Instructor Notes Welcome students to the class and provide an overview. The overview should include a discussion of the following information: Class length:

Instructor Notes Welcome students to the class and provide an overview. The overview should include a discussion of the following information: Class length: 2 ½ hours. Assessment: The assessment will be given at the end of the class. Employees will have at least 40 minutes to complete the assessment, and more time if necessary. Breaks: Two 5-minute breaks will be given. Class structure: Information will be presented using instructor presentations and the ServSafe Food Handler Guide. Activities will be used to review presented content. All questions are welcome.

Food Safety Is Important
Instructor Notes Tell students that they can follow along with the slideshow using their books. On the bottom right of most slides is a number corresponding with the page number in the ServSafe Food Handler Guide.

Food Safety Is Important
Concepts You Will Learn How food becomes unsafe Your role in keeping food safe Instructor Notes Discuss the objectives with the students. Review the story A Surprising Danger with the students. Ask them how the outbreak could have been avoided. Point out that the potatoes should not have been time- temperature abused. They should have been cooled correctly and then refrigerated.

How Food Becomes Unsafe
Hazards from the Environment X X X Instructor Notes Ask a volunteer to define foodborne illness. Discuss the three types of hazards that can make food unsafe. Biological hazards are tiny forms of life that one can’t always see, taste, or smell. This includes bacteria, viruses, parasites, and fungi. Some of these cause illness. These are called pathogens. Chemicals in your operation can contaminate food. These include cleaners, sanitizers, and polishes. Physical hazards include bones, fruit pits, metal shavings, staples, dirt, glass, bandages, and jewelry. Point out that foodborne illness is almost always preventable. Biological Chemical Physical Page 1-1

What’s Wrong with This Picture? Pathogens can be transferred from his body to food. This is poor personal hygiene. It is one way people make food unsafe. Instructor Notes Ask students to identify what’s wrong with the picture. Reveal the correct answer by advancing the slideshow. Point out that the food handler is coughing or sneezing on food. Advance the slideshow to reveal the explanation of poor personal hygiene. Point out that poor personal hygiene is the number one cause of foodborne-illness outbreaks in restaurant and foodservice operations. He is coughing or sneezing on food Page 1-2

What’s Wrong with This Picture? Pathogens can be transferred from one food to another. This is cross-contamination. It is another way that people make food unsafe. Cross-contamination can also occur when pathogens are transferred from one surface to another. Instructor Notes Ask students to identify what’s wrong with the picture. Reveal the correct answer by advancing the slideshow. Point out that the raw chicken and its juices are touching lettuce. Advance the slideshow to reveal the explanation of cross-contamination. Raw chicken is touching lettuce Page 1-2

What’s Wrong with This Picture? Food can become unsafe if it stays too long at temperatures good for pathogen growth. This is time-temperature abuse. It is another way that people make food unsafe. Instructor Notes Ask students to identify what’s wrong with the picture. Reveal the correct answer by advancing the slideshow. Point out that the potato salad is too warm. Advance the slideshow to reveal the explanation of time-temperature abuse. The potato salad is too warm Page 1-2

What’s Wrong with This Picture? Pathogens can be transferred from incorrectly cleaned surfaces to food. This is time-temperature abuse. It is another way that people make food unsafe. Instructor Notes Ask students to identify what’s wrong with the picture. Reveal the correct answer by advancing the slideshow. Point out that the food handler is not cleaning the knife correctly. He is using a side towel to wipe it off. Advance the slideshow to reveal the explanation of poor cleaning and sanitizing. The knife is not being cleaned correctly Page 1-2

Apply Your Knowledge What is the Problem?
Leaving raw chicken breasts on a prep table to thaw __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 a chicken breast on a table to thaw will let the food stay too long at temperatures that are good for pathogen growth. Page 1-2

Apply Your Knowledge What is the Problem? Sneezing on a salad
__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 sneezing on a salad could transfer pathogens from your mouth to the food. Page 1-2

Using the same cutting board to cut up a raw chicken, then using it to slice tomatoes __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 using the same cutting board could allow pathogens to transfer from the chicken to the tomatoes. Page 1-2

Scraping off baked-on food from an otherwise clean plate __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 a plate with baked-on food on it should be cleaned and sanitized again. Page 1-2

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

How is Good Personal Hygiene Being Practiced in the Photo? Hands are being washed. It prevents the transfer of pathogens to food. Instructor Notes Ask students to describe how the food handler on the slide is practicing good personal hygiene. Point out that she is washing hands, which can prevent the transfer of pathogens from the hands 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 to the next slide. Answer any questions that may arise as you reveal the answer. Page 1-3

How is Temperature Being Controlled in the Photo? The temperature is being checked. It ensures food is held at the correct temperature. Instructor Notes Ask students to describe how the food handler in 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 surface to another. DON’T transfer pathogens from one food 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? Tomatoes are being cut on a produce cutting board. The green board is not used with any other food. Instructor Notes Ask students to describe how the food in the photo is being prepped in a way that prevents cross-contamination. Point out that cutting produce on a specific cutting board used only for produce can help prevent cross-contamination. 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 Container 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 in the slide is cleaning and sanitizing surfaces correctly. Point out that he or she is in the process of sanitizing a container used to hold food in a three-compartment sink. Page 1-3

Good Personal Hygiene

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 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 management is important for preventing foodborne illnesses.

Good Personal Hygiene Show What You Know! Please stand up.
State one fact about personal hygiene when you catch the ball. Toss the ball to another person. Instructor Notes Ask students to state one fact they know about good personal hygiene. Keep the discussion going until they run out of facts.

How And When To Wash Your Hands
Why is Handwashing Important? Hands can transfer pathogens to food. Handwashing is a critical step for avoiding food contamination. Instructor Notes Ask students why it is important to wash hands in a restaurant or foodservice environment. Reveal the correct answer by advancing the slideshow. Answer any questions that may arise as you reveal the answer. Explain that everyone in a restaurant or foodservice operation must know when and how to wash their hands correctly. Page 2-1

How Long Does it Take to Wash Your Hands Correctly? Handwashing should take about 20 seconds. “Happy birthday to you, happy birthday to you…” Instructor Notes Ask students how long they think it takes to correctly wash hands. Reveal the correct answer by advancing the slideshow. Answer any questions that may arise as you reveal the answer. 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

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 has passed. Students will be surprised by how far off they are. 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 uniform. Do use a single-use paper towel or a hand dryer. Page 2-1

What Should You do After Washing Your Hands? Use a paper towel to: Turn off the faucet. Open the restroom door. Instructor Notes Ask students how they can avoid re-contaminating their hands after washing them. Reveal the correct answer by advancing the slideshow. Answer any questions that may arise as you reveal the answer. Explain that this is done to prevent re-contaminating hands after touching dirty faucet and door handles. Page 2-2

How and When To Wash Your Hands
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 2-2

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 sneezing, coughing, or using a tissue 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 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 clearing tables or busing dirty dishes 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 after handling money 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 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 Tell students that the employees highlighted in the slide have just returned to the prep area 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 kitchen/prep area 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 service animals or aquatic animals 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

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 the manufacturer’s directions. Instructor Notes Ask student’s when it is appropriate to use hand antiseptics. Reveal the correct answer by advancing the slideshow. Answer any questions that may arise as you reveal the answer. Page 2-4

Stocking The Handwashing Sink A stocked sink should have: Hot and cold running water Soap Single-use paper towels or hand dryer Garbage container If these items aren’t stocked, tell your manager. Instructor Notes Ask students what items a properly stocked handwashing sink should have. Reveal the correct answer by advancing to the next slide. Answer any questions that may arise as you reveal the answer. Page 2-4

Apply Your Knowledge Check Your Handwashing Savvy
What must a stocked handwashing station have? __A. Hand lotion __B. Soap __C. Garbage container __D. Sponge __E. Single-use paper towels or a hand dryer __F. Hot and cold running water Instructor Notes Have students take turns identifying what a stocked handwashing station must have. Reveal the correct answers one at a time by advancing the slideshow. Answer any questions that may arise as you reveal each answer. Point out that a stocked handwashing station should have hot and cold running water, soap, single-use paper towels or a hand dryer, and a garbage container. Page 2-4

