The Big Eight”. Advance the slideshow and reveal the first 4 Big 8 allergens. They are: Milk Eggs Soy Fish, such as bass, flounder, and cod Page 1-4

Understanding Food Allergies
The Most Common Food Allergens Instructor Notes Reveal the remaining four “Big Eight” allergens. They are: Tree nuts, such as almonds, walnuts, and pecans Peanuts Crustacean shellfish, such as crab, lobster, and shrimp Wheat Page 1-4

Preventing Food Allergen Contamination
Prevent Cross-Contact: Clean and sanitize surfaces that have come in contact with an allergen. Inspect food packaging for leaks or spills that can cause cross-contact. Wash hands and change gloves after handling allergens and before handling allergen-free food. Instructor Notes This section, Preventing Food Allergen Contamination, will take 4 minutes to complete. Page 1-5

Prevent Cross-Contact: Store food with allergens separately from allergen-free products. DO NOT store food containing allergens above allergen-free food. Use dedicated pallets and bins for products containing allergens. Page 1-5

Apply Your Knowledge Which Food Item(s) Is a Common Food Allergen? Tea
B Instructor Notes Ask students to identify the food item(s) that contain a common food allergen. Reveal the correct answer by advancing the slideshow. Answer any questions that may arise as you reveal the answers. Point out that fish, such as bass, flounder, and cod is a common food allergen. Tea Cod Page 1-5

Apply Your Knowledge Which Food Item(s) Is a Common Food Allergen?
B Instructor Notes Ask students to identify the food item(s) that contain a common food allergen. Reveal the correct answers by advancing the slideshow. Answer any questions that may arise as you reveal the answers. Point out that the wheat in flour is a common food allergen. Wheat flour Melons Page 1-5

B Instructor Notes Ask students to identify the food item(s) that contain a common food allergen. Reveal the correct answers by advancing the slideshow. Answer any questions that may arise as you reveal the answers. Point out that peanuts and crustacean shellfish, such as crab, lobster, and shrimp are common food allergens. Peanut butter Crab legs Page 1-5

B Instructor Notes Ask students to identify the food item(s) that contain a common food allergen. Reveal the correct answers by advancing the slideshow. Answer any questions that may arise as you reveal the answers. Point out that neither potatoes nor mushrooms are common food allergens. Potatoes Mushrooms Neither Page 1-5

B Instructor Notes Ask students to identify the food item(s) that contain a common food allergen. Reveal the correct answers by advancing the slideshow. Answer any questions that may arise as you reveal the answers. Point out that the pecans in a pecan pie are common food allergens. Tomatoes Pecan pie Page 1-5

B Instructor Notes Ask students to identify the food item(s) that contain a common food allergen. Reveal the correct answers by advancing the slideshow. Answer any questions that may arise as you reveal the answers. Point out that neither citrus fruit nor green bell peppers are common food allergens. Citrus fruit Bell peppers Neither Page 1-5

B Instructor Notes Ask students to identify the food item(s) that contain a common food allergen. Reveal the correct answers by advancing the slideshow. Answer any questions that may arise as you reveal the answers. Point out that neither squash nor eggplant are common food allergens. Squash Eggplant Neither Page 1-5

B Instructor Notes Ask students to identify the food item(s) that contain a common food allergen. Reveal the correct answers by advancing the slideshow. Answer any questions that may arise as you reveal the answers. Point out that products containing soy, such as soybeans are common food allergens. Soybeans Rice and rice products Page 1-5

B Instructor Notes Ask students to identify the food item(s) that contain a common food allergen. Reveal the correct answers by advancing the slideshow. Answer any questions that may arise as you reveal the answers. Point out that eggs and products containing milk, such as ice cream, are common food allergens. Eggs Ice cream Page 1-5

Prevent Cross-Contact From Spilled Food: Immediately isolate spilled food containing an allergen from other food products. Inspect surrounding products for contact with the spilled food. Page 1-5

Prevent Cross-Contact From Spilled Food: Dispose of any open products in contact with the spilled food. The food may not need to be discarded if in packaging that can be safely cleaned and sanitized. Clean and sanitize the area. Page 1-5

Instructor Notes This chapter will take 25 minutes to complete.

Good Personal Hygiene Concepts You Will Learn:
How and when to wash your hands Where to wash your hands Other hand-care guidelines What to wear Other important practices Instructor Notes This introduction will take 2 minutes to complete. Discuss the objectives with the students. Review the story Hepatitis A Scare with the students. Ask students how the situation might have been avoided. Explain that reporting illnesses to a supervisor or director is important for preventing foodborne illnesses.

How and When To Wash Your Hands
How to Wash Your Hands: Hands can transfer pathogens to food. Handwashing is a critical step for avoiding food contamination. Instructor Notes This section, How and When To Wash Your Hands, will take 10 minutes to complete. Explain that handwashing is the most important part of personal hygiene. Tell students that it is important because hands can transfer pathogens to food. Page 2-1

How to Wash Your Hands: Handwashing should take about 20 seconds. Instructor Notes Explain that it takes approximately 20 seconds to sing “Happy Birthday” twice. This can serve as a useful reference when washing hands. Page 2-1

How to Wash Your Hands Step 1: Wet hands and arms Use running water as hot as you can comfortably stand. Page 2-1

How to Wash Your Hands Step 2: Apply soap Apply enough to build up a good lather. Page 2-1 Page 2-1

How to Wash Your Hands Step 3: Scrub hands and arms vigorously Scrub them for 10 to 15 seconds. Clean under fingernails and between fingers. Instructor Notes Ask students to stand up and start rubbing their hands together as though they are scrubbing them with soap. Ask them to stop when they think that 10 to 15 seconds have passed. Students will be surprised by how far off they might be. Page 2-1

How to Wash Your Hands Step 4: Rinse hands and arms thoroughly Use running warm water. Page 2-1

How to Wash Your Hands Step 5: Dry hands and arms DO NOT use your apron or any part of your clothing. Use a single-use paper towel or hand dryer. Page 2-1

After Washing Your Hands Use a paper towel to: Turn off the faucet. Open the restroom door. Instructor Notes Explain that this is done to prevent re-contaminating hands on dirty faucets and door handles. Page 2-2

Is Handwashing Required? Why or Why Not? A. YES B. NO Instructor Notes Ask students to decide if handwashing is required after the activity shown in the slide. Reveal the correct answer by advancing the slideshow. Advance the slideshow again to reveal the principle behind the answer. Wash hands after using the restroom Page 2-2

Is Handwashing Required? Why or Why Not? A. YES B. NO Instructor Notes Ask students to decide if handwashing is required after the activity shown in the slide. Reveal the correct answer by advancing the slideshow. Advance the slideshow again to reveal the principle behind the answer. Wash hands after touching your hair, face, or body Page 2-2

Is Handwashing Required? Why or Why Not? A. YES B. NO Instructor Notes Ask students to decide if handwashing is required after the activity shown in the slide. Reveal the correct answer by advancing the slideshow. Advance the slideshow again to reveal the principle behind the answer. Wash hands after handling raw meat, poultry, or seafood (before and after) Page 2-2

Is Handwashing Required? Why or Why Not? A. YES B. NO Instructor Notes Ask students to decide if handwashing is required after the activity shown in the slide. Reveal the correct answer by advancing the slideshow. Advance the slideshow again to reveal the principle behind the answer. Wash hands after touching clothing or aprons Page 2-2

Is Handwashing Required? Why or Why Not? A. YES B. NO Instructor Notes Ask students to decide if handwashing is required after the activity shown in the slide. Reveal the correct answer by advancing the slideshow. Advance the slideshow again to reveal the principle behind the answer. Wash hands after taking out garbage Page 2-3

