Food Safety

Food Safety
2013
Worthington ABE
A Food Safety Unit for

Intermediate ESL Learners
[FOOD SAFETY]
This product-based unit was written to be used in an Intermediate ESL classroom. The objective of the
unit is to instruct learners in safe food handling, including personal hygiene, food expiration dates, food
contamination, and sanitizing the work area. Students will also explore entry level careers in the food
industry.
Worthington ABE, 2013

Food Safety
TABLE OF CONTENTS
Section Page
Section Product 1
Activity Product 1 2-3
Section Product 2
Activity Product 5 23
Section Product 3
Section Product 4
Final Product
Worthington ABE, 2013 Page 1

SP-1: AP-1.1
Food Safety
Handwashing Facts
To be used with University of Minnesota Extension “Handwashing Fact Sheet”
http://www1.extension.umn.edu/food-safety/sanitation/handwashing-for-kids.pdf
Vocabulary
1. bacteria a. something that kills germs
2. exposed b. moved from one place to another
3. handling c. chicken, turkey and other birds
4. poultry d. dirty
5. reptiles e. left without protection
6. sanitizer f. touching with the hands
7. transferred g. germs
8. unclean h. animals like turtles, snakes and frogs
When should you wash your hands? Check () all that apply. Discuss with a partner.
1. After handling raw meat, poultry or eggs.
2. Before or after eating or handling food.
3. After using the bathroom.
4. After you sneeze, cough or blow your nose.
5. After handling garbage.
6. After touching pets, reptiles or animals.
7. After diapering a baby.
8. After working or playing outside.
Challenge Questions – Discuss with a partner.
1. Do you think you should wash your hands after handling money? Why?
2. Sanitizers and hand wipes are okay to use when you don’t have access to handwashing facilities.
Why is handwashing the best method?

SP1: AP1.1a
Food Safety
The Correct Way to Wash Your Hands
1. First wet your hands and apply liquid soap.

2. Next, rub your hands vigorously together and scrub all
surfaces.
3. Continue for 10 to 15 seconds or about the length of
the “Happy Birthday” song. It is the soap combined
with the scrubbing action that helps dislodge and
remove germs.
4. Finally, rinse well and dry your hands.
Interesting (disgusting) note: It is estimated that one out of three people do not wash their
hands after using the restroom.
Matching: Match the word on the left with its meaning.
1. disgusting a. using a lot of energy
2. dislodge b. to rub hard while washing
3. estimated c. to move out of place
4. scrub d. something that makes you feel a little sick
5. vigorously e. guessed
When should you wash your hands? Check () all that apply. Discuss with a partner.
1. Before, during and after you prepare food.
2. When your hands are dirty.
3. Before you eat.
4. After you use the bathroom.
5. When someone in your home is sick.

AP1: SP2.1
Food Safety
Wet hands and arms
Apply soap
Scrub hands and arms vigorously
Rinse hands and arms completely
Dry hands and arms
Use paper towel to turn off water

and open door

SP1: AP2.2
Food Safety
Hand Washing Checklist

Evaluate a partner’s hand washing. For each step they complete correctly put a check in the box.
Fold this paper in half while you evaluate. The steps must be done in this order to be correct!
Partner A Name Partner B Name
 Wet hands and arms  Wet hands and arms
 Apply soap  Apply soap
 Scrub hands and arms  Scrub hands and arms

vigorously vigorously
 Rinse hands and arms  Rinse hands and arms

completely completely
 Dry hands and arms  Dry hands and arms
 Use a paper towel to turn off  Use a paper towel to turn off
faucet and open the door faucet and open the door
Did your partner complete all Did your partner complete all
the steps for hand washing? the steps for hand washing?
What steps did your partner What steps did your partner
miss, if any? miss, if any?

SP-1:AP-3.1
Food Safety
Kitchen staff must wear hair Do not wear jewelry while

nets on head and beards. working with food! Cuts
should be covered.
Always wear plastic gloves

when preparing food.
Activity: Choose one of the pictures and discuss with a partner the kitchen safety rule and how you think it will
keep the kitchen more sanitary. Be prepared to share with the rest of the class.

SP-1: AP-3.2
Food Safety
Teacher Note: These are notes for a student activity. This is not meant to be the teaching sheet
for students.
Materials:
 Single-use gloves
 Apron (both clean and stained)
 Hair nets or clean hats
 Beard cover
 Jewelry (ring, watch, bracelet)
Description of the game:

The teacher models or acts out what is/isn’t appropriate work attire in a kitchen.
 Wearing a clean hat or other hair restraint on head or facial hair.
 Wear clean clothing, or change into work clothes at work.
 Take off the apron when leaving the prep area
 Take jewelry off of hands and arms when preparing food or working in prep areas (rings,
bracelets, or watches. Depending on the facility, possibly no earrings, necklaces or facial
jewelry)
 Wear single use gloves when preparing food. Change when they become dirty.
 Keep fingernails short. (You should not be able to see your fingernails over the tops of
your fingers when looking straight at the palm of your hand.)
 Do not wear false fingernails. Do not wear nail polish.
 Wear a bandage over cuts or wounds.