Ryan washed his hands before preparing salads. What mistakes did he make? __A. He wet his hands using very hot water. __B. He applied enough soap develop a good lather __C. He scrubbed his hands for five seconds __D. He rinsed his hands under warm water Instructor Notes Have students take turns deciding whether each action is correct or not. 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. Point out that: Hands should be scrubbed for 10 to 15 seconds. Hands should be dried with a single-use paper towel not an apron. The door should have been opened with a paper towel to avoid re-contaminating hands. Hand sanitizer should be applied after washing hands. Page 2-4

Ryan washed his hands before preparing salads. What mistakes did he make? Continued __A. He dried his hands with his clean apron __B. He turned off the tap with a paper towel __C. He opened the door with his wet hands __D. He applied hand sanitizer before washing his hands Instructor Notes Have students take turns deciding whether each action is correct or not. 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. Point out that: Hands should be scrubbed for 10 to 15 seconds. Hands should be dried with a single-use paper towel not an apron. The door should have been opened with a paper towel to avoid re-contaminating hands. Hand sanitizer should be applied after washing hands. 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 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 prep sink. Explain that she may contaminate her hands using this sink and might also contaminate the sink itself. Hands are being washed in a prep sink Page 2-5

Use a Handwashing Sink Wash your hands only in a designated handwashing sink. Instructor Notes Point out that operations 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 into a handwashing sink Page 2-5

DO NOT use handwashing sinks for other things. NEVER dump dirty water in them. NEVER prep food in them. NEVER wash dishes 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 dirty dishes. The handwashing sink is blocked Page 2-5

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

Other Hand-Care Guidelines
Use Gloves Correctly DO NOT touch ready-to-eat food with bare hands. Only use single-use gloves when handling food. Instructor Notes Ask students when gloves should be worn. Reveal the correct answer by advancing to the next slide. Answer any questions that may arise as you reveal the answer. Explain to students the definition of ready-to-eat food: food that can be eaten without any further preparation, washing, or cooking. Deli meat and salads are two examples. Gloves are one way to prevent bare-hand contact with ready-to-eat food. 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 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 Make sure the gloves fit your hands. They should not be too tight or too loose. Never blow into a glove or 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 Instructor Notes Ask students if it is OK to wash single-use gloves when they become dirty. Reveal the correct answer by advancing to the next slide. Answer any questions that may arise as you reveal the answer. Page 2-6

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

When Should Gloves be Changed? As soon as they become dirty or torn. Instructor Notes Ask students to list when they should change gloves. Reveal the correct answer by advancing through the next several slides. Answer any questions that may arise as you reveal the answer. Page 2-6

Gloves Should be Changed Before beginning a different task Before preparing food for a guest with a known food allergy 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 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 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 Page 2-7

Hands and Nails DO NOT wear nail polish. DO NOT wear false fingernails. Instructor Notes Point out that nail polish can hide dirt under nails and may flake off into food. Explain that false fingernails can be hard to keep clean. Page 2-7

Are These Hands Safe for Handling 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. Body: Cover with a dry, durable, tight-fitting bandage. Page 2-7

What To Wear Hair Covering
Always wear a clean hat or other hair covering when: Prepping food Working in prep areas Working in areas used to clean utensils and equipment Instructor Notes Explain to students that dirty hair, skin, and clothing may carry pathogen. Bathe daily and follow the guidelines presented here. Page 2-8

What To Wear Clothing Wear clean clothes every day.
This includes chef coats and uniforms. Store dirty clothing, street clothes, and personal belongings away from food and food-prep areas. Page 2-8

What To Wear Aprons Remove aprons and store them correctly when leaving prep areas: Before using the restroom Before taking out garbage Page 2-8

What To Wear Jewelry Remove jewelry from hands and arms: DO NOT wear:
Before prepping food When working around prep 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. Servers (not food handlers) may wear jewelry if the operation allows it. Page 2-8

Apply Your Knowledge It’s What You Wear Which practices are unsafe?
__A. Wearing a dirty chef coat __B. Wearing nail polish __C. Wearing a baseball cap while serving food __D. Wearing a watch Instructor Notes Have students take turns identifying which practices are unsafe. 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. Point out that dirty clothes, even chef coats, must not be worn when handling food. Explain that nail polish and watches must not be worn. Page 2-8

Apply Your Knowledge It’s What You Wear Which practices are unsafe?
__A. Taking off your apron in the restroom __B. Wearing a bandage on your finger under your gloves __C. Working in the dishwashing area without a hat or a hairnet __D. Wearing a chef coat for several days until it gets dirty Instructor Notes Have students take turns identifying which practices are unsafe. Reveal the correct answers one at a time by advancing the slideshow. Answer any questions that may arise as you reveal each answer. Tell students that aprons must be removed before using restrooms, and hair restraints must always be worn, even in dishwashing areas. Finally, explain that clean clothes must be worn every day. Page 2-8

Other Important Practices
Is This a Safe Practice? Why or Why Not? A. YES B. NO Instructor Notes 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

Is This a Safe Practice? 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. Chewing gum in a food prep area Page 2-9

Is This a Safe Practice? 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. Eating in a service area Page 2-9

Is This a Safe Practice? 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. Eating in a dishwashing area Page 2-9

Eating, Drinking, Smoking, and Chewing Gum or Tobacco NEVER do these things in the following areas: In prep areas In areas used to clean utensils and equipment In service 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. Explain that some regulatory authorities may allow you to drink from a covered container while in prep and dishwashing areas. Page 2-9

What to do if You are Sick Tell your manager if you are sick. Tell your manager if you have any of 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, especially if they have symptoms identified in the slide. Page 2-10

Report That Illness Which symptoms must be reported to your manager? __ A. Vomiting __ B. Jaundice __ C. Sore throat with fever __ D. Being very tired __ E. Diarrhea __ F. Headache Instructor Notes Have students take turns identifying which symptoms must be reported to their managers. Reveal the correct answers one at a time by advancing the slideshow. Answer any questions that may arise as you reveal each answer. Point out that employees must tell a manager if they have any of these symptoms: vomiting, jaundice, diarrhea, sore throat with fever. Page 2-10

Controlling Time and Temperature

Controlling Time and Temperature
Concepts You Will Learn Why controlling time and temperature is important Controlling time and temperature from receiving through preparation Controlling time and temperature when cooking, holding, cooling, and reheating Instructor Notes Discuss the objectives with the students. Review the story Undercooked Meatballs Result in Fatal Outbreak with the students.

Why Controlling Time and Temperature Is Important
Food Most Likely to Become Unsafe Bacteria grow well in some food. If held at unsafe temperatures, bacteria will grow over time. The best way to control growth is to control time and temperature. Food that needs time and temperature control for safety is called TCS food. Instructor Notes Point out that any type of food can be contaminated. But some types allow more bacterial growth than others Explain that if steps are not taken to prevent it, bacteria can grow to dangerous levels. Guests can be kept safe by limiting how long food spends at incorrect temperatures. This is called time and temperature control. Page 3-1

Which Good Needs Time and Temperature Control for Safety? A B Instructor Notes Ask students to identify the food items that need time and temperature control for safety. Reveal the answer(s) by advancing the slideshow. Advance the slideshow again to reveal each category of food that is a TCS food item. Explain that the following food items require time and temperature control to keep them safe: Poultry Fish Baked potatoes Poultry Fish Page 3-1

Which Food Needs Time and Temperature Control for Safety? A B C Instructor Notes Ask students to identify the food items that need time and temperature control for safety. Reveal the answer(s) by advancing the slideshow. Advance the slideshow again to reveal each category of food that is a TCS food item. Explain that the following food items require time and temperature control to keep them safe: Milk and dairy products Baked potatoes Milk and dairy Baked potatoes Page 3-1