Is Handwashing Required? Why or Why Not? A. YES B. NO Instructor Notes Ask students to decide if handwashing is required after the activity shown in the slide. Reveal the correct answer by advancing the slideshow. Advance the slideshow again to reveal the principle behind the answer. Wash hands after sneezing, coughing, or using a tissue Page 2-3

Is Handwashing Required? Why or Why Not? A. YES B. NO Instructor Notes Ask students to decide if handwashing is required after the activity shown in the slide. Reveal the correct answer by advancing the slideshow. Advance the slideshow again to reveal the principle behind the answer. Wash hands after handling chemicals that can make food unsafe Page 2-3

Is Handwashing Required? Why or Why Not? A. YES B. NO Instructor Notes Ask students to decide if handwashing is required after the activity shown in the slide. Reveal the correct answer by advancing the slideshow. Advance the slideshow again to reveal the principle behind the answer. Wash hands after smoking Page 2-3

Is Handwashing Required? Why or Why Not? A. YES B. NO Instructor Notes Ask students to decide if handwashing is required after the activity shown in the slide. Reveal the correct answer by advancing the slideshow. Advance the slideshow again to reveal the principle behind the answer. Wash hands after chewing gum or tobacco Page 2-3

Is Handwashing Required? Why or Why Not? A. YES B. NO Instructor Notes Ask students to decide if handwashing is required after the activity shown in the slide. Reveal the correct answer by advancing the slideshow. Advance the slideshow again to reveal the principle behind the answer. Wash hands after eating or drinking Page 2-3

Is Handwashing Required? Why or Why Not? A. YES B. NO Instructor Notes Ask students to decide if handwashing is required after the activity shown in the slide. Reveal the correct answer by advancing the slideshow. Advance the slideshow again to reveal the principle behind the answer. Wash hands before putting on gloves at the start of a new task Page 2-3

Is Handwashing Required? Why or Why Not? A. YES B. NO Instructor Notes Ask students to decide if handwashing is required after the activity shown in the slide. Reveal the correct answer by advancing the slideshow. Advance the slideshow again to reveal the principle behind the answer. Wash hands after touching anything that may contaminate hands Page 2-3

Is Handwashing Required? Why or Why Not? A. YES B. NO Instructor Notes Tell students that the employee highlighted in the slide has just returned to the clean room after taking a break. Ask students to decide if handwashing is required. Reveal the correct answer by advancing the slideshow. Advance the slideshow again to reveal the principle behind the answer. Wash hands after leaving and returning to the food-handling area Page 2-3

Using Hand Antiseptics If you use hand antiseptics: NEVER use them instead of handwashing. Use an antiseptic after washing hands. Wait for the antiseptic to dry before touching food or equipment or putting on gloves. Follow manufacturer’s directions. Page 2-4

Where To Wash Your Hands
Is This a Safe Place to Wash Hands? Why or Why Not? A. YES B. NO Instructor Notes This section, Where To Wash Your Hands, will take 2 minutes to complete. Ask students to identify if the sink being used to wash hands is a safe place to do so. Reveal the correct answer by advancing the slideshow. Advance the slideshow to reveal the reasoning behind the answer. Point out that the person is washing her hands in a three-compartment sink. Explain that she may contaminate her hands using this sink and might also contaminate the sink itself. Hands are being washed in a three-compartment sink Page 2-5

Use a Handwashing Sink: Wash your hands only in a designated handwashing sink. Instructor Notes Point out that your food bank or agency should have specific sinks for handwashing. Page 2-5

Is This a Safe Practice? Why or Why Not? A. YES B. NO Instructor Notes Ask students if the person in the slide is acting unsafely. Reveal the correct answer by advancing the slideshow. Advance the slideshow to reveal the reasoning behind the answer. Point out that the person is dumping dirty water into a handwashing sink. Dirty water is being dumped in a handwashing sink Page 2-5

Use a Handwashing Sink: DO NOT use handwashing sinks for other things. NEVER dump dirty water in them. NEVER prep food in them. NEVER wash tools or equipment in them. X Page 2-5

Is This a Safe Practice? Why or Why Not? A. YES B. NO Instructor Notes Ask students if the situation in the slide is safe or unsafe. Reveal the correct answer by advancing the slideshow. Advance the slideshow to reveal the reasoning behind the answer. Point out that the handwashing sink appears to be blocked by the boxes. The handwashing sink is blocked Page 2-5

Make sure handwashing sinks are easy to get to and are not blocked. NEVER stack food, equipment, or supplies in them or in front of them. X Page 2-5

Stocking The Handwashing Sink: A stocked sink should have Hot and cold running water Liquid soap Single-use paper towels or hand dryer Garbage container If these items aren’t stocked, tell your director or supervisor Page 2-5

Other Hand-Care Guidelines
What’s Wrong With This Picture? Instructor Notes This section, Other Hand-Care Guidelines, will take 4 minutes to complete. Ask students if the food handler in the slide is acting unsafely. Reveal the correct answer by advancing the slideshow. Point out that the food handler is blowing into a pair of single-use gloves to make them easier to put on. The gloves are being put on incorrectly Page 2-6

Use Gloves Correctly: Only use single-use gloves when handling food. Make sure the gloves fit your hands. They should not be too tight or too loose. NEVER blow into them. NEVER roll them to make them easier to put on. Page 2-6

What’s Wrong With This Picture? Instructor Notes Ask students if the food handler in the slide is acting unsafely. Reveal the correct answer by advancing the slideshow. Point out that the food handler is washing his gloves so he can reuse them. The gloves are being washed and reused Page 2-6

Use Gloves Correctly: NEVER rinse, wash, or reuse gloves. X Page 2-6

Use Gloves Correctly: Wash your hands before putting on gloves when starting a new task. Page 2-6

Gloves Should be Changed: As soon as they become dirty or torn. Page 2-6

Gloves Should be Changed: Before beginning a different task. Before or after handling any food with a known food allergen. Page 2-6

Gloves Should be Changed: After handling raw meat, seafood, or poultry, and before handling ready-to-eat food. Page 2-6

Gloves Should be Changed: After an interruption, such as taking a phone call. Page 2-6

Are These Hands Safe for Handling Exposed Food? A. YES B. NO Instructor Notes Ask students to identify if the food handlers hands are safe for handling exposed food. Reveal the correct answer by advancing the slideshow. Reveal the reason behind the answer by advancing the slideshow. Point out that the food handler’s fingernails appear to be short and clean. The fingernails are short and clean Page 2-7

Hands and Nails: Keep fingernails short and clean. Long fingernails can be hard to keep clean. Page 2-7

Are These Hands Safe for Handling Exposed Food? A. YES B. NO Instructor Notes Ask students to identify if the food handler’s hands are safe for handling exposed food. Reveal the correct answer by advancing the slideshow. Reveal the reason behind the answer by advancing the slideshow. Point out that the food handler has fingernails with nail polish. The fingernails have polish and are not covered Page 2-7

Hands and Nails: If you will be handling exposed food, you must use single-use gloves if you are wearing Nail polish False fingernails Instructor Notes Point out that nail polish can hide dirt under nails and may flake off into exposed food. Page 2-7

Are These Hands Safe for Handling Exposed Food? A. YES B. NO Instructor Notes Ask students to identify if the food handler’s hands are safe for handling exposed food. Reveal the correct answer by advancing the slideshow. Reveal the reason behind the answer by advancing the slideshow. Point out that the food handler has only covered his wound with a bandage. The wound is only covered with a bandage Page 2-7

Cover Infected Wounds Correctly: Hands or wrist Cover with a bandage or finger cot that prevents fluid from leaking out. Then place a single-use glove over the cover. Instructor Notes Point out that infected wounds can contain bacteria. To keep food safe, make sure wounds are correctly covered. Page 2-7