After the teacher models appropriateness, the teacher will pick a student. The student can
choose one of the “Situation Cards” (or the teacher can assign them). That student will then go
into the hall and prepare to do what it says on the card. The student will come into the
classroom and model or act out the role and the rest of the class will try to guess what is wrong
(or right) with the kitchen attire/action.
Do this multiple times while encouraging students to change different things and try to see if
they can get the rest of the class to guess wrong!
Worthington ABE, 2013

Food Safety
Run in the door with your coat on. Come into the kitchen and put on
Take your coat off and drop it on the dirty apron.
the kitchen counter.
Come into the kitchen wearing After putting on your apron,

rings and a bracelet. Put on a sneeze and blow your nose. Then
clean apron and begin to prepare begin to prepare food without
food. washing your hands.
Put on gloves. Pick up a chicken to After entering the kitchen, run
cut, and then pick up some celery your hands through your hair, put
to cut. on your clean apron, and begin to
prepare some food.
Tell a coworker that you had a Wash your hands quickly without
little accident with a knife at any soap, before beginning to
home, but you don’t like to wear prepare food.
bandages.
Show a coworker your lovely new Wash your hands with soap for 30
nail polish. Say how much you seconds, and then dry them on
love the new nail tips and color. your pants.
Come into the kitchen. Put on a Put on a clean apron. Wash your
hairnet, a clean apron and plastic hands with soap for 30 seconds,
gloves. Begin to prepare food. and then put on plastic gloves.
Begin to prepare food.
Come into the kitchen wearing Enter the kitchen wearing long
your coat. Take off your coat to necklace. Wash your hands. Put
reveal a clean apron. Begin to on a clean apron and gloves.
prepare food. Begin to prepare food.
Wash hands. Put on clean apron Leave the kitchen to talk to
and gloves. Prepare some food, someone. Return and continue
throw away dirty gloves, wash food prep without changing
hands and put on clean gloves. apron.

SP-2: AP-1.1
Food Safety
How to Tell if Food Has Gone Bad – Video

http://www.howcast.com/videos/357110-How-to-Tell-If-Food-Has-Gone-Bad
Watch the video. Fill in the missing words.
1. What do you need to have to tell if food has gone bad?
a. A sense of .
b. A sense of .
c. A sense of .
2. List the steps:
a. Step One – check the _______________ _______________ on the product to

determine its _______________ _______________.
b. Step Two – avoid meat and poultry that is _______________, tacky to the touch or
_______________ _______________.
c. Step Three – _______________ fish for freshness. Fish should be _______________

and not be _______________ at the edges.
d. Step Four – get rid of potatoes that have a _______________appearance, are

_______________, or develop spots.
e. Step Five – _______________ _______________ canned foods that are

_______________, bulging, or have a foul smell. These are indications of
_______________.
f. Step Six – Toss _______________ that has a bad _______________ or has the
consistency of yogurt.
g. Step Seven – Discard _______________ and _______________ that are wilting,

_______________, slimy, or smell _______________.
3. Each year __________ _______________ people in the U.S. become _______________ with
food-borne illness.

Food Safety
Vocabulary Practice
1. _____ Botulism a. to find out the facts

2. _____ Bulging b. smell or taste that is very bad
3. _____ Consistency c. how long something stays fresh and safe to eat
4. _____ Determine d. the thickness or smoothness of something
5. _____ Discolored e. waste from something becoming too bad to eat
6. _____ Expiration date f. bending outward; appearing to be overfilled
7. _____ Foul g. being full of small lines and folds
8. _____ Mushy h. a little bit sticky
9. _____ Odorless i. becoming limp from lack of water
10. _____ Shelf life j. changed to a different color that is not normal
11. _____ Slimy k. a fatal disease caused by spoiled food
12. _____ Spoilage l. wet and slippery
13. _____ Tacky m. soft, wet and unpleasant
14. _____ Wilting n. having no smell
15. _____ Wrinkled o. the date that a product is no longer good
Fill In The Blank. Use the vocabulary words in these sentences.
1. The ____________________ _______________ indicated that the milk should have been used two
weeks ago.
2. Now the milk has a ____________________ like yogurt.
3. The can was round and ____________________, so she threw it away.
4. If you eat bad food, you could become sick with ____________________.
5. The potato looked ____________________ and was _______________, so I got rid of it.
6. Fresh-baked bread does not have a very long _______________ _______________.
7. When meat or poultry becomes ____________________, you should not eat it.
8. The lettuce was _______________, so the chef did not use it to make the salad.
9. The leftover rice had a _______________ smell, so he put it in the garbage.