Which Food Needs Time and Temperature Control for Safety? A B C Instructor Notes Ask students to identify the food items that need time and temperature control for safety. Reveal the answer(s) by advancing the slideshow. Advance the slideshow again to reveal each category of food that is a TCS food item Explain that the following food items require time and temperature control to keep them safe: Meat: pork Heat-treated plant food such as cooked rice, beans, and vegetables Meat: Pork Heat-treated plant food Page 3-1

Which Food Needs Time and Temperature Control for Safety? A B C Instructor Notes Ask students to identify the food items that need time and temperature control for safety. Reveal the answer(s) by advancing the slideshow. Advance the slideshow again to reveal each category of food that is a TCS food item. Explain that the following food items require time and temperature control to keep them safe: Sprouts and sprout seeds Shell eggs Sliced melons, cut tomatoes, and cut leafy greens Sprouts and sprout seeds Shell eggs Sliced melons, cut tomatoes, cut leafy greens Page 3-1

Which Food Needs Time and Temperature Control for Safety? A B C Instructor Notes Ask students to identify the food items that need time and temperature control for safety. Reveal the answer(s) by advancing the slideshow. Advance the slideshow again to reveal each category of food that is a TCS food item. Explain that the following food items require time and temperature control to keep them safe: Tofu and other soy protein Tofu or other soy protein Page 3-1

Which Food Needs Time and Temperature Control for Safety? A B Instructor Notes Ask students to identify the food items that need time and temperature control for safety. Reveal the answer(s) by advancing the slideshow. Advance the slideshow again to reveal each category of food that is a TCS food item. Explain that the following food items require time and temperature control to keep them safe: Untreated garlic and oil mixtures Meat: Beef and lamb Untreated garlic and oil mixtures Meat: Beef and lamb Page 3-1

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 Ask for a volunteer to answer the question. Advance the slide 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 3-2

Stay in Control (of Time and Temperature) What is the lower end of the temperature danger zone? __A. 20˚F (-7˚C) __B. 32˚F (0˚C) __C. 41˚F (5˚C) __D. 50˚F (10˚C) Instructor Notes Ask a volunteer to identify the lower end of the temperature danger zone. Reveal the correct answer by advancing to the next slide. Answer any questions that may arise as you reveal the answer. Point out that TCS food should be kept out of the temperature danger zone. Cold foods should be kept at 41˚F (5˚C) or lower. Page 3-3

Controlling Time and Temperature
Stay in Control (of Time and Temperature) What is the upper end of the temperature danger zone? __A. 120˚F (49˚C) __B. 126˚F (52˚C) __C. 135˚F (57˚C) __D. 164˚F (73˚C) Instructor Notes Ask a volunteer to identify the upper end of the temperature danger zone. Reveal the correct answer by advancing to the next slide. Answer any questions that may arise as you reveal the answer. Point out that TCS food should be kept out of the temperature danger zone. Hot food should be kept at 135˚F (57˚C) or higher. Page 3-3

If Food is at Incorrect Temperatures Corrective action may be required Tell your manager What Corrective Actions Might be Taken? Cooking Reheating Throwing out food Instructor Notes Ask students what they think should be done if they find food at incorrect temperatures. Reveal the correct answer by advancing the slideshow. Answer any questions that may arise as you reveal the answer. Point out that corrective action can include cooking, reheating, or throwing out food. Page 3-2

How to Measure the Temperature of Food Use the correct thermometer. There are different thermometers for different tasks. Instructor Notes Explain that thermometers are used throughout the operation, from receiving through service, and some operations may keep temperature logs. Check with your manager about the correct thermometer to use. Page 3-2

How to Measure the Temperature of Food Make sure the thermometer is ready to be used. Cleaned and sanitized Calibrated Instructor Notes Ask a volunteer how to make sure a thermometer is ready to be used. Reveal the correct answer by advancing the slideshow. Answer any questions that may arise as you reveal the answer. Explain to students that thermometers must be adjusted so they will read temperatures correctly. Point out that this is called calibration. Page 3-2

How to Measure the Temperature of Food How should temperatures be checked? Put the thermometer into the thickest part, usually the center. Wait until the reading steadies. Take another reading in a different spot. Instructor Notes Ask a volunteer how to check the internal temperature of food. Reveal the correct answer by advancing the slideshow. Answer any questions that may arise as you reveal the answer. Page 3-2

How to Measure the Temperature of Food Wash, rinse, sanitize, and air dry the thermometer. Do this after using it. Keep the storage case clean. Page 3-2

Apply Your Knowledge Stay in Control (of Time and Temperature)
Where should you check the temperature of food? __A. On the top surface __B. On the bottom surface __C. In the thickest part __D. In the thinnest part Instructor Notes Ask a volunteer to identify where you should check the temperature of food. Reveal the correct answer by advancing to the next slide. Answer any questions that may arise as you reveal the answer. Point out that you should stick a thermometer into the thickest part of the food. This is usually the center. Page 3-3

Apply Your Knowledge Stay in Control (of Time and Temperature)
What should you do after using a thermometer? __A. Wash it well and then let it air-dry __B. Wipe it off and put it back in its case __C. Let it air-dry __D. Wash, rinse, sanitize, and let it air-dry Instructor Notes Ask a volunteer to identify what you must do after using a thermometer. Reveal the correct answer by advancing to the next slide. Answer any questions that may arise as you reveal the answer. Point out that thermometers must always be washed, rinsed, sanitized, and air-dried after use. Page 3-3

Controlling Time and Temperature From Receiving Through Preparation
At What Temperature Should Cold TCS Food be Received? Receive cold TCS food at 41˚F (5˚C) or lower. Always follow manufacturer’s instructions. Instructor Notes Point out to students that checking food during receiving is important for safety. Ask students to identify what temperature cold TCS food should be received at. Reveal the correct answer by advancing the slideshow. Answer any questions that may arise as you reveal the answer. Explain that when receiving always check the temperature, quality and packaging of food. Poor food quality is a sign that food has been kept at unsafe temperatures. Page 3-4

At What Temperature Should Frozen Food be Received? Frozen food should be received frozen. Reject it if you see these on the product or packaging: Fluids Water stains Ice crystals or frozen liquids Instructor Notes Ask students to identify what temperature frozen food should be received at. Reveal the correct answer by advancing the slideshow. Answer any questions that may arise as you reveal the answer. Point out that large ice crystals on food are a sign that the food has thawed and been refrozen. This is time-temperature abuse. Page 3-4

At What Temperature Should Hot Food be Received? Receive hot TCS food at 135˚F (57˚C) or higher. Instructor Notes Ask students to identify what temperature hot TCS food should be received at. Reveal the correct answer by advancing the slideshow. Answer any questions that may arise as you reveal the answer. Page 3-4

How to Be Sure the Food You Receive Is Safe Reject food if it: Has passed the use-by date Has an abnormal color or is moldy Smells wrong or unpleasant Reject meat, seafood, or poultry if it is: Slimy, sticky, or dry Page 3-4

Does it Stay or Does it Go Which product(s) should be rejected? __1. Chicken received at an internal temperature of 50˚F (10˚C) __2. Fresh salmon with dry flesh __3. Frozen meat with large ice crystals on the packaging __4. Sushi-grade tuna frozen solid __5. Milk received at an internal temperature of 38˚F (3˚C) __6. Hot roast beef received at an internal temperature of 125˚F (52˚C) Instructor Notes Have students take turns identifying the products that should be rejected. Reveal the correct answers one at a time by advancing the slideshow. Answer any questions that may arise as you reveal each answer. Point out that cold TCS food must be received at 41˚F (5˚C) or lower. Tell students that fish must be rejected if the flesh is slimy, sticky, or dry. Explain that large ice crystals can indicate that a product has thawed and been refrozen. Remind students that hot, TCS food must be received 135˚F (57˚C) or higher Page 3-7