Cover Infected Wounds Correctly: Arms Completely cover with a bandage that prevents fluid from leaking out. Body Cover with a dry, durable, tight-fitting bandage. Page 2-7

The food handler is not wearing a hat or other hair covering
What To Wear Is This a Safe Practice for Handling Food? A. YES B. NO Instructor Notes This section, What To Wear, will take 2 minutes to complete. Ask students if the food handler in the slide is acting unsafely. Reveal the correct answer by advancing the slideshow. Reveal the reason behind the answer by advancing the slideshow. Point out that failing to wear a hat or other hair covering is unsafe when handling exposed food. The food handler is not wearing a hat or other hair covering Page 2-8

What To Wear Hair Covering:
Always wear a clean hat or other hair covering when Repackaging food Working in a clean room Working in areas used to clean utensils and equipment Men with beards and mustaches should also wear a beard restraint Instructor Notes Explain to students that dirty hair, skin, and clothing may carry pathogens. Bathe daily and follow the guidelines presented in the next several slides. Page 2-8

What To Wear Clothing and Aprons:
Wear clean clothes whenever working with or around food. Remove and throw away disposable aprons when leaving clean rooms or food-handling areas. Store personal belongings away from food. Page 2-8

What To Wear Jewelry: Remove jewelry from hands and arms DO NOT wear
Before handling exposed food When working in or around food- handling areas DO NOT wear Rings, except for a plain band Bracelets, including medical bracelets Watches Instructor Notes Explain that jewelry can contain bacteria and other pathogens. It can also fall off into food. Point out that a director or supervisor may ask food handlers to remove other jewelry. Page 2-8

Apply Your Knowledge It’s What You Wear Which practices are unsafe?
__A. Wearing a dirty shirt __B. Wearing nail polish without wearing gloves __C. Wearing a baseball cap while packaging food __D. Wearing a watch Instructor Notes Have students identify the practices that are unsafe. Reveal the correct answers by advancing the slideshow. Answer any questions that may arise as you reveal the answers. Point out the following: Wearing a dirty shirt is unsafe because pathogens on it could contaminate exposed food. Wearing nail polish without wearing single-use gloves is unsafe. Nail polish can hide dirt under nails and may flake off into exposed food. Wearing watches can be unsafe when handling exposed food or when working around it. Watches, like other jewelry on the hands and arms, can contain bacteria and other pathogens. These pathogens could get onto the exposed food. Page 2-8

Apply Your Knowledge It’s What You Wear Which practices are unsafe?
__A. Removing a disposable apron and putting it back on after returning to the clean room __B. Wearing a bandage on your finger under your gloves __C. Cleaning and sanitizing food scoops without wearing a hat or other hair covering __D. Wearing the same pants several days in a row until they get dirty Instructor Notes Have students identify the practices that are unsafe. Reveal the correct answers by advancing to the next slide. Answer any questions that may arise as you reveal the answers. Point out the following: Touching an apron when removing it can contaminate it. Disposable aprons must be thrown away when leaving the clean room. A new apron should be put on before returning to the clean room. Cleaning and sanitizing utensils and equipment used to handle exposed food without wearing a hair covering can contaminate it. Always wear a clean hat or other hair covering when working in areas used to clean utensils and equipment. Wearing the same pants day after day can be unsafe because they can pick up pathogens. Wear clean clothing whenever working with or around food. Page 2-8

Other Important Practices
What’s Wrong With This Picture? Instructor Notes This section, Other Important Practices, will take 5 minutes to complete. Ask students if the food handler in the slide is acting unsafely. Reveal the correct answer by advancing to the next slide. Point out that the food handler is drinking in a food-handling area. The food handler is drinking in a food-handling area Page 2-9

Eating, Drinking, Smoking, and Chewing Gum or Tobacco: NEVER do these things in the following areas In food-handling areas In food storage areas Only do these things in designated areas X Instructor Notes Explain that saliva contains pathogens that can contaminate hands and equipment. Point out that employees should only eat, drink, smoke, or chew gum or tobacco in designated areas. Page 2-9

What To Do if You Are Sick: Tell your director or supervisor If you have been diagnosed with a foodborne illness Page 2-9

What To Do if You Are Sick: Tell your director or supervisor if you have these symptoms Vomiting Diarrhea Jaundice (yellowing of skin and eyes) Sore throat with a fever Instructor Notes Explain to students that when they are sick they could spread pathogens to food and equipment, especially if they have symptoms identified in the slide. Page 2-9

Apply Your Knowledge Reporting Illnesses
Which symptoms must be reported to your director or supervisor? __ A. Vomiting __ B. Jaundice __ C. Sore throat with a fever __ D. Being very tired __ E. Diarrhea __ F. Headache Instructor Notes Have students identify the symptoms. Reveal the correct answers by advancing the slideshow. Answer any questions that may arise as you reveal the answers. Point out that employees must tell a director or supervisor if they have any of these symptoms: vomiting, jaundice, sore throat with fever, and diarrhea. Page 2-9

Receiving and Storing Food Safely
Concepts You Will Learn: Controlling time and temperature during receiving Inspecting food during receiving to make sure it is safe Storing food safely Instructor Notes This introduction will take 2 minutes to complete. Discuss the objectives with the students. Review the story “Salmonella Outbreak Threatens Food Banks” with students. Ask them what prevented a Salmonella outbreak from the food distributed at the food banks. Point out the importance of recall notices and explain that procedures for handling a recall will be covered in the chapter.

Controlling Time and Temperature During Receiving
What Is Important About This Temperature Range? This is the Temperature Danger Zone. Pathogens on food can grow in this range and cause a foodborne illness. Instructor Notes This section, Controlling Time and Temperature During Receiving, will take 5 minutes to complete. Ask for a volunteer to answer the question. Advance the slideshow to reveal the answer. Point out that the temperature range between 41°F and 135°F (5°C and 57°C) is the temperature danger zone. Explain that pathogens on food will grow in this temperature range and could result in a foodborne illness. Page 3-1

The Temperature Danger Zone: Food temperatures must be controlled From pick-up from the donor or food bank to handoff to client Includes time food spends in the warehouse, on the truck, and at the agency Instructor Notes Think of this as a “cold chain” that, if broken, can result in foodborne illness. The cold chain is broken whenever food is held at temperatures between 41°F and 135°F (5°C and 57°C). This is the temperature danger zone. Fortunately, there are several ways to control temperature and prevent a “break” in the cold chain. Page 3-1

Common Thermometers in Food Banks and Agencies Infrared thermometer Thermocouple and other digital thermometers Bimetallic stemmed thermometer Page 3-1

What Are Some Characteristics of Infrared Thermometers? Display temperatures instantly Prevent cross-contamination and damage to food because they do not touch it Only measure surface temperatures of food and equipment Page 3-1

What Are Some Characteristics of Thermocouples and Other Digital Thermometers? Do not need to be inserted deep into food to get an accurate reading Display temperatures quickly Many come with other probes for checking liquids, air temperature, and equipment Page 3-1

What Are Some Characteristics of Bimetallic Stemmed Thermometers? Must be inserted in food from the tip of the thermometer stem to the dimple Require at least 15 seconds before a final reading can be taken Can be easily calibrated at the food bank or agency Page 3-1

The Correct Way to Calibrate a Thermometer: 1. Fill a large container with crushed ice and tap water. Stir the mixture well. Instructor Notes Point out to students that they should follow these steps when calibrating a bimetallic stemmed thermometer. Page 3-2

The Correct Way to Calibrate a Thermometer: 2. Put the thermometer stem or probe into the ice water. Make sure the sensing area is under water. DO NOT let the probe touch the container. Wait 30 seconds or until the indicator stops. Page 3-2