Answer Key
Food Safety SP 2: AP 1.1
How to Tell if Food Has Gone Bad – Video

http://www.howcast.com/videos/357110-How-to-Tell-If-Food-Has-Gone-Bad
Watch the video. Fill in the missing words.
1. What do you need to have to tell if food has gone bad?
a. A sense of Sight .
b. A sense of Smell .
c. A sense of Touch .
2. List the steps:
a. Step One – check the ___expiration_____ ______date_________ on the product to

determine its ____shelf_______ _________life_________.
b. Step Two – avoid meat and poultry that is ______slimy__________, tacky to the touch
or ________emits___________ ________odor__________.
c. Step Three – ____Smell_________ fish for freshness. Fish should be __odorless______

and not be _________curled__________ at the edges.
d. Step Four – get rid of potatoes that have a _________wrinkly_________appearance, are

_______discolored________, or develop spots.
e. Step Five – ______throw_________ _________away________ canned foods that are

______leaking________, bulging, or have a foul smell. These are indications of
______botulism_________.
f. Step Six – Toss _________milk__________ that has a bad _______odor__________ or

has the consistency of yogurt.
g. Step Seven – Discard ___fruits_____ and _____vegetables_________ that are wilting,

________mushy___________, slimy, or smell ________bad___________.
3. Each year ___76____ ____million_____ people in the U.S. become ______sick_______ with
food-borne illness.

Food Safety
Vocabulary Practice
1. __k___ Botulism a. to find out the facts

2. __f___ Bulging b. smell or taste that is very bad
3. __d___ Consistency c. how long something stays fresh and safe to eat
4. __a___ Determine d. the thickness or smoothness of something
5. __j___ Discolored e. waste from something becoming too bad to eat
6. __o___ Expiration date f. bending outward; appearing to be overfilled
7. __b___ Foul g. being full of small lines and folds
8. __m__ Mushy h. a little bit sticky
9. __n__ Odorless i. becoming limp from lack of water
10. ___c__ Shelf life j. changed to a different color that is not normal
11. ___l__ Slimy k. a fatal disease caused by spoiled food
12. __e___ Spoilage l. wet and slippery
13. ___h__Tacky m. soft, wet and unpleasant
14. __i___Wilting n. having no smell
15. __g___Wrinkled o. the date that a product is no longer good
Fill In The Blank. Use the vocabulary words in these sentences.
10. The _____expiration_____ ______date____ indicated that the milk should have been used two
weeks ago.
11. Now the milk has a _________consistency___________ like yogurt.
12. The can was round and _________bulging___________, so she threw it away.
13. If you eat bad food, you could become sick with _________botulism___________.
14. The potato looked __________wrinkly_______ and was _____discolored_______, so I got rid of it.
15. Fresh-baked bread does not have a very long ______shelf_________ ______life_________.
16. When meat or poultry becomes ________slimy____________, you should not eat it.
17. The lettuce was _______wilting________, so the chef did not use it to make the salad.
18. The leftover rice had a _____foul__________ smell, so he put it in the garbage.

SP-2:AP-2
Food Safety
PowerPoint - Food Labeling

SP-2: AP-2.1
Food Safety
Expiration Date Practice
Look at the pictures and write the expiration date on the line. Is it “Sell by”, “Use by” or other?

Food Safety

Food Safety

SP-2: AP-3.1
Food Safety
How to Avoid Food Poisoning: Bacteria

https://www.youtube.com/watch?v=Mwe2-sTDKBw
Circle True or False. Underline the incorrect part of the statement and rewrite the sentence to make it
correct.
T F 1. Bacteria are one of the oldest forms of life on Earth.
T F 2. Bacteria have survived for hundreds of years.
T F 3. Some dangerous forms of bacteria can cause illness.
T F 4. There are 1 million cases of foodborne illness in the U.S. each year.
T F 5. One of the most common forms of bacteria is e.coli.
T F 6. E. coli is found in meat, fruits, vegetables and dairy products.
T F 7. E. coli lives in most cold-blooded animals.
T F 8. It can spread through fecal matter and clean water.
T F 9. Symptoms of e.coli contamination include diarrhea, vomiting, excessive sweating,

and fever.
T F 10. The best way to prevent e. coli poisoning is to use freezing.
T F 11. Meat should be cooked to an internal temperature of 350 degrees.
T F 12. Always put cooked meat back onto a plate that held raw meat.
T F 13. Scrub raw fruits and vegetables under running water.
T F 14. Do not put fruits and vegetables in a sink full of water.