What are Some Ways You Can Store TCS Food Safely? Store cold TCS food at 41˚F (5˚C) or lower. Keep frozen food frozen. DO NOT overload coolers or freezers. Plan ahead to avoid opening cooler doors more often than necessary. Instructor Notes Reveal the correct answer by advancing to the next slide. Answer any questions that may arise. Ask students to list some of the ways that time-temperature abuse can be avoided during storage. Reveal the answer. Point out to students that it is important to monitor storage temperatures and times. Page 3-5

Storing TCS Food Safely All food stored out of its original container must be labeled. The label must contain the common name of the food. Instructor Notes Explain to students that ready to eat TCS food must be properly marked, and should indicate when it must be sold, eaten, or thrown out. It can be held for a maximum of seven days at 41˚F (5˚C) or lower. Page 3-5

Storing TCS Food Safely RTE food must be date-marked. The mark must indicate when the food must be sold, eaten, or thrown out. Store RTE TCS food for seven days maximum. Instructor Notes Point out that ready-to-eat TCS food must be marked if it will be held for more than 24 hours. Explain to students that ready to eat TCS food must be properly marked, and should indicate when it must be sold, eaten, or thrown out. It can be held for a maximum of seven days at 41˚F (5˚C) or lower. Page 3-5

Which Food Storage Label is Incorrect for Turkey Chili Prepared In-House? A B Instructor Notes Ask a volunteer to identify which food storage label is incorrect. Reveal the correct answer by advancing to the next slide. Answer any questions that may arise as you reveal the answer. Point out that ready-to-eat TCS food must be marked if it will be held for longer than 24 hours. The mark must indicate when the food must be sold, eaten, or thrown out. It is not date-marked

Storing Food Safely For Off-Site Service Deliver food in insulated, food-grade containers. Off-site labels must include: Name of food Use-by date and time Reheating and service instructions Instructor Notes Point out that some operations deliver food off-site, such as catering. Food should be kept out of the temperature danger zone during delivery. Page 3-5

Storing TCS Food Safely Check the use-by or expiration date. Store items that will expire first in front of those that will expire later (FIFO). Use the food in front first. Instructor Notes Ask students if anyone has heard the term FIFO before. If they have, ask them what it stands for. Explain that FIFO stands for first-in, first-out. Page 3-5

The food is being thawed at room temperature
Controlling Time and Temperature From Receiving Through Preparation Is This a Safe Way to Thaw Food? Why or Why Not? A. YES B. NO Instructor Notes Ask students to decide if this is a safe way to thaw food. Reveal the correct answer by advancing the slideshow. Advance the slideshow again to reveal the principle behind the answer. The food is being thawed at room temperature Page 3-6

Four Acceptable Ways to Thaw TCS Food Instructor Notes Ask students how frozen food can be safely thawed. Reveal the correct answer by advancing the slideshow. Answer any questions that may arise as you reveal the answer. Tell students that there are only four acceptable ways to thaw food: In a cooler at 41˚F (5˚C) or lower Submerged under running water at 70˚F (21˚C) or lower In a microwave oven if the food is cooked immediately As part of the cooking process Never thaw food at room temperature. Page 3-6

X Controlling Time and Temperature From Receiving Through Preparation
When Prepping TCS Food NEVER prep TCS food in large batches. Small batches keep ingredients from sitting out for long periods of time. Quickly return prepped food to coolers. X Page 3-6

Controlling Time and Temperature when Cooking, Holding, Cooling, and Reheating
Cooking TCS Food Cooking reduces pathogens in food to safe levels. Instructor Notes Explain that time and temperature abuse can happen during cooking, holding, cooling, and reheating. It is important to use thermometers and keep food out of the temperature danger zone. Cooking reduces pathogens in food to safe levels. Page 3-8

What Internal Temperature Should Poultry be Cooked to?
Controlling Time and Temperature when Cooking, Holding, Cooling, and Reheating What Internal Temperature Should Poultry be Cooked to? Poultry 165˚F (74˚C) for 15 seconds Instructor Notes Ask students if all food can be cooked to the same temperature. Reveal the correct answer by advancing through the next several slides. Answer any questions that may arise as you reveal the answer. Explain that different types of food should be cooked to different internal temperatures. Page 3-8

What Internal Temperature Should Ground Meat be Cooked to?
Controlling Time and Temperature when Cooking, Holding, Cooling, and Reheating What Internal Temperature Should Ground Meat be Cooked to? Ground Meat 155˚F (68˚C) for 15 seconds Page 3-8

What Internal Temperature Should Seafood be Cooked to?
Controlling Time and Temperature when Cooking, Holding, Cooling, and Reheating What Internal Temperature Should Seafood be Cooked to? Seafood 145˚F (63˚C) for 15 seconds Page 3-8

What Internal Temperature Should Meat be Cooked to?
Controlling Time and Temperature when Cooking, Holding, Cooling, and Reheating What Internal Temperature Should Meat be Cooked to? Pork, beef, veal, and lamb Steaks 145˚F (63˚C) for 15 seconds Roasts 145˚F (63˚C) for 4 minutes Page 3-8

What Internal Temperature Should Fruit, Vegetables, Grains, and Beans be Cooked to? Fruit, vegetables, grains, and beans that will be hot-held for service 135˚F (57˚C) Page 3-8

Which Food has Been Cooked to the Wrong Temperature?
Controlling Time and Temperature when Cooking, Holding, Cooling, and Reheating Which Food has Been Cooked to the Wrong Temperature? Instructor Notes Ask a volunteer to identify which food has been cooked to the INCORRECT temperature. Reveal the correct answer by advancing the slideshow. Answer any questions that may arise as you reveal the answer. Point out that ground beef must be cooked to 155˚F (68˚C). Hamburger cooked to 155˚F(68˚C) Hamburger cooked to 145˚F(63˚C) Page 3-8

Cooking for Populations at High Risk for Foodborne Illness
Controlling Time and Temperature when Cooking, Holding, Cooling, and Reheating Cooking for Populations at High Risk for Foodborne Illness Higher risk groups include: Elderly people Preschool-age children People with compromised immune systems Instructor Notes Explain that these groups of people have a higher risk of getting a foodborne illness because they may have weaker immune systems. Explain that some operations, such as hospitals and day care-centers, have additional rules on cooking for these groups. Explain that chemotherapy patients are one example of people with compromised immune systems. Page 3-9

At What Temperatures Should Hot and Cold TCS Food be Held?
Controlling Time and Temperature when Cooking, Holding, Cooling, and Reheating At What Temperatures Should Hot and Cold TCS Food be Held? Keep hot food at 135˚F (57˚C) or higher. Keep cold food at 41˚F (5˚C) or lower. Keep frozen food frozen. Check the food’s temperature at least every four hours. Instructor Notes Ask a volunteer to identify the temperatures at which hot and cold food should be held. Reveal the correct answer by advancing to the next slide. Answer any questions that may arise as you reveal the answer. Explain to students that food should only be held in equipment designed for the job, such as steam tables and refrigerated buffet tables. Page 3-9

Cooling Methods There are many ways to cool food quickly and safely. Ask your manager what method to use. Instructor Notes Explain to students that ice-water baths and adding ice to hot food are just two examples of how to cool food. Page 3-10

What’s Wrong With the Way This Food is Being Cooled?
Controlling Time and Temperature when Cooking, Holding, Cooling, and Reheating What’s Wrong With the Way This Food is Being Cooled? NEVER cool food at room temperature. NEVER cool large amounts of hot food in a cooler. Instructor Notes Garbage can contaminate food and equipment if it’s not handled safely. It can also create odors and attract pests. Ask students to identify whether the garbage is being handled correctly. Reveal the correct answer by advancing the slideshow. Advance the slideshow to reveal the guideline for handling garbage. A large amount of food is being cooled in a cooler Page 3-10

TCS Food Cooling Process
Controlling Time and Temperature when Cooking, Holding, Cooling, and Reheating TCS Food Cooling Process Instructor Notes Tell students that TCS food must be cooled following these steps: First, cool food from 135˚F to 70˚F (57˚C to 21˚C) within two hours Then cool it to 41˚F (5˚C) or lower in the next four hours Page 3-10