The Correct Way to Calibrate a Thermometer: 3. Adjust the thermometer so it reads 32ºF (0ºC). Hold the calibration nut with a wrench or other tool. Rotate the thermometer head until it reads 32ºF (0ºC). Page 3-2

Apply Your Knowledge Ice-Point Calibration Method
1. How long should you wait to read a bimetallic stemmed thermometer after placing it in the ice water? __ A. 5 second __ B. 7 seconds __ C. 10 seconds __ D. 30 seconds Instructor Notes Ask students to provide an answer to the question. Reveal the correct answer by advancing the slideshow. Answer any questions that may arise as you reveal the answer. Point out that you should wait at least 30 seconds or until the indicator stops moving. Page 3-2

Apply Your Knowledge Ice-Point Calibration Method
2. What temperature should a thermometer be adjusted to after placing it in the ice water? __ A. 0ºF (-18ºC) __ B. 10ºF (-12ºC) __ C. 22ºF (-6ºC) __ D. 32ºF (0ºC) Instructor Notes Ask students to provide an answer to the question. Reveal the correct answer by advancing the slideshow. Answer any questions that may arise as you reveal the answer. Point out that the thermometer should be adjusted to the freezing point of water which is 32ºF (0ºC) Page 3-2

Inspecting Food During Receiving To Make Sure It Is Safe
What Should You Look for When Inspecting a Delivery Vehicle Before Unloading It? Overall condition of the vehicle Instructor Notes This section, Inspecting Food During Receiving To Make Sure It Is Safe, will take 5 minutes to complete. Ask students to identify all of the things they should look for before unloading a delivery from a delivery truck. Reveal the correct responses by advancing the slideshow for the next several slides. Page 3-3

What Should You Look for When Inspecting a Delivery Vehicle Before Unloading It? Signs of pests in the product or vehicle Page 3-3

What Should You Look for When Inspecting a Delivery Vehicle Before Unloading It? Condition of the product Page 3-3

What Should You Look for When Inspecting a Delivery Vehicle Before Unloading It? Presence of objectionable product (e.g., homemade product) Page 3-3

What Should You Look for When Inspecting a Delivery Vehicle Before Unloading It? Door locks and seals that are in place and functioning Page 3-3

What Should You Look for When Inspecting a Delivery Vehicle Before Unloading It? Correct truck temperature Check the temperature recording device or use an infrared thermometer Page 3-3

Reject the Food Delivery if the Delivery Vehicle or Delivery Containers: Do not meet acceptable standards Contain pests Are excessively dirty Page 3-3

Reject Any Food That Has Not Been Received at These Temperatures Instructor Notes Point out that perishable food must be received at the correct temperature in order for it to be safe. Explain that any food that does not meet the temperatures indicated in the slide should be rejected. Page 3-4

Apply Your Knowledge Is the Delivery Safe?
1. Identify each situation that may be unsafe? __ A. The door lock on a food delivery truck is broken. __ B. Mice are spotted inside a food delivery truck. __ C. A delivery truck is transporting food at 38°F (3°C) __ D. A case of home-canned jelly is found inside a delivery truck Instructor Notes Ask students to identify the answers to the question. Reveal the correct answer by advancing the slideshow. Answer any questions that may arise as you reveal the answers. Point out the following: A broken door lock on a delivery vehicle is unsafe. This can allow tampering with the delivery. Door locks must be in place and functioning on delivery vehicles. Any sign of pests in a delivery vehicle is unsafe. A food delivery should be rejected if delivery containers or the delivery vehicle contains pests. Homemade products, such as the home-canned jelly, may be unsafe. You should not receive these products. Page 3-4

Apply Your Knowledge Is It the Correct Temperature?
1. Identify each item that was not received at the correct temperature __ A. Frozen meat received at 38°F (3°C) __ B. Bags of cut lettuce received at 50°F (10°C) __ C. Bags of cut melons received at 45°F (7°C) __ D. Milk received at 50°F (10°C) Instructor Notes Ask students to provide an answer to the question. Reveal the correct answer by advancing the slideshow. Answer any questions that may arise as you reveal the answer. Point out the following: The frozen meat was not received at the correct temperature. It will start to thaw at 38°F (3°C). Frozen meat must be received frozen solid. The bags of cut lettuce where not received at the correct temperature. Cut produce must be received at 41°F (5°C) or lower. Cut melons received at 45°F (7°C) may be unsafe. Cut produce must be received at 41°F (5°C) or lower. Milk received at 50°F (10°C) may be unsafe. Refrigerated food, such as milk, should be received at 41°F (5°C) or lower unless otherwise specified by the manufacturer. Page 3-4

The temperature of the product is too high
Storing Food Safely Has the Food Been Stored Correctly? A. YES B. NO Instructor Notes This section, Storing Food Safely, will take 8 minutes to complete. Ask students to identify if the food has been stored correctly. Reveal the correct answer by advancing the slideshow. Point out that the containers of sour cream are being stored at 45°F (7°C). Reveal the reason behind the answer by advancing the slideshow. Point out that the temperature of the sour cream is too high. The temperature of the product is too high Page 3-5

Storing Food Safely General Storage Guidelines:
Store refrigerated food at 41°F (5°C) or lower This includes cut produce Page 3-5

Storing Food Safely Has the Food Been Stored Correctly? A. YES B. NO
Instructor Notes Ask students to identify if the food has been stored correctly. Reveal the correct answer by advancing the slideshow. Reveal the reason behind the answer by advancing the slideshow. Point out that the meat is frozen. The meat is frozen Page 3-5

Keep frozen food frozen solid. The recommended temperature is 0°F (-18°C) or lower. Page 3-5

The food is stored in a designated food storage area
Storing Food Safely Has the Food Been Stored Correctly? A. YES B. NO Instructor Notes Ask students to identify if the food has been stored correctly. Reveal the correct answer by advancing the slideshow. Reveal the reason behind the answer by advancing the slideshow. Point out that the food appears to be stored in a designated food storage area. The food is stored in a designated food storage area Page 3-5

Store food only in designated food storage areas. Page 3-5

The food is stored on the floor
Storing Food Safely Has the Food Been Stored Correctly? A. YES B. NO Instructor Notes Ask students to identify if the food has been stored correctly. Reveal the correct answer by advancing the slideshow. Reveal the reason behind the answer by advancing the slideshow. Point out that the bananas have been stored on the floor. The food is stored on the floor Page 3-5

Store food at least six inches (15cm) off the floor. Page 3-5

The food is stored against the wall
Storing Food Safely Has the Food Been Stored Correctly? A. YES B. NO Instructor Notes Ask students to identify if the food has been stored correctly. Reveal the correct answer by advancing the slideshow. Reveal the reason behind the answer by advancing the slideshow. Point out that the boxes of food have been stored up against the wall of the cooler. The food is stored against the wall Page 3-5

Store food away from walls. Page 3-5

The ready-to-eat food is stored above the raw food
Storing Food Safely Has the Food Been Stored Correctly? A. YES B. NO Instructor Notes Ask students to identify if the food has been stored correctly. Reveal the correct answer by advancing the slideshow. Reveal the reason behind the answer by advancing the slideshow. Point out that apples, a ready-to-eat food were stored above raw meat. The ready-to-eat food is stored above the raw food Page 3-5

Store ready-to-eat food above raw meat, seafood, and poultry. DO NOT store these items on the same shelf or pallet. Page 3-5

The food is stored in containers made for food
Storing Food Safely Has the Food Been Stored Correctly? A. YES B. NO Instructor Notes Ask students to identify if the food has been stored correctly. Reveal the correct answer by advancing the slideshow. Reveal the reason behind the answer by advancing the slideshow. Point out that the food appears to be stored in containers made for food. The food is stored in containers made for food Page 3-5