Food Safety
T F 15. If one leaf or piece of produce is contaminated, it won’t contaminate everything

that is in the water.
T F 16. Salmonella is another common form of bacteria.
T F 17. Salmonella is found on milk and dairy products.
T F 18. Salmonella poisoning symptoms include diarrhea, abdominal pain, chills, fever and
vomiting.
T F 19. Clean water can kill salmonella.
T F 20. Poultry should be cooked to an internal temperature of 365 degrees.
T F 21. It is okay to place cooked poultry back on a plate that held raw poultry.
T F 22. Sickness from e. coli lasts 15 to 20 days.
T F 23. Sickness from salmonella lasts 3 to 7 days.
T F 24. Symptoms from both bacteria can last longer in healthy people.
Vocabulary – Match the word with the correct definition.

1. foodborne a. people who are older
2. fecal matter b. animals whose body temperature remains the same as the
surrounding temperature.
3. cold-blooded c. on the inside
4. warm-blooded d. found in food
5. internal e. animals whose body temperature remains constant
6. elderly f. biological waste from living things

Answer Key
Food Safety SP2: AP3.1
How to Avoid Food Poisoning: Bacteria

https://www.youtube.com/watch?v=Mwe2-sTDKBw
Circle True or False. Underline the incorrect part of the statement. Then rewrite the sentence to
make it correct.
T F 1. Bacteria are one of the oldest forms of life on Earth.
T F 2. Bacteria have survived for hundreds of years.

Bacteria have survived for millions of years.
T F 3. Some dangerous forms of bacteria can cause illness.
T F 4. There are 1 million cases of foodborne illness in the U.S. each year.
There are 76 million cases of foodborne illness in the U.S. each year.
T F 5. One of the most common forms of bacteria is e.coli.
T F 6. E. coli is found in meat, fruits, vegetables and dairy products.
T F 7. E. coli lives in most cold-blooded animals.

E. coli lives in most warm-blooded animals.
T F 8. It can spread through fecal matter and clean water.
It can spread through fecal matter and contaminated water.
T F 9. Symptoms of e.coli contamination include diarrhea, vomiting, excessive sweating,
and fever.
T F 10. The best way to prevent e. coli poisoning is to use freezing.

The best way to prevent e. coli poisoning is to use heat.
T F 11. Meat should be cooked to an internal temperature of 350 degrees.
Meat should be cooked to an internal temperature of 160 degrees.
T F 12. Always put cooked meat back onto a plate that held raw meat.
Never put cooked meat back onto a plate that held raw meat.
T F 13. Scrub raw fruits and vegetables under running water.
T F 14. Do not put fruits and vegetables in a sink full of water.

Food Safety
T F 15. If one leaf or piece of produce is contaminated, it won’t contaminate everything

that is in the water.
If one leaf or piece of produce is contaminated, it will contaminate everything that
is in the water.
T F 16. Salmonella is another common form of bacteria.
T F 17. Salmonella is found on milk and dairy products.

Salmonella is found on chicken and poultry products.
T F 18. Salmonella poisoning symptoms include diarrhea, abdominal pain, chills, fever and
vomiting.
T F 19. Clean water can kill salmonella.

Heat can kill salmonella.
T F 20. Poultry should be cooked to an internal temperature of 365 degrees.
Poultry should be cooked to an internal temperature of 165 degrees.
T F 21. It is okay to place cooked poultry back on a plate that held raw poultry.
Never place cooked poultry back on a plate that held raw poultry.
T F 22. Sickness from e. coli lasts 15 to 20 days.
Sickness from e. coli lasts 5 to 10 days.
T F 23. Sickness from salmonella lasts 3 to 7 days.
T F 24. Symptoms from both bacteria can last longer in healthy people.
Symptoms from both bacteria can last longer in the very young and the elderly.
Vocabulary – Match the word with the correct definition.

d 1. foodborne a. people who are older
f 2. fecal matter b. animals whose body temperature remains the same as the
surrounding temperature.
b 3. cold-blooded c. on the inside
e 4. warm-blooded d. found in food
c 5. internal e. animals whose body temperature remains constant
a 6. elderly f. biological waste from living things