Apply Your Knowledge Cooking, Cooling, Holding, and Reheating Safely
Which stew was cooled correctly? __A. Pot of stew that was cooled from 135˚F to 70˚F (57˚C to 21˚C) in two hours, and to 41˚F (5˚C) in the next four hours. __B. Pot of stew that was cooled from 135˚F to 70˚F (57˚C to 21˚C) in four hours, and to 41˚F (5˚C) in the next two hours. Instructor Notes Ask a volunteer to identify which stew was cooled correctly. Reveal the correct answer by advancing the slideshow. Answer any questions that may arise as you reveal the answer. Point out that two stage cooling requires food to be cooled from 135˚F to 70˚F (57˚C to 21˚C) in the first two hours. The food must then be cooled to 41˚F (5˚C) in the next four hours. Page 3-11

Reheating TCS Food for Hot-Holding
Controlling Time and Temperature when Cooking, Holding, Cooling, and Reheating Reheating TCS Food for Hot-Holding Heat TCS food to an internal temperature of 165˚F (74˚C) for 15 seconds. The food must reach this temperature within two hours. Page 3-10

Reheating TCS Food Heat commercially processed ready-to-eat food to an internal temperature of at least 135˚F (57˚C). Food reheated and served immediately can be reheated to any temperature. Instructor Notes Explain to students that commercially packaged deep-fried cheese sticks are an example of a commercially processed ready-to-eat food. Roast beef for a hot roast beef sandwich is an example of a food that might be reheated to any temperature, if served immediately. Page 3-10

What’s Wrong With the Way This Food is Being Reheated?
Controlling Time and Temperature when Cooking, Holding, Cooling, and Reheating What’s Wrong With the Way This Food is Being Reheated? NEVER use hot-holding equipment to reheat food unless it has been made to do this. Ask your manager how food should be reheated. Instructor Notes Ask students to identify whether the food is being reheated correctly Reveal the correct answer by advancing the slideshow. Advance the slideshow to reveal the guideline for reheating food correctly. Food is being reheated in a hot-holding unit Page 3-10

Apply Your Knowledge Cooking, Cooling, Holding, and Reheating Safely
Which soup was correctly reheated for hot-holding? __A. Soup reheated to 145˚F (63˚C) for 15 seconds within two hours. __B. Soup reheated to 165˚F (74˚C) for 15 seconds within two hours. Instructor Notes Ask a volunteer to identify which soup was reheated correctly for hot-holding. Reveal the correct answer by advancing the slideshow. Answer any questions that may arise as you reveal the answer. Page 3-11

Preventing Cross-Contamination

Preventing Cross-Contamination
Concepts You Will Learn Preventing cross-contamination of food Preventing cross-contamination in storage areas What to do if cross-contamination happens What to do for people who have food allergies Instructor Notes Discuss the objectives with the students. Review the story Outbreak! with the students.

Preventing Cross-Contamination of Food
Preventing Cross-Contamination During Receiving Keep contaminated food out of the operation. Reject food if it has these problems: Damaged packaging Water stains Leakage Signs of pests X Instructor Notes Remind students that cross-contamination happens when pathogens are transferred from one surface or food to another. Explain that the first step in preventing cross-contamination is keeping contaminated food out of the operation by carefully inspecting deliveries. Ask students to identify problems that may indicate cross-contamination has occurred. Reveal the correct answer by advancing the slideshow. Answer any questions that may arise as you reveal the answer. Point out that students should talk to their managers about when to reject food deliveries. Page 4-1

What’s Wrong With the Way This Food has Been Stored? Wrap or cover it. This can stop contaminants from falling into food. Instructor Notes Ask students to identify what’s wrong with the way the food has been stored. Reveal the correct answer by advancing the slideshow. Advance the slideshow to reveal the guideline for storing food correctly. The food is uncovered Page 4-1

What’s Wrong With the Way This Food has Been Stored? Only store food in containers intended for food. NEVER use old chemical containers to store food. Instructor Notes Ask students to identify what’s wrong with the way the food has been stored. Reveal the correct answer by advancing the slideshow. Advance the slideshow to reveal the guideline for storing food correctly. The food is stored in a chemical bucket Page 4-1

What’s Wrong With the Way This Food has Been Stored? Store raw and ready-to-eat food separately. If this is not possible, place ready-to-eat food above raw seafood, meat, and poultry. Instructor Notes Ask students to identify what’s wrong with the way the food has been stored. Reveal the correct answer by advancing the slideshow. Advance the slideshow to reveal the guideline for storing food correctly. Raw food has been stored above ready-to-eat food Page 4-1

What’s Wrong With the Way This Food has Been Stored? Store food only in designated food- storage areas. Store food and nonfood items away from walls and at least six inches (15 centimeters) off the floor. Instructor Notes Ask students to identify what’s wrong with the way the food has been stored. Reveal the correct answer by advancing the slideshow. Point out that food has been stored with utensils and chemicals. This practice can lead to cross-contamination. Advance the slideshow to reveal the guideline for storing food correctly. Food has been stored with chemicals Page 4-1

Preventing Cross-Contamination When Prepping Food Make sure items used during preparation are cleaned and sanitized. Workstations Cutting boards Equipment Utensils Page 4-2

Preventing Cross-Contamination When Prepping Food DO NOT allow ready-to-eat food to touch surfaces that have come in contact with raw: Meat Seafood Poultry Page 4-2

Preventing Cross-Contamination When Prepping Food Prep raw meat, seafood, and poultry at a different time than ready-to-eat food when using the same table. Clean and sanitize work surfaces, utensils, and equipment between each product. 7:00 a.m. 9:00 a.m. Instructor Notes Ask students how they might prevent cross-contamination in an operation that prepares both raw meat are ready-to-eat food. Reveal the correct answer by advancing to the next slide. Answer any questions that may arise as you reveal the answer. Page 4-2

What Safety Practices Should be Followed When Washing Produce? When washing produce: Clean and sanitize the prep sink. Wash produce in running water slightly warmer than the food. Pull leafy greens apart. Instructor Notes Ask a volunteer if produce, such as salad greens, need to be washed before serving. Reveal the correct answer by advancing to the next slide. Answer any questions that may arise as you reveal the answer. Page 4-2

Apply Your Knowledge Prepping That Food Safely
Which situation is unsafe? __A. Bob debones raw chicken on a white cutting board. He immediately uses the same knife and cutting board to dice onions. __B. Mary trims a raw roast on a red cutting board. She washes her hands and puts on new gloves. Then she uses a new knife to slice tomatoes on a green cutting board. __C. Ted preps salads from 8:00 a.m. to 9:00 a.m. He cleans and sanitizes the prep table and the knife and cutting board. Mary filets raw fish on the same prep table at 9:30 a.m. Instructor Notes Ask a volunteer to identify which situation is unsafe. Reveal the correct answer by advancing the slideshow. Answer any questions that may arise as you reveal the answer. Point out that using the same knife and cutting board to prep raw poultry and ready- to-eat food without cleaning and sanitizing them in-between tasks can lead to cross- contamination. Page 4-5

Can This Prevent Cross- Contamination in a Self-Service Area? Make sure that food is labeled. Provide separate utensils for each item. Keep food under the sneeze guard. Instructor Notes Ask students to identify what’s wrong with the way the food has been stored. Reveal the correct answer by advancing the slideshow. Point out that food has been stored with utensils and chemicals. This practice can lead to cross-contamination. Advance the slideshow to reveal the guideline for storing food correctly. Yes. Food is labeled, under a sneeze guard, and has separate utensils Page 4-3

What’s Wrong With this Picture? DO NOT let customers refill their dirty plates. DO NOT let customers use dirty utensils. X Instructor Notes Ask students to identify what’s wrong with the way the food has been stored. Reveal the correct answer by advancing the slideshow. Point out that food has been stored with utensils and chemicals. This practice can lead to cross-contamination. Advance the slideshow to reveal the guideline for storing food correctly. A dirty plate is being reused Page 4-3