Store food only in containers made for food. Wrap or cover food before storing it. Page 3-5

Storing Food Safely Labeling Food for Storage:
Food should be labeled with the receiving date This ensures products can be rotated correctly Receiving dates should be placed On individual containers or cases On pallet tags Instructor Notes Tell students that all food given to clients must contain a label that includes specific information about the product. See Feeding America labeling guidelines for more information. While not required by law, food should also be labeled with the receiving date. This will ensure that products can be correctly rotated. Make sure receiving dates are listed on a permanent part of the packaging. Page 3-6

Storing Food Safely What Is the Purpose of This Date?
A. Used for tracking and recall B. Tells the store how long to display the product for sale C. Date by which the product should be eaten for best flavor or quality D. Last date recommended for the product while at peak quality Instructor Notes Ask students to identify the purpose of the date. Reveal the correct answer by advancing the slideshow. Point out that the date shown is a sell-by date. Advance the slideshow for a more complete definition of a sell-by date. Page 3-6

Storing Food Safely Sell-By Date: A quality date
Tells the store how long to display the product for sale The product is still safe to eat past this date Page 3-6

A. Used for tracking and recalls B. Tells the store how long to display the product for sale C. Date by which the product should be eaten for best flavor or quality D. Last date recommended for the product while at peak quality Instructor Notes Ask students to identify the purpose of the date. Reveal the correct answer by advancing the slideshow. Tell students that the date is a packing or manufacturing date. Advance the slideshow for a more complete definition of a packing or manufacturing date. Page 3-6

Storing Food Safely Packing or Manufacturing Date:
Used by manufacturers for tracking and recalls Not an expiration date Page 3-6

A. Used for tracking and recall B. Tells the store how long to display the product for sale C. Date by which the product should be eaten for best flavor or quality D. Last date recommended for the product while at peak quality Instructor Notes Ask students to identify the purpose of the date. Reveal the correct answer by advancing the slideshow. Tell students that the date is a use-by or expiration date. Advance the slideshow for a more complete definition of a use-by or expiration date. Page 3-7

Storing Food Safely Use-By or Expiration Date:
This is the last date recommended for the product while at peak quality. The product is still safe to eat past this date. Page 3-7

A. Used for tracking and recall B. Tells the store how long to display the product for sale C. Date by which the product should be eaten for best flavor or quality D. Last date recommended for the product while at peak quality Instructor Notes Ask students to identify the purpose of the date. Reveal the correct answer by advancing the slideshow. Tell students that the date is a best-by or best if used by date. Advance the slideshow for a more complete definition of a best-by or best if used by date. Page 3-7

Storing Food Safely Best-By or Best if Used By Date:
This is a quality date. It tells clients the date by which the product should be eaten for best flavor or quality. The product is still safe to eat past this date. Page 3-7

Storing Food Safely Shelf-Life for Refrigerated Food in Storage:
If food has a sell-by date or no date at all follow Feeding America guidelines. Freeze the food Distribute the food Freezing food will keep it safe for long periods of time. Quality will suffer if frozen food is stored too long Instructor Notes Most storage dates on food are not related to food safety. So it can be difficult to decide how long food can be safely stored. The slide provides some general guidelines to follow. Page 3-7

Storing Food Safely Handling Recalled Food:
Ask your director or supervisor how to handle recalls at your food bank or agency Feeding America issues recall notices for all issued recalls from FDA USDA Instructor Notes Explain that sometimes manufacturers or government agencies will issue recalls for food. This may happen when food has been contaminated. It can also happen when food allergens have not been identified on the label. Page 3-7

Storing Food Safely Rotating Food Using FEFO:
Follow the first-expired, first-out (FEFO) method if the food has a use-by or expiration date. Check the use-by or expiration date. Store food that will expire first in front of items that will expire later. Use the food stored in front first. 1 2 3 Instructor Notes Point out that you must make sure that the oldest food in storage is used first. This will reduce food waste and keep food safe. Food rotation should be based on either the expiration date or the delivery date of the food. Page 3-8

Storing Food Safely Rotating Food Using FIFO
Step 1: Check the delivery date. Page 3-8

Step 2: Store food with the earliest delivery date in front of food with later dates. Page 3-8

Step 3: Use the food stored in front first. Page 3-8

Apply Your Knowledge Has It Been Rotated Correctly?
1. The date is Which storage shelf has the cans stored correctly? Page 3-9

Evaluating, Repacking, and Transporting Food Safely
Concepts You Will Learn: Evaluating the condition of food Repackaging food Loading and distributing food safely Instructor Notes This introduction will take 2 minutes to complete. Discuss the objectives with the students. Review the story Botulism Scare with the students. Ask them how evaluating the condition of canned goods might help prevent a botulism outbreak like the one in the story. Explain that certain can conditions such as swollen or bulging ends might indicate that a can may be contaminated with pathogens that cause botulism. Tell the students that this will be covered in more detail in the chapter.

Evaluating The Condition Of Food
Which of These Cans Should be Discarded? A B Instructor Notes This section, Evaluating The Condition Of Food, will take 12 minutes to complete. Ask students to identify the can(s) that must be discarded. Reveal the correct answer by advancing the slideshow. Point out that both cans have serious defects that could cause a foodborne illness. Advance to the next slide to present the specific criteria for identifying these defects. Page 4-1

Discard Cans if They Have These Problems: Severe dent in can seams Page 4-1

Discard Cans if They Have These Problems: Deep dents in can body Crushed cans that are not stackable Page 4-1

Which of These Cans Should be Discarded? A B Instructor Notes Ask students to identify the can(s) that must be discarded. Reveal the correct answer by advancing the slideshow. Point out that the can without the label is a serious defect that could cause a foodborne illness. This is true unless the cans were donated by a food manufacturer who provided the necessary labeling information with the donation. Advance to the next slide to present the specific criteria for identifying this defect. Page 4-1

Discard Cans if They Have These Problems: Missing labels Unreadable labels due to stains or tears No code dates Page 4-1

Which of These Cans Should be Discarded? A B Instructor Notes Ask students to identify the can(s) that must be discarded. Reveal the correct answer by advancing the slideshow. Point out that both cans have serious defects that could cause a foodborne illness Advance to the next slide to present the specific criteria for identifying these defects. Page 4-1

Discard Cans if They Have These Problems: Swollen or bulging ends Page 4-1

Discard Cans if They Have These Problems: Rust that cannot be wiped off Page 4-1

Should This Can be Discarded? Instructor Notes Ask students to identify if the can must be discarded. Reveal the correct answer by advancing the slideshow. Point out that the can has a serious defect that could cause a foodborne illness Advance to the next slide to present the specific criteria for identifying this defect. Page 4-1

Discard Cans if They Have These Problems: Holes Visible signs of leaking (indicated by stained labels) Page 4-1

What’s Wrong With the Jar or Bottle? Discard jars and bottles with these problems Dented lids Swollen lids Rusted lids Instructor Notes Ask students to identify what’s wrong with the jar. Reveal the correct answer by advancing the slideshow. Point out that the dent in the jar lid is a serious defect that could cause a foodborne illness. Advance the slideshow to reveal additional criteria when evaluating jars and bottles. Dented lid Page 4-2

What’s Wrong With the Jar or Bottle? Discard jars and bottles with these problems Loose lid Button in lid is raised (broken seal) Missing seal (unless inner seal is intact and not discolored) Instructor Notes Ask students to identify what’s wrong with the bottle. Reveal the correct answer by advancing the slideshow. Point out that the loose lid is a serious defect that could cause a foodborne illness. Advance the slideshow to reveal additional criteria when evaluating jars and bottles. Lid is loose Page 4-2