AP-2:SP-4.1
Food Safety
How to Prevent Food Poisoning

www.youtube.com/watch?v=DizdkUayQBw
Watch the video, and then match the word with the correct definition.
a) Food-borne illness ______ buying
b) Sealable containers ______ no small holes in it that water or air can pass through
c) Thermometer ______ an illness caused by bacteria or infection
d) Questionable ______ it’s not completely acceptable
e) Frequently ______ you become ill because you’ve eaten food gone bad
f) Detergents ______ containers that close tightly
g) Non-porous ______ instrument for measuring temperature
h) Diseases ______ happening often
i) Prevent ______ a chemical powder or liquid for washing things
j) Purchasing ______ make sure it doesn’t happen
k) Bacteria ______ very small organisms that cause disease
Fill in the sentences with the vocabulary words.
1. Check the dates on food products before ________________ them and before cooking with them. One
spoiled item can harbor millions of harmful _______________________.
2. Store meat, poultry, and seafood in _______________________________________________________.
3. Washing hands ___________________________ with hot water and soap after handling raw meat can help
_________________ a food-borne _______________.
4. Rinse produce in a solution of one part vinegar or lemon juice and three parts water, even if you’re going to
peel it. Don’t use soap or ____________________________ on produce.
5. Use a _______________________________ cutting board for cutting meats and vegetables.
6. Use a meat ___________________________ that has a safe ___________________________cooking guide.
7. Discard any food that looks or smells __________________________________.
8. Food-borne _____________________ cause 76 million illnesses, 325,000 hospitalizations, and 5,000 deaths
every year.

Answer Key
SP2: AP4.1
Food Safety

www.youtube.com/watch?v=DizdkUayQBw
Watch the video, and then match the word with the correct definition.
a) Food-borne illness j buying
b) Sealable containers g no small holes in it that water or air can pass through
c) Thermometer ___h__ an illness caused by bacteria or infection
d) Questionable ___d___ it’s not completely acceptable
e) Frequently ___a___ you become ill because you’ve eaten food gone bad
f) Detergents ___b___ containers that close tightly
g) Non-porous ___c___ instrument for measuring temperature
h) Diseases ___e___ happening often
i) Prevent ___f___ a chemical powder or liquid for washing things
j) Purchasing ___i___ make sure it doesn’t happen
k) Bacteria ___k___ very small organisms that cause disease
Fill in the sentences with the vocabulary words.
1. Check the dates on food products before buying_________them and before cooking with them. One
spoiled item can harbor millions of harmful________bacteria______.
2. Store meat, poultry, and seafood in ________ _sealed containers__ ___.
3. Washing hands ______thoroughly ______ with hot water and soap after handling raw meat can help
____prevent______a food-borne ___illness__.
4. Rinse produce in a solution of one part vinegar or lemon juice and three parts water, even if you’re going to
peel it. Don’t use soap or _ __detergent _____ on produce.
5. Use a ____ _ different___________cutting board for cutting meats and vegetables.
6. Use a meat___ ___ thermometer ____________ that has a safe ____temperature______cooking guide.
7. Discard any food that looks or smells ___________questionable______________.
8. Food-borne ______diseases________cause 76 million illnesses, 325,000 hospitalizations, and 5,000 deaths

every year.

SP-2:AP-5
Food Safety
“Eating Well, Living Well”

Nutrition Education for Adult ESL Programs
http://eatingwell.ca5aday.com/lessons.asp
Use Intermediate Low Lesson Plan – Intermediate Low 6 with Worksheets

SP-2:AP-6
Food Safety
Read the story. Circle the areas on the next page where food was possibly contaminated. Write on the lines what each chef did to
contaminate the food.
Maria works at Pasta House. She is the kitchen manager. It is her job to make sure the kitchen workers make food safely. There are
many rules for a restaurant kitchen.
Today, she noticed that Bob, one of her best chefs, does not seem to be feeling well. He has a cold and a runny nose. Bob wiped his
nose with his hand and finished getting food ready.
About one hour later, Kenny was busy putting food on a plate. Without thinking, he scratched his face and finished putting food on
the plate.
During the day, Ricardo said his stomach hurt but he didn’t have a fever and wasn’t vomiting. After work, he went home and began
to throw up. He called in sick to work the next day.
Rosalinda came in for Ricardo the next day. This was her first day working at the restaurant. She was wearing a clean apron over
pants and shirt, had pretty rings on her hands, a watch on one wrist, and a necklace. Her long brown hair was loose. She had
beautiful long nails that had just been manicured. She said she was excited to cook! What do you think Maria will say to her?
Bob decided to go home because his cold was getting much worse! He called Mario as his replacement. Mario came quickly to help.
He had a brown beard and mustache. He was anxious to get to work, so he immediately began to chop some red meat thawing on
the cutting board. He figured he had washed his hands at home, so they were still clean. “I’ll just run my hands under water for a
few seconds,” he thought. And he certainly didn’t want to put on any silly net. What will Maria say? She’s out to lunch.
After Mario finishes cutting the meat and puts it in a fry pan to brown, he starts to chop onions on the same cutting board he had
cut the red meat on. It will be fast that way, Mario thought. He cut his finger chopping the onion. He went to the sink and ran cold
water over it. “I don’t need a band aid,” Mario thought, “it’s just bleeding a little bit.”
Then Mario gets the celery out of the refrigerator. This celery looks clean, Mario thought, and he immediately began to chop it up to
add to the onions.
Maria got back from lunch. She was glad to see the subs, but knows she will have to talk to Mario right away! She already had to talk
to Rosalinda! She will be glad when the cold and flu season are over and her regulars are here again!