What’s Wrong With This Picture? NEVER serve ice that was used to keep food or beverages cold. X Instructor Notes Ask students to identify what’s wrong with the way the food has been stored. Reveal the correct answer by advancing the slideshow. Point out that food has been stored with utensils and chemicals. This practice can lead to cross-contamination. Advance the slideshow to reveal the guideline for storing food correctly. Ice used to cool beverages is being served Page 4-3

What’s Wrong With This Picture? DO NOT touch parts of dishes or glassware that come in contact with food. Hold dishes by the bottom or edge. Hold glasses by the middle, bottom, or stem. X Instructor Notes Ask a volunteer to identify what is wrong with the practice in the slide. Reveal the correct answer by advancing to the next slide. Answer any questions that may arise as you reveal the answer. Explain that surfaces that touch food are called food contact surfaces. It is possible to contaminate food-contact surfaces if you are not careful when serving food. His thumb is touching the top of the plate Page 4-4

What’s Wrong With This Picture? DO NOT stack glasses when carrying them. Carry glasses in a rack or on a tray. X Instructor Notes Ask a volunteer to identify what is wrong with the practice in the slide. Reveal the correct answer by advancing to the next slide. Answer any questions that may arise as you reveal the answer. He is stacking glasses Page 4-4

What’s Wrong With This Picture? DO NOT hold utensils by the parts that come in contact with food. Hold utensils by the handle. X Instructor Notes Ask a volunteer to identify what is wrong with the practice in the slide. Reveal the correct answer by advancing to the next slide. Answer any questions that may arise as you reveal the answer. He is touching the tines of the fork Page 4-4

What’s Wrong With This Picture? DO NOT use bare hands to handle ready-to-eat food. Use tongs, deli sheets, or gloves. X Instructor Notes Ask a volunteer to identify what is wrong with the practice in the slide. Reveal the correct answer by advancing the slideshow. Answer any questions that may arise as you reveal the answer. He is handling ready-to-eat food with bare hands Page 4-4

What’s Wrong With This Picture? NEVER scoop ice with your bare hands or a glass. Use ice scoops or tongs to get ice. X Instructor Notes Ask a volunteer to identify what is wrong with the practice in the slide. Reveal the correct answer by advancing to the next slide. Answer any questions that may arise as you reveal the answer. Ice is being scooped with a glass and bare hands Page 4-4

What’s Wrong With This Picture? NEVER use towels used to clean food spills for any other purpose. NEVER store towels in aprons or uniforms. Store towels for cleaning food spills in a sanitizer solution. X Instructor Notes Ask a volunteer to identify what is wrong with the practice in the slide. Reveal the correct answer by advancing to the next slide. Answer any questions that may arise as you reveal the answer. A towel is being stored in an apron pocket Page 4-5

What’s Wrong With This Picture? Use separate utensils when serving different food items. Store serving utensils in food with the handles extended above the rims of the containers. Instructor Notes Ask a volunteer to identify what is wrong with the practice in the slide. Reveal the correct answer by advancing the slideshow. Answer any questions that may arise as you reveal the answer. Explain that you should never use the same utensils when handling ready- to-eat food and raw meat, poultry, or seafood, and different food items. The same utensil is being used to handle each food Page 4-5

Preventing Cross-Contamination in Storage Areas
Storing Utensils and Equipment Utensils or equipment that touch food must be stored at least six inches (15 centimeters) off the floor. 6" (15 cm) Instructor Notes Explain to students that contaminated equipment can cause foodborne illness. Page 4-6

How Should Glasses and Cups be Stored? Store glasses and cups upside down on a clean and sanitized surface. Instructor Notes Ask a volunteer if cups and glasses should be stored open side up, or open side down. Reveal the correct answer by advancing the slideshow. Answer any questions that may arise as you reveal the answer. Page 4-6

How Should Utensils be Stored? Store utensils with handles up. Instructor Notes Ask a volunteer if silverware and utensils should be stored handles up, or handles down. Reveal the correct answer by advancing the slideshow. Answer any questions that may arise as you reveal the answer. Page 4-6

Storing Chemicals and Cleaning Supplies Always store chemicals and cleaning supplies in the designated storage area. Ask your manager where these items should be stored. Instructor Notes Explain that chemicals should be stored away from food. Otherwise, the chemicals could contaminate food. Page 4-7

What’s Wrong With This Picture? NEVER store chemicals and cleaning supplies near food. NEVER store cleaning equipment near food. X Instructor Notes Ask students what is wrong with this picture. Reveal the correct answer by advancing to the next slide. Answer any questions that may arise as you reveal the answer. Page 4-7

Storing Chemicals and Cleaning Supplies Dispose of chemicals according to their labels. Always dump mop water and other dirty liquids into a designated service sink with a floor drain. NEVER dump mop water or other dirty liquids into a toilet or urinal. X Instructor Notes Explain to students that dumping mop water or other dirty liquids into a toilet might cause splashing. This could contaminate the cleaning equipment and spread pathogens. Page 4-7

Which Situation can Cause Cross-Contamination? Instructor Notes Ask students to identify the situation(s) that can cause cross-contamination. Reveal the correct answers one at a time by advancing the slideshow. Answer any questions that may arise as you reveal the answers. Point out that storing the cutting boards on the floor will contaminate them. Equipment that touches food must be stored at least six inches (15 centimeters) off the floor. Explain that cups must be stored upside down on a clean and sanitized surface. Page 4-7

Which Situation can Cause Cross-Contamination? Instructor Notes Ask students to identify the situation(s) that can cause cross-contamination. Reveal the correct answers one at a time by advancing the slideshow. Answer any questions that may arise as you reveal the answers. Point out that equipment that touches food, such as ice buckets, must be stored at least six inches (15 centimeters) off the floor. Explain that utensils must be stored with the handles up. Page 4-7

Which Situation can Cause Cross-Contamination? Instructor Notes Ask students to identify the situation(s) that can cause cross-contamination. Reveal the correct answers one at a time by advancing to the next slide until both answers have been revealed. Answer any questions that may arise as you reveal the answers. Point out that food should be stored separately from chemicals. Explain that cleaning equipment should be stored away from food. Page 4-7

What Should You do if Cross-Contamination Happens? Do your best to fix the problem. Instructor Notes Ask students to explain what they should do if they think a product has been contaminated. Reveal the correct answers by advancing through the next several slides. Answer any questions that may arise as you reveal the answers. Page 4-8

What to do if Cross-Contamination Happens? Set aside the contaminated item so that no one can use it. Page 4-8

What to do if Cross-Contamination Happens? Ask your manager what to do. Page 4-8

What To Do For People Who Have Food Allergies
What are the Most Common Food Allergens? Instructor Notes 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 name some common food allergens. Reveal the correct answer by advancing the slideshow. Answer any questions that may arise as you reveal the answer. Tell students that eight food items cause most allergic reactions, and they are called “The Big Eight”. They are: Milk Eggs Soy Fish, such as bass, flounder, and cod Page 4-9

The Most Common Food Allergens Instructor Notes Tell students that eight food items cause most allergic reactions, and they are called “The Big Eight”. They are: Tree nuts, such as almonds, walnuts, and pecans Peanuts Crustacean shellfish, such as crab, lobster, and shrimp Wheat Page 4-9

Apply Your Knowledge Which Food Item(s) Contains a Big Eight Allergen?
Instructor Notes Ask students to identify the food items that can cause an allergic reaction. Reveal the correct answers one at a time by advancing the slideshow. Answer any questions that may arise as you reveal the answers. Point out that cottage cheese is a dairy product, which is a common food allergen. Explain that lobster is a crustacean shellfish, which is a common food allergen. Page 4-13