What’s Wrong With the Jar or Bottle? Discard jars and bottles with these problems Missing label Unreadable label No code dates Instructor Notes Ask students to identify what’s wrong with the jar. Reveal the correct answer by advancing the slideshow. Point out that the missing label is a serious defect that could cause a foodborne illness. Advance the slideshow to reveal additional criteria when evaluating jars and bottles Missing label Page 4-2

What’s Wrong With the Jar or Bottle? Discard jars and bottles with these problems Signs of leakage Jar is chipped or broken Instructor Notes Ask students to identify what’s wrong with the jar. Reveal the correct answer by advancing the slideshow. Point out that the leaking jar is a serious defect that could cause a foodborne illness. Advance the slideshow to reveal additional criteria when evaluating jars and bottles. Signs of leakage Page 4-2

What’s Wrong With the Jar or Bottle? Discard jars and bottles with these problems Food contains mold or foreign objects Signs of dirt or mold under lid Instructor Notes Ask students to identify what’s wrong with the jar. Reveal the correct answer by advancing the slideshow. Point out that the mold in the jar is a serious defect that could cause a foodborne illness. Advance the slideshow to reveal additional criteria when evaluating jars and bottles. Mold Page 4-2

What’s Wrong With the Jar or Bottle? Discard jars and bottles with these problems Food is discolored Food has unusual appearance or separation Instructor Notes Ask students to identify what’s wrong with the jar. Reveal the correct answer by advancing the slideshow. Point out that the discolored food is a serious defect that could cause a foodborne illness. Advance the slideshow to reveal additional criteria when evaluating jars and bottles. Food is discolored Page 4-2

Checking Commercially Packaged Dry Food for Defects: Some dry food is packaged in a single package. Other food is double-packaged with the food contained in an inner package. This includes flour, cereal, pasta, bread, and rice Instructor Notes Point out that dry food containers include bags, boxes, sacks, or plastic-wrapped items. Page 4-2

What’s Wrong With the Package of Dry Food? Discard commercially packaged dry food with these problems. Unlabeled or not correctly labeled Unreadable label No code dates Instructor Notes Ask students to identify what’s wrong with the bag of dry food. Reveal the correct answer by advancing the slideshow. Point out that unlabeled food is a serious defect that could cause a foodborne illness. Advance the slideshow to reveal additional criteria when evaluating commercially packaged dry food. Unlabeled Page 4-3

What’s Wrong With the Package of Dry Food? Discard commercially packaged dry food with these problems. Signs of pests Gnaw marks Droppings Insects (dead or alive) Pin-sized holes in packaging Instructor Notes Ask students to identify what’s wrong with the box of pancake mix. Reveal the correct answer by advancing the slideshow. Point out that gnaw marks on a package of dry food is a serious defect that could cause a foodborne illness. Advance the slideshow to reveal additional criteria when evaluating commercially packaged dry food. Gnaw marks Page 4-3

What’s Wrong With the Package of Dry Food? Discard commercially packaged dry food with these problems. Damaged Wet Stained Instructor Notes Ask students to identify what’s wrong with the box of dry pasta. Reveal the correct answer by advancing the slideshow. Point out that the damaged inner package containing the pasta is a serious defect that could cause a foodborne illness. Advance the slideshow to reveal additional criteria when evaluating commercially packaged dry food. Inner package damage Page 4-3

What’s Wrong With the Package of Dry Food? Discard commercially packaged dry food with these problems. Single-packaged food that is exposed Open packaging Ripped or torn packaging Punctured or cut packaging Packaging split at the seams Instructor Notes Ask students to identify what’s wrong with the bag of dry rice. Reveal the correct answer by advancing the slideshow. Point out that the cut bag of dry rice is a serious defect that could cause a foodborne illness. Advance the slideshow to reveal additional criteria when evaluating commercially packaged dry food. Punctured or cut packaging Page 4-3

What’s Wrong With the Produce? Discard produce with these problems. Mold Decay or rot Bad odors Instructor Notes Ask students to identify what’s wrong with the produce. Reveal the correct answer by advancing the slideshow. Point out that mold is a serious defect that could cause a foodborne illness. Advance the slideshow to reveal additional criteria when evaluating produce. Mold Page 4-4

What’s Wrong With the Produce? Discard produce with these problems. Severe bruises Skin not intact Bruises provide a way for pathogens to get inside produce Instructor Notes Ask students to identify what’s wrong with the produce. Reveal the correct answer by advancing the slideshow. Point out that severe bruises are a serious defect that could cause a foodborne illness. Advance the slideshow to reveal additional criteria when evaluating produce. Severe bruises Page 4-4

What’s Wrong With the Produce? Discard produce with these problems. Skin not intact Provides a way for pathogens to get inside produce Instructor Notes Ask students to identify what’s wrong with the produce. Reveal the correct answer by advancing the slideshow. Point out that the skin on the produce appears to be split which is a defect that could cause a foodborne illness. Advance the slideshow to reveal additional criteria when evaluating produce. Skin is split Page 4-4

What’s Wrong With the Produce? Discard produce with these problems. Cut produce not at 41ºF(5ºC) or lower No code dates Instructor Notes Ask students to identify what’s wrong with the produce. Reveal the correct answer by advancing the slideshow. Point out that cut produce not at the correct temperature could cause a foodborne illness. Advance the slideshow to reveal additional criteria when evaluating produce. Cut produce is too warm Page 4-4

What’s Wrong With the Produce? Discard produce with these problems. Repacked in packaging not safe for use with food Signs of insects (live insects, insect bodies, or insect eggs) Instructor Notes Ask students to identify what’s wrong with the produce. Reveal the correct answer by advancing the slideshow. Point out that produce not packaged in safe packaging could cause a foodborne illness. Advance the slideshow to reveal additional criteria when evaluating produce. Packaged in unsafe packaging Page 4-4

Reject Medications With These Problems: Broken tamper-resistant seals Damaged packaging Instructor Notes Point out to students that they should check with their director or supervisor to see if OTC medications can be received in their food bank or agency. Explain that they should never accept products containing ephedrine or pseudoephedrine. Page 4-5

Reject Medications With These Problems: Expired Past the use-by date Page 4-5

Reject Medications With These Problems: Label is not intact or readable Label does not include the necessary information Common name of drug List of ingredients Quantity of contents Instructions for correct use Recommended dose Storage requirements (if any) Page 4-5

Which of These Medications Should be Rejected? A B C Instructor Notes Ask students to identify the medication(s) that must be rejected. Reveal the correct answers by advancing the slideshow. Point out the following: The medication in photo#1 has a broken tamper-resistant seal. It should be rejected. The medication in photo#2 is expired. It should be rejected. The medication in photo#3 has a label that is not readable. It should be rejected. Advance to the next slide to present the specific criteria for identifying these defects. Broken seal Expired Unreadable label Page 4-5

Repacking Food Requirements For a Clean Room:
There are strict conditions for repacking food. In general, it must be performed in a designated clean room. A clean room is a separate enclosed room dedicated to bulk repacking. It must be designed to the highest standards of sanitation. It must prevent as many environmental contaminants as possible. Instructor Notes This section, Repacking Food, will take 5 minutes to complete. Point out that many times food is received in bulk and must be repacked in quantities that are the right size for clients. Page 4-6

Repacking Food Requirements For a Clean Room:
Interior surfaces must be durable and easy to clean. It must be built to commercial foodservice construction standards. It must meet local health regulations. TCS food should only be repacked in a clean room that can maintain a temperature of 55°F (13˚C) or lower. Page 4-6