Food Safety
Write the things that the chefs did to contaminate the kitchen.
Bob Kenny Ricardo Rosalinda Mario

Food Safety
Kenny
Bob
Ricardo

SP-3: AP-1.1
Food Safety
How to Clean and Sanitize the Kitchen

http://www.youtube.com/watch?v=cv15rRuIGvY
(1 minute, 56 seconds for video)
Word Bank – Match the word with the correct definition.

a. Sponges 1. ___a place to buy and eat a meal
b. Soapy water 2. ___a cleaning solution made from wine
c. Soap 3. ___machine that washes dishes
d. Surfaces 4. ___knives, forks, and spoons
e. Bleach 5. ___has many holes to soak up water to clean things
f. Vinegar 6. ___a sterile solution used for sanitizing things
g. Towel 7. ___equipment for a special purpose in a house
h. Hydrogen peroxide 8. ___something you use for washing and cleaning
i. Microwave 9. ___the outside part of something
j. Dishwasher 10.___a strong cleaner that makes clothes white
k. Silverware 11.___a type of oven that cooks or heats food quickly
l. Appliances 12.___water with soap in it
m. Restaurants 13.___cloth or paper for drying something or someone
Fill in the blanks with the correct word or words from the Word Bank.
Step 1: Put away all food, dishes, _____________________ and small ________________________.
Step 2: Remove all food particles that are visible on surfaces using a ____________ and
____________ ________________________.
Step 3: Wipe down all cupboard knobs and refrigerator and stove handles with
____________________ _______________ and a _______________________.
Step 4: Wipe down again using a capful of household _________________ and a gallon of clean
lukewarm water. Don’t mix __________________________ and _______________________________.
Step 5: Dry all food contact ______________________________ or allow them to dry, or wipe down
with a ___________________________________.
Step 6: Clean and sanitize plastic cutting boards in the dishwasher or by washing with warm soapy
water, then sanitize with straight __________________ or _________________

______________________ . Don’t put wooden cutting boards in the __________________________.
Step 7: Clean ____________________ by wetting them and putting them in the _________________
for 1 minute or run through the dishwasher. Never __________________________ a dry sponge.
_________________________________________ account for 40% of food-borne illnesses.

Answer Key
SP-3: AP-1.1
Food Safety

http://www.youtube.com/watch?v=cv15rRuIGvY
(1 minute, 56 seconds for video)
Word Bank – Match the word with the correct definition.

a. Sponges 1. _m__a place to buy and eat a meal
b. Soapy water 2. _f__a cleaning solution made from wine
c. Soap 3. _j__machine that washes dishes
d. Surfaces 4. _k_knives, forks, and spoons
e. Bleach 5. _a__has many holes to soak up water to clean things
f. Vinegar 6. _h__a sterile solution used for sanitizing things
g. Towel 7. _l__equipment for a special purpose in a house
h. Hydrogen peroxide 8. _c__something you use for washing and cleaning
i. Microwave 9. _d__the outside part of something
j. Dishwasher 10._e__a strong cleaner that makes clothes white
k. Silverware 11._i__a type of oven that cooks or heats food quickly
l. Appliances 12._b__water with soap in it
m. Restaurants 13._g__cloth or paper for drying something or someone
Fill in the blanks with the correct word or words from the Word Bank.
Step 1: Put away all food, dishes, _____silverware________ and small _______appliances_________.
Step 2: Remove all food particles that are visible on surfaces using ___soap_____ and ___warm____
______ water_____.
Step 3: Wipe down all cupboard knobs and refrigerator and stove handles with ____
_fresh_________ _____soapy_____ _____water_________.
Step 4: Wipe down again using a capful of household _____bleach_______ and a gallon of clean
lukewarm water. Don’t mix ________soap____________ and __________bleach_____________.
Step 5: Dry all food contact _________surfaces_________ or allow them to dry, or wipe down with a
___________towel_____________.
Step 6: Clean and sanitize plastic cutting boards in the dishwasher or by washing with warm soapy
water, then sanitize with straight ______vinegar______ or ____hydrogen______

_____peroxide_______ . Don’t put wooden cutting boards in the ______dishwasher____________.
Step 7: Clean _______sponges________ by wetting them and putting them in the
___microwave_____ for 1 minute or run through the dishwasher. Never _______microwave_______ a

dry sponge.
___________________Restaurants______________________ account for 40% of food-borne illnesses.