Apply Your Knowledge Which Food Item(s) can Cause an Allergic Reaction? Instructor Notes Ask students to identify the food items that can cause an allergic reaction. Reveal the correct answer by advancing the slideshow. Answer any questions that may arise as you reveal the answer. Point out that tomatoes are not a common food allergen but the pecans in the pecan pie are. Pecans are a tree nut. Page 4-13

Serving Customers With Food Allergies Tell the customer how each dish is made. Learn which dishes contain the Big Eight allergens or ask your manager. Instructor Notes Tell students that it is important to pay attention when a customer says that they have a food allergy, and there are special steps to follow when working with an allergen special order. Explain that servers must know how to check food labels, answer questions, and prevent cross-contact. Page 4-10

Serving Customers with Food Allergies Tell the customer about any “secret” ingredients that may contain allergens. Food should be honestly presented. Page 4-10

Serving Customers with Food Allergies Suggest menu items that do not have the food allergen. Page 4-10

Serving Customers with Food Allergies Clearly identify the allergen special order. Page 4-10

Serving Customers with Food Allergies Hand deliver the allergen special order to avoid cross-contact. Page 4-10

What Should You do When Prepping Food for Customers With Food Allergies? Check recipes and ingredient labels. Make sure the allergen is not present. Instructor Notes Ask a volunteer what they think is the first step to take when preparing an allergy special order. Reveal the correct answer by advancing to the next slide. Answer any questions that may arise as you reveal the answer. Page 4-11

Prepping Food for Customers with Food Allergies Wash, rinse, and sanitize cookware, utensils, and equipment before prepping their food. This includes food-prep surfaces. Instructor Notes Tell students that, in addition to making sure the allergen is not present in the ingredients, it is important to avoid cross-contact when preparing and allergen special order. Many of the steps use to avoid cross-contamination can also prevent cross-contact. Explain that some operations have a special set of utensils used only for allergen special orders. Page 4-11

Prepping Food for Customers with Food Allergies Make sure the allergen does not touch anything for these customers, including: Food Beverages Utensils Equipment Gloves Instructor Notes This can help prevent cross-contact Page 4-11

Prepping Food for Customers with Food Allergies Wash your hands and change gloves before prepping their food. Instructor Notes This can help prevent cross-contact Page 4-11

Prepping Food for Customers with Food Allergies Use equipment assigned for prepping allergen special orders. Use separate fryers and cooking oils. Instructor Notes Explain this example of a common cross-contact situation: A cook uses a fryer to deep fry some shrimp. The same oil is then used to fry chicken for a guest who has a crustacean shellfish allergy. Shrimp allergens in the oil will contaminate the chicken, which may lead to an allergic reaction. Page 4-11

What Should You do if Cross-Contact Happens? DO NOT serve the food to the customer. Set it aside so it cannot be used. Instructor Notes Ask a volunteer what they think they should do if they see cross-contact happen. Reveal the correct answer by advancing to the next slide. Answer any questions that may arise as you reveal the answer. Page 4-12

What Should You do if Cross-Contact Happens? Tell your manager, who will tell you what to do. Page 4-12

What Should You do if a Customer has a Severe Allergic Reaction? Call the emergency number in your area. Tell your manager. Instructor Notes Ask a volunteer what they think they should do if a customer has a severe allergic reaction. Reveal the correct answer by advancing the slideshow. Answer any questions that may arise as you reveal the answer. Page 4-12

Apply Your Knowledge Food Allergens in the Operation
Melissa is a server. Her customer is allergic to tree nuts. In the kitchen, she notices pecans sprinkled on the salad her customer ordered. What should she do? __A. Pick the pecans off the salad and serve it with the nuts on the side. __B. Serve the salad, and explain that there are nuts on it. __C. Pick the pecans off the salad and serve it. __D. Set the salad aside and tell her manager. Instructor Notes Ask a volunteer to identify should be done. Reveal the correct answer by advancing to the next slide. Answer any questions that may arise as you reveal the answer. Explain that if a food handler spots cross-contact, the food should be set aside, and a manager told. Page 4-13

Apply Your Knowledge Food Allergens in the Operation
Louis is getting ready to cook an order for a guest with a soy allergy. What should he do? __A. Cook the food to a higher temperature than normal. __B. Get freshly cleaned and sanitized equipment. __C. Apply hand sanitizer to his hands. __D. Prepare the meal normally. Instructor Notes Ask a volunteer to identify should be done. Reveal the correct answer by advancing to the next slide. Answer any questions that may arise as you reveal the answer. Explain that cleaned and sanitized equipment should always be used when preparing allergen special orders. This is done to prevent cross-contact with an allergen. Page 4-13

Cleaning and Sanitizing

Cleaning and Sanitizing
Concepts You Will Learn How and when to clean and sanitize How to keep food safe through dishwashing Handling garbage Spotting pests Instructor Notes Discuss the objectives with the students. Review the story Incorrectly Cleaned Yogurt Machine Makes Soldiers Sick with the students.

How And When To Clean And Sanitize
What is the Difference Between Cleaning and Sanitizing? Cleaning removes food and other dirt from surfaces. Sanitizing reduces pathogens on surfaces to safe levels. Instructor Notes Ask a volunteer to identify the difference between cleaning and sanitizing. Reveal the correct answer by advancing to the next slide. Answer any questions that may arise as you reveal the answer. Page 5-1

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

Surfaces to Clean and Sanitize All surfaces must be cleaned and rinsed, including: Walls Storage shelves Garbage containers Page 5-1

What Surfaces Must be Cleaned and Sanitized? Any surface that touches food must be cleaned and sanitized, including: Pans Knives Cutting boards Instructor Notes Ask students to identify which items must be both cleaned AND sanitized. Reveal the correct answer by advancing to the next slide. Answer any questions that may arise as you reveal the answer. Page 5-1

What’s Wrong with the Cutting Board? Set aside worn or cracked equipment and report it to your manager. This equipment is not easy to clean or sanitize. It also may hold pathogens. X Instructor Notes Ask a volunteer to explain what’s wrong with this cutting board. Reveal the correct answer by advancing to the next slide. Answer any questions that may arise as you reveal the answer. It’s worn and cracked Page 5-1

How to Clean and Sanitize Surfaces 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 company policy. Ask the students if anyone knows all five steps for cleaning and sanitizing surfaces. Reveal the correct answer by advancing through the next several slides. Answer any questions that may arise as you reveal the answer. Page 5-2

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

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

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

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

How and When To Clean And Sanitize
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 advancing the slideshow. 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 or in a dishwashing machine. Instructor Notes Ask a volunteer to explain the procedure for cleaning and sanitizing stationary equipment. Reveal the correct answer by advancing to the next several slides. Answer any questions that may arise as you reveal the answer. Tell the students that a slicer is one example of stationary equipment that can be cleaned this way. Parts of the machine come off for cleaning, while others must be cleaned in place. 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 and put the equipment back together. Page 5-3

When Should Items be Cleaned and Sanitized? After you are done using an item. Instructor Notes Ask students to provide some examples of when items should be cleaned and sanitized. Reveal the correct answer by advancing through the next several slides. Answer any questions that may arise as you reveal the answers. Page 5-3

Any time you are interrupted during a task and the surfaces could have been contaminated. Page 5-3

Before you start working with a different type of food. Page 5-3

After four hours, if the items have been in constant use. Page 5-3

Apply Your Knowledge Cleaning and Sanitizing
Which situation requires the food handler to clean and sanitize the item being used? __A. Jorge has used the same knife to dice onions for an hour. __B. Bob finishes trimming a roast and wants to use the same cutting board to fillet fish. __C. Shelly walks away to talk to her manager and then returns to chopping lettuce. __D. Maria has been slicing cheese on the same slicer from 8:00 a.m. to 12:00 p.m. Instructor Notes Have students take turns identifying the situations in which items must be cleaned and sanitized. Reveal the correct answers one at a time by advancing the slideshow. Answer any questions that may arise as you reveal each answer. Point out that food-contact surfaces must be cleaned and sanitized before you start working with a different type of food, any time you have been interrupted during a task and surfaces may been contaminated, and after four hours if the items have been in constant used. Page 5-5