Food handler is not wearing a hat
Repacking Food What’s Wrong With This Picture? Practice correct personal hygiene before handling food. See Chapter 2 Instructor Notes Ask students to identify whether or not the food handler in the clean room is handling food safely. Reveal the correct answer by advancing the slideshow. Point out that the volunteer in the slide is repacking exposed food without wearing a hat or other hair covering. This is unsafe. Advance the slideshow to reveal additional guidelines for repacking exposed food. Food handler is not wearing a hat Page 4-6

food are being repacked
Repacking Food What’s Wrong With This Picture? Only repack one type of product at a time. Only handle food with equipment made for food. Instructor Notes Ask students to identify whether or not the food handlers in the clean room are handling food safely. Reveal the correct answer by advancing the slideshow. Point out that these people are repacking two different food products at the same time. This can be unsafe. Advance the slideshow to reveal additional guidelines for repacking exposed food. Two different types of food are being repacked at the same time Page 4-6

Repacking Food What’s Wrong With This Picture?
Store clean and sanitized equipment so it doesn’t become contaminated. Instructor Notes Ask students to identify whether or not the items are being stored correctly. Reveal the correct answer by advancing the slideshow. Point out that these scoops are not being stored correctly. They may become contaminated. Advance the slideshow to reveal additional guidelines for repacking exposed food. Scoops are not being stored correctly Page 4-6

Repacking Food Cleaning and Sanitizing:
Clean and sanitize the room before repacking food. Clean and sanitize equipment used to repack food. Before and after use When changing to a new product or between allergens Page 4-6

Battle Creek, Michigan 49016 USA
Repacking Food What’s Missing From This Label on a Repackaged Food Item? Oat Bran Cereal 1 lb. Name of the food (common or usual name) Name and address of the manufacturer, packer, or distributor Hosh’s Sales Co. Battle Creek, Michigan USA Quantity of the food in the package (e.g., pounds, ounces) List of ingredients and sub-ingredients in descending order by weight Ingredients: Whole grain oats. sugar, wheat bran, vegetable oil, (palm, palm kernel and/or soybean oil with TBHO for freshness) oat bran, corn syrup, wheat starch,, coconut, contains 2% or less of molasses, malt flavor, cinnamon, salt, baking soda, sot lecithin, natural and artificial flavor, nutmeg Instructor Notes Ask students to identify what’s missing on the label. Reveal the correct answers by advancing the slideshow. Point out that the repackaged food label must include the name and address of the manufacturer, packer, or distributor. The label must also include a list of the ingredients and sub-ingredients in descending order by weight. Discuss the additional information that must be included on the label of repackaged food. CONTAINS WHEAT, COCONUT, AND SOY INGREDIENTS List of each major food allergen Page 4-7

Loading and Distributing Food Safely
Prepare Delivery Vehicles to Protect Food From Contamination: Clean inside of vehicles at least once per week or as often as necessary Make sure vehicles are pest-free Never deliver food in vehicles used to haul garbage Instructor Notes This section, Loading and Distributing Food Safely, will take 6 minutes to complete. Page 4-8

Prepare Delivery Vehicles to Protect Food From Contamination: DO NOT bring pets when delivering food Keep items that could contaminate food separate from the delivery Oil, antifreeze, wiper fluid Lock and seal delivery vehicles when they are not being loaded or unloaded Page 4-8

Prepare Delivery Vehicles to Keep Food at Safe Temperatures: To keep food at 41°F (5°C) or lower Check the readout on the trucks recording device Leave refrigeration units on and vehicle doors closed during inactivity Precool refrigerated trucks prior to loading Instructor Notes Point out that coolers, ice packs, and thermal blankets should be used in unrefrigerated vehicles to keep cold food cold. Page 4-8

What’s Wrong With the Delivery? DO NOT leave food outside and unsupervised. Instructor Notes Ask students to identify what’s wrong with the food that has been prepared for transport. Reveal the correct answer by advancing the slideshow. Advance the slideshow to reveal the guideline for preparing food for transport. Left outside Page 4-9

What’s Wrong With the Delivery? DO NOT put food by garbage containers. Instructor Notes Ask students to identify what’s wrong with the food that has been prepared for transport. Reveal the correct answer by advancing the slideshow. Advance the slideshow to reveal the guideline for preparing food for transport. Left by garbage Page 4-9

What’s Wrong With the Delivery? DO NOT leave refrigerated or frozen food at room temperature. Instructor Notes Ask students to identify what’s wrong with the food that has been prepared for transport. Reveal the correct answer by advancing the slideshow. Advance the slideshow to reveal the guideline for preparing food for transport. Left at room temperature Page 4-9

What’s Wrong With the Delivery? Keep chemicals separate from food. Instructor Notes Ask students to identify what’s wrong with the food that has been prepared for transport. Reveal the correct answer by advancing the slideshow. Advance the slideshow to reveal the guideline for preparing food for transport. Chemicals loaded with food Page 4-9

Preparing Food for Transport: Use boxes that are sturdy, clean, and dry Page 4-9

Preparing Food for Transport: Keep shelf-stable food in a clean, dry storage area Page 4-9

Preparing Food for Transport: Keep food in a pest-free area Page 4-9

Preparing Food for Transport: Keep meat, poultry, and seafood separate from each other and away from other food Page 4-9

What’s Wrong With the Way This Food Was Loaded? DO NOT store raw food over ready-to-eat food. Raw food includes raw meat, seafood, poultry, and shell eggs Instructor Notes Ask students to identify what’s wrong with the way the food was loaded for transport. Reveal the correct answer by advancing the slideshow. Advance the slideshow to reveal the guideline for loading food for transport. Raw over ready-to-eat Page 4-10

What’s Wrong With the Way This Food Was Loaded? DO NOT store allergens over other products. Instructor Notes Ask students to identify what’s wrong with the way the food was loaded for transport. Reveal the correct answer by advancing the slideshow. Advance the slideshow to reveal the guideline for loading food for transport. Allergens over other food Page 4-10

What’s Wrong With the Way This Food Was Loaded? DO NOT store chemicals with food products. Instructor Notes Ask students to identify what’s wrong with the way the food was loaded for transport. Reveal the correct answer by advancing the slideshow. Advance the slideshow to reveal the guideline for loading food for transport. Chemicals stored with food Page 4-10

When Loading and Transporting Food: Keep refrigerated food at 41°F (5°C) or lower during transport. If possible, keep frozen food at temperatures that will keep it frozen. Page 4-10

When Loading and Transporting Food: Keep food cold in unrefrigerated vehicles. Always cover refrigerated and frozen food with thermal blankets. Or place it in coolers with ice packs. Page 4-10

When Loading and Transporting Food: Load refrigerated and frozen food so air can circulate around it. Use pallet slip sheets. Page 4-10

When Loading and Transporting Food: Keep drive times in unrefrigerated vehicles to minutes or less. Page 4-10

When Loading and Transporting Food: Check the temperature of refrigerated food when it has reached its destination. Document the temperatures. Page 4-10

Cleaning and Sanitizing
Concepts You Will Learn: How and when to clean and sanitize How to manually clean and sanitize tools and utensils Handling garbage Spotting pests Instructor Notes This introduction will take 2 minutes to complete. Discuss the objectives with the students. Review the story Pest Troubles with the students. Ask them why pests, such as rodents, are such a risk. Have them explain why correct cleaning and sanitizing at the location can help prevent pests.