SP-3: AP-1.2
Food Safety
Sanitizing the Kitchen

http://www.youtube.com/watch?v=_9IhS2jv2OM
(2 minutes 16 seconds time for video)
Word Bank – Match the word to the definition.
a. Clean 1. ___ producing the result that you want

b. Sanitize. 2. ___ a sanitizing solution
c. Sanitizing solution 3. ___ a liquid to clean and remove bacteria
d. E. coli 4. ___ not made weaker with another liquid
e. Salmonella 5. ___ a strong cleaner that makes clothes white
f. Chlorine bleach 6. ___ the liquid that forms when steam cools
g. White vinegar 7. ___ the normal temperature inside a building
h. Distilled 8. ___ bacteria that causes food poisoning
i. Room temperature 9. ___ to clean using chemicals to remove bacteria
j. Undiluted 10. ___ a strong tasting liquid made from wine
k. Effective 11. ___ to remove dirt and germs
l. Hydrogen peroxide 12. ___ one of the most common forms of bacteria
Watch the video, then fill in the blanks with the words from the Word Bank.
1. Bacteria like _____________________________ and__________________________ can be

found on the counter or surfaces that food touch.
2. ____________________________ and _________________________ using common

household products.
3. To sanitize your kitchen, spray any surface with a __________________ ________________

that food may touch, like on the countertop, stove top, and sink.
4. The best sanitizing solution is 1 teaspoon of _______________________ __________________

mixed with water.
5. This sanitizing solution needs 1 minute of contact at ______________________

_________________________ to be an effective sanitizer
6. You can heat _________________________ __________ _____________________________

or ___________________ ________________________ _____________________________
to 130 degrees in a pan for other __________________sanitizers.
7. These solutions should have 10 minutes of contact at ___________________

__________________________________.

SP-3: AP-1.2
Food Safety

http://www.youtube.com/watch?v=_9IhS2jv2OM
(2 minutes 16 seconds time for video)
Word Bank – Match the word to the definition.
a. Clean 1. _k__ producing the result that you want

b. Sanitize 2. _ l__ a sanitizing solution
c. Sanitizing solution 3. _c__ a liquid to clean and remove bacteria
d. E. coli 4. _j__ not made weaker with another liquid
e. Salmonella 5. _f__ a strong cleaner that makes clothes white
f. Chlorine bleach 6. _h__ the liquid that forms when steam cools
g. White vinegar 7. _i__ the normal temperature inside a building
h. Distilled 8. _d__ bacteria that causes food poisoning
i. Room temperature 9. _b__ to clean using chemicals to remove bacteria
j. Undiluted 10. _g__ a strong tasting liquid made from wine
k. Effective 11. _a__ to remove dirt and germs
l. Hydrogen peroxide 12. _e__ one of the most common forms of bacteria
Watch the video, then fill in the blanks with the words from the Word Bank.
1. Bacteria like _______salmonella___________ and_______E. coli_________ can be found on the

counter or surfaces that food touch.
2. ________Clean______________ and __________sanitize________ using common household

products.
3. To sanitize your kitchen, spray any surface with a ____sanitizing____ _______solution_____

that food may touch, like on the countertop, stove top, and sink.
4. The best sanitizing solution is 1 teaspoon of _______chlorine_________ _______bleach______

mixed with water.
5. This sanitizing solution needs 1 minute of contact at _____room___________

________temperature__________ to be an effective sanitizer
6. You can heat _________hydrogen_____________________ ___________peroxide________ or

________white_________ ________ distilled _____ ________vinegar_ __________ to
130 degrees in a pan for other _______effective_______sanitizers.
7. These solutions should have 10 minutes of contact at _______room________

_______temperature______________.

SP-3: AP-2
Food Safety
Chart to evaluate cleaning products
Name of Product Approximate Directions Warnings Safe? Yes or No

Cost

SP-3: AP-3
Food Safety
Make a Sanitizing Solution to Clean Classroom Tables

or Other Surfaces in Your Classroom
1st Sanitizing Solution
You need:
Bleach
Water
Measuring spoons
Measuring cups
Spray bottle
A pail
A clean, dry towel
Directions:
Add 1 teaspoon bleach to 1 quart of water in a spray bottle, or a capful of bleach to a gallon of water. Mix and spray.
The solution should make contact with the table or surface for 1 minute. Let this solution air dry or wipe dry with a
clean, dry towel. Discard the solution after 1 week.
2nd Sanitizing Solution

You need:
Spray bottle
Undiluted Hydrogen peroxide
Undiluted Vinegar
A stove or two-burner stove
A thermometer
Directions:
Heat one of these sanitizers to 130 degrees F. Spray on the table or surface. The solution should make contact with
the surface for 1 minute at 130 degrees F. This solution can be kept at room temperature. When used, it should make
contact with the table or surface for 10 minutes.
Evaluate:
1) Which solution do students prefer? Why?
2) Which solution is easier to prepare?
3) Which solution costs less?
4) Which solution has a better smell?
5) Which solution is safer to use?
6) Is this solution better than a cleaning solution you might buy?
Consider: How often should a solution like this be applied to classroom tables? Why?
Where else could you use these solutions to sanitize your home?