How to Make Sure Sanitizers are Effective Make sure that the water is the correct temperature. Instructor Notes Tell the students that sanitizers must be checked to ensure effectiveness. This is true for both surface sanitizing and dishwashing. Page 5-4

How Can You Make Sure a Sanitizer is at the Correct Strength? Make sure that you used the correct amount of sanitizer. Use a test kit to check the sanitizer’s strength. Instructor Notes Ask a volunteer to explain how you can tell if sanitizer is at the correct strength. Reveal the correct answer by advancing the slideshow. Answer any questions that may arise as you reveal the answer. Page 5-4

How to Make Sure Sanitizers are Effective Leave the items being sanitized in the sanitizer for the correct amount of time. Instructor Notes Explain that items must be in contact with sanitizer for the right amount of time to reduce pathogens to safe levels. Page 5-4

How to Make Sure Sanitizers are Effective When wiping or spraying sanitizer on surfaces, allow it to air-dry on the surface. Page 5-4

Apply Your Knowledge Keeping It Clean
Which actions prevent a sanitizer from working well? __1. Making the sanitizer temperature too high __2. Putting extra sanitizer in the solution __3. Letting the items make contact with the sanitizer solution __4. Testing the sanitizer strength with a test kit Instructor Notes Have students take turns identifying the actions that prevent a sanitizer from working well. 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. Point out that the water used to create a sanitizer solution must be the correct temperature for the sanitizer being used. Explain that using more sanitizer than is recommended by the manufacturer can be dangerous. Page 5-5

How To Keep Food Safe Through Dishwashing
Setting Up a Three-Compartment Sink Sink 1 Fill it with water at least 110˚F (43˚C). Add detergent. Ask your manager how to do this. Instructor Notes Ask a volunteer to identify what goes in each compartment of a three-compartment sink. Reveal the correct answer by advancing through the next several slides. Answer any questions that may arise as you reveal the answer. Explain that it is important to clean and sanitize the sink and work surfaces before setting up the sink. Page 5-6

Setting Up a Three-Compartment Sink Sink 2 Fill it with water. Leave the sink empty if you spray-rinse items. Page 5-6

Setting Up a Three-Compartment Sink Sink 3 Fill it with water. Add the correct amount of sanitizer. Ask your manager how to do this. Check the strength of the sanitizer with a test kit. Page 5-6

Using a Three-Compartment Sink Rinse, scrape, or soak the items before washing them. Instructor Notes Ask a volunteer to explain the first step you take when washing dishes in a properly set up three-compartment sink. Reveal the correct answer by advancing to the next slide. Answer any questions that may arise as you reveal the answer. Page 5-7

Using a Three-Compartment Sink 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 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 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 Air-dry the items. Place them upside down so they will drain. DO NOT wipe them dry. Instructor Notes Ask a volunteer to explain how to dry dishes after washing them in a three compartment sink. Reveal the correct answer by advancing to the next slide. Answer any questions that may arise as you reveal the answer. Page 5-7

Apply Your Knowledge Wash These Dishes
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 5-9

5 3 4 1 2 Apply Your Knowledge Wash These Dishes
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 5-9

Is the Dish Washer Handling Items Correctly? Why or Why Not? Scrape, rinse, or soak items before washing. Presoak items with dried-on 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. Yes. Silverware is being presoaked before washing Page 5-8

Is the Dish Washer Handling Items Correctly? Why or Why Not? NEVER overload dish racks. Use the correct rack for the items you are washing. Load racks so the water spray will reach all surfaces. 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. No. The rack is overloaded Page 5-8

Is the Dish Washer Handling Items Correctly? Why or Why Not? NEVER use a towel to dry items. Air-dry all items. 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. No. Dishes are being dried with a towel Page 5-8

Washing Items in a Dishwasher As each rack comes out of the machine, check for dirty items. Rewash dirty items. Instructor Notes Ask a volunteer to explain what to do if an item comes out of the dishwasher and it is still dirty. Reveal the correct answer by advancing to the next slide. Answer any questions that may arise as you reveal the answer. Page 5-8

Washing Items in a Dishwasher Frequently check water temperature and pressure. Ask your manager how. Tell your manager if either one is not right. Change the water when necessary. Page 5-8

Cleaning and Maintaining Dishwashers Clear spray nozzles and food traps of food and other objects. Fill tanks with clean water as needed. Page 5-9

Cleaning and Maintaining Dishwashers Make sure detergent and sanitizer dispensers are filled. Page 5-9

Cleaning and Maintaining Dishwashers Remove mineral deposits when needed. Page 5-9

touching the prep table
Handling Garbage Is the Garbage Being Handled Correctly? Why or Why Not? Remove garbage from prep areas as quickly as possible. Be careful not to contaminate food or surfaces when removing garbage. Instructor Notes Garbage can contaminate food and equipment if it’s not handled safely. It can also create odors and attract pests. Ask students to identify whether the garbage is being handled correctly. Reveal the correct answer by advancing the slideshow. Advance the slideshow to reveal the guideline for handling garbage. No. The garbage is touching the prep table Page 5-10

No. The garbage container is being cleaned near a food prep area
Handling Garbage Is the Garbage Container Being Handled Correctly? Why or Why Not? DO NOT clean garbage containers near prep or food-storage areas. Clean the inside and outside of garbage containers often. Instructor Notes Ask students to identify whether the garbage container is being handled correctly. Reveal the correct answer by advancing the slideshow. Advance the slideshow to reveal the guideline for cleaning garbage containers. Point out that cleaning garbage containers near food could cause cross- contamination. No. The garbage container is being cleaned near a food prep area Page 5-10

Yes. The lid on the garbage container is closed
Handling Garbage Is the Garbage Being Handled Correctly? Why or Why Not? Close the lids on outdoor containers. Keep indoor containers covered when they are not in use. Instructor Notes Ask students to identify whether the garbage is being handled correctly. Reveal the correct answer by advancing the slideshow. Advance the slideshow to reveal the guideline for handling garbage. Yes. The lid on the garbage container is closed Page 5-10

Spotting Pests Tell Your Manager if You See Any of These Signs
Droppings Instructor Notes Explain to students that pests carry pathogens that can make people sick, and insect parts can cause physical contamination. Ask students to provide some examples of signs that pests are present in an establishment. Reveal the correct answer by advancing through the next several slides. Answer any questions that may arise as you reveal the answer. Page 5-11

Spotting Pests Tell Your Manager if You See Any of These Signs Nests
Instructor Notes Explain to students that pests carry pathogens that can make people sick, and insect parts can cause physical contamination. Ask students to provide some examples of signs that pests are present in an establishment. Reveal the correct answer by advancing through the next several slides. Answer any questions that may arise as you reveal the answer. Page 5-11

Spotting Pests Tell Your Manager if You See Any of These Signs
Damage to products, packaging, and the facility Instructor Notes Explain to students that pests carry pathogens that can make people sick, and insect parts can cause physical contamination. Ask students to provide some examples of signs that pests are present in an establishment. Reveal the correct answer by advancing through the next several slides. Answer any questions that may arise as you reveal the answer. Page 5-11

Apply Your Knowledge Pest Danger
What is main risks pests post in the operation? __A. Cross-contact __B. Chemical contamination __C. Temperature abuse __D. Biological contamination Instructor Notes Ask a volunteer to answer the question. Reveal the correct answer by advancing the slideshow. Answer any questions that may arise as you reveal the answer. Point out that pests can carry pathogens that can make people sick. This is one form of biological contamination. Page 5-11

Instructor Notes Welcome students to the class and provide an overview. The overview should include a discussion of the following information: Class length:

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Instructor Notes Welcome students to the class and provide an overview. The overview should include a discussion of the following information: Class length:

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Presentation on theme: "Instructor Notes Welcome students to the class and provide an overview. The overview should include a discussion of the following information: Class length:"— Presentation transcript:

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