How And When To Clean And Sanitize
Cleaning Vs. Sanitizing Cleaning removes food and other dirt from a surface Sanitizing reduces pathogens on a surface to safe levels Instructor Notes This section, How And When To Clean And Sanitize, will take 9 minutes to complete. Point out that the most important reason to clean and sanitize is to prevent the spread of pathogens to food. It also helps control pests such as insects and rodents. Page 5-1

How And When To Clean And Sanitize
Does It Need to be Cleaned or Cleaned and Sanitized? A B Instructor Notes Ask students to identify the surfaces that need to be cleaned or cleaned and sanitized. Reveal the correct answers by advancing the slideshow. Advance to the next slide to present the specific guidelines for when to clean and sanitize. Cleaned only Cleaned and sanitized Page 5-1

How and When To Clean And Sanitize
Cleaning and Sanitizing Surfaces: All surfaces must be cleaned and rinsed. Walls and floors Storage shelves Garbage containers Page 5-1

Cleaning and Sanitizing Surfaces: Any surface that touches food must be cleaned and sanitized. Plastic food bins Ladles Scales Prep tables in clean rooms Sorting tables Scoops Instructor Notes Point out that worn or cracked equipment should be set aside and reported to management. Explain that this equipment is not easy to clean and may hold pathogens. Page 5-1

How to Clean and Sanitize Surfaces 1. Scrape or remove food from the surface Instructor Notes Remind students that it is important not to contaminate food with cleaning chemicals during the course of cleaning and sanitizing. Always use cleaners and sanitizers according to manufacturer’s directions and your organization’s policy. Page 5-2

How to Clean and Sanitize Surfaces 2. Wash the surface Page 5-2

How to Clean and Sanitize Surfaces 3. Rinse the surface Page 5-2

How to Clean and Sanitize Surfaces 4. Sanitize the surface Page 5-2

How to Clean and Sanitize Surfaces 5. Allow the surface to air-dry Page 5-2

Cleaning and Sanitizing Put the steps for cleaning and sanitizing in the right order by placing the numbers of each step in the space provided. __A. Sanitize the surface __B. Wash the surface __C. Allow the surface to air-dry __D. Rinse the surface __E. Scrape or remove food from the surface 4 2 5 3 1 Instructor Notes Have a volunteer put the steps for cleaning and sanitizing in the right order. Reveal the correct answers one at a time by continuing to advance to the next slide. Answer any questions that may arise as you reveal each answer. Page 5-5

Cleaning and Sanitizing Stationary Equipment: Unplug the equipment Take off the removable parts Wash, rinse, and sanitize the parts by hand Page 5-3

Cleaning and Sanitizing Stationary Equipment: Scrape or remove food from the equipment surfaces Wash, rinse, and sanitize the equipment surfaces Let the surfaces air-dry Put the equipment back together Page 5-3

Before and after use Page 5-3

Before repacking food Page 5-3

When changing to a new product or between allergens Page 5-3

When to Clean and Sanitize Food- Contact Surfaces: After four hours, if the items have been in constant use Any time the item has become contaminated Page 5-3

Which items must be cleaned and sanitized? __A. Jorge has used the same scoop to portion cereal for an hour. __B. Bob drops the scoop on the floor while using it. __C. Shelly has finished repacking produce on a prep table and now will use it to repack cereal. __D. Maria is about to start scooping bulk rice into smaller bags. Instructor Notes Have students identify the items that must be cleaned and sanitized. Reveal the correct answers by advancing the slideshow. Answer any questions that may arise as you reveal the answer. Page 5-5

How to Make Sure Sanitizers are Effective: Make sure the water is the correct temperature Instructor Notes Tell the students that they must make sure the sanitizer they are using is effective. Tell them to ask their director or supervisor how to use sanitizers. Page 5-4

How to Make Sure Sanitizers are Effective: Make sure the correct amount of sanitizer was used. Use a test kit to check the sanitizer’s strength. Page 5-4

How to Make Sure Sanitizers are Effective: Leave the items being sanitized in contact with the sanitizer for the correct amount of time. Allow the sanitizer to air-dry on the surface. Page 5-4

How To Manually Clean And Sanitize Tools And Utensils
Setting Up a Three-Compartment Sink Sink 1 Fill with water at least 110˚F (43˚C) Add detergent Instructor Notes This section, How To Manually Clean And Sanitize Tools And Utensils, will take 5 minutes to complete. Explain that it is important to clean and sanitize the sink and work surfaces before setting up the sink. Tell students to ask their Director or Supervisor how to add detergent. Page 5-6

Setting Up a Three- Compartment Sink Sink 2 Fill with water Leave the sink empty if items will be spray-rinsed Page 5-6

Setting Up a Three-Compartment Sink Sink 3 Fill with water Add the correct amount of sanitizer Check sanitizer strength with a test kit Page 5-6

Using a Three-Compartment Sink 1. Rinse, scrape, or soak the items before washing them. Page 5-6

Using a Three- Compartment Sink 2. Wash the items in the first sink. Use a brush, cloth, or nylon scrub pad to loosen dirt. Change water when suds are gone or the water is dirty. Page 5-7

Using a Three-Compartment Sink 3. Rinse the items in the second sink. Dip them in the water or spray-rinse them. Remove any food or detergent. Change water when dirty or full of suds. Page 5-7

Using a Three-Compartment Sink 4. Sanitize the items in the third sink. Soak them in the sanitizer for the correct length of time. NEVER rinse items after sanitizing. This could contaminate surfaces. Page 5-7

Using a Three-Compartment Sink 5. Air-dry the items. Place them upside down to drain. DO NOT wipe them dry. Page 5-7

Washing Tools and Utensils What is the first thing you should do when setting up a three compartment sink? __A. Fill the sinks with water __B. Mix the sanitizing solution __C. Mix the detergent solution __D. Clean and sanitize the sinks Instructor Notes Ask a volunteer to answer the question. Reveal the correct answer by continuing to advance to the next slide. Answer any questions that may arise as you reveal the answer. Point out that the very first step in setting up a three compartment sink is cleaning and sanitizing the sinks and all work surfaces. Page 5-7

Washing Tools and Utensils Put the steps for cleaning and sanitizing items in a three-compartment sink in order. __A. Air-dry the items __B. Rinse the items __C. Sanitize the items __D. Rinse, scrape, or soak the items __E. Wash the items 5 3 4 1 2 Instructor Notes Have a volunteer put the steps for cleaning and sanitizing items in a three-compartment sink in the right order. Reveal the correct answers one at a time by continuing to advance to the next slide. Answer any questions that may arise as you reveal each answer. Page 5-7

Handling Garbage What’s Wrong With the Way This Garbage was Handled?
Remove garbage as quickly as possible. Be careful not to contaminate food or surfaces when removing garbage. Instructor Notes This section, Handling Garbage, will take 2 minutes to complete. Ask students to identify what’s wrong with the way garbage was handled. Reveal the correct answer by advancing the slideshow. Advance the slideshow to reveal guidelines for handling garbage safely. Allowed to stack up Page 5-8

The container is being cleaned
Handling Garbage How Is the Garbage Being Handled Safely? Clean the inside and outside of garbage containers often. DO NOT clean garbage containers in clean rooms or food-storage areas. Instructor Notes Ask students to identify how garbage is being handled safely. Reveal the correct answer by advancing the slideshow. Advance the slideshow to reveal additional guidelines for handling garbage safely. The container is being cleaned Page 5-8

Handling Garbage How Is the Garbage Being Handled Safely?
Close the lids on outdoor containers. Keep indoor containers covered when they are not in use. Instructor Notes Ask students to identify how garbage is being handled safely. Reveal the correct answer by advancing the slideshow. Advance the slideshow to reveal guidelines for handling garbage safely. Lid is closed Page 5-8

Spotting Pests Which Are Signs of Pests? Droppings Nests Damage A B C
Instructor Notes This section, Spotting Pests, will take 2 minutes to complete. Explain to students that pests, such as insect and rodents, carry pathogens that can make people sick. Insect parts can even be a source of physical contamination. Point out that its important to tell a director or supervisor if the signs in the slide are spotted. Droppings Nests Damage Page 5-9

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