SP-3: AP-4.1
Food Safety
The EASY ESL Series --Easy at Work: The Hotel Kitchen, Unit 4 (CD)
EASY at Work: Service and Hospitality, Student Workbook
Unit 4: The Hotel Kitchen, pp. 1-16.
Lesson 1: Introduction to the Kitchen
Lesson 2: Dishwashing
Lesson 3: The Prep Cook
Lesson 4: Career Aspirations
SP-3: AP-4.2
Manual Dishwashing Procedure
PDF – make copies to hand out
Discuss and use the handout to answer questions on SP-3: AP-4.3

SP-3: AP-4.3
Food Safety
Worksheet for Manual Dishwashing Procedure

Match the correct word with the correct definition.
___Detergent a. a common yellow-green gas used to sanitize water
___Air dry b. a common chemical sanitizer
___Chlorine c. a liquid or powder used for washing dishes
___Sort d. to let dry by the air, such as dishes or clothes
___Sanitize e. to put things into groups
___Scrape f. to make something clean by moving an edge against it
___Wash g. to clean with soap and warm water
___Quaternary ammonium compounds h. to wash something with water to take away soap
___Rinse i. to clean well using chemicals to remove bacteria
Put the steps of the correct manual dishwashing procedure for restaurants in order before viewing the Manual
Dishwashing Procedure using some of the words above, then correct after viewing it.
Step 1:_____________________________
Step 2:_____________________________
Step 3:_____________________________
Step 4:_____________________________
Step 5:_____________________________
Step 6:_____________________________
Discussion:
1) How hot does the water have to be when washing the dishes?
2) How hot does the water have to be to sanitize the dishes? How long do the dishes have to be in the water?
3) If using a chemical sanitizer how hot does the water have to be? How long do the dishes have to be in the
chemicals?
4) Do you wash your dishes this way at home? Why would it be important to wash them this way in a restaurant?

Answer Key
SP-3: AP-4.3
Food Safety
Worksheet for Manual Dishwashing Procedure

Match the correct word with the correct definition.
_c__Detergent a. a common yellow-green gas used to sanitize water
_d__Air dry b. a common chemical sanitizer
_a__Chlorine c. a liquid or powder used for washing dishes
_e__Sort d. to let dry by the air, such as dishes or clothes
_i__Sanitize e. to put things into groups
_f__Scrape f. to make something clean by moving an edge against it
_g__Wash g. to clean with soap and warm water
_b__Quaternary ammonium compounds h. to wash something with water to take away soap
_h__Rinse i. to clean well using chemicals to remove bacteria
Put the steps of the correct manual dishwashing procedure for restaurants in order before viewing the Manual
Dishwashing Procedure using some of the words above, then correct after viewing it.
Step 1:___Sort the dishes _________________________
Step 2:___Scrape the dishes ________________________
Step 3:___Wash the dishes in clean, warm water with detergent__________________________
Step 4:___Rinse the dishes in clean, warm water __________________________
Step 5:___Sanitize the dishes __________________________
Step 6:___Allow the dishes to air dry __________________________
Discussion:
5) How hot does the water have to be when washing the dishes?
6) How hot does the water have to be to sanitize the dishes? How long do the dishes have to be in the water?
7) If using a chemical sanitizer how hot does the water have to be? How long do the dishes have to be in the
chemicals?
8) Do you wash your dishes this way at home? Why would it be important to wash them this way in a restaurant?

SP-3:AP-5.1
Food Safety

AP-3: SP-5.2
Food Safety
Visit a restaurant kitchen or a friend’s kitchen and evaluate for cleanliness and sanitary conditions. Do you see any
sanitation violations?
Important: Before you begin your observation, rate the importance of the areas below using this scale:
1 - most important; 2 – important; 3 – less important; 4 – not important
Observe: Then check the kitchen areas that are meeting the cleanliness standards. If these standards are not
observable write N/A.
Sanitation Checklist
Importance Observed
All food handlers are washing their hands with soap and hot water before and after
returning to work, after each visit to the bathroom and other times during the day as
needed.
All employees are following the proper dress code during work (hair net, gloves, and
aprons).
No smoking in food handling areas.
All food prep areas are being kept clean with sanitizing solution. (Especially cutting
boards).
Sanitation solution and cleaning towels are found at each station in the kitchen and prep
areas.
Dishes are air drying when possible.
There are sufficient garbage containers, with proper and tight lids.
The area around the garbage container is kept clean at all times.
There are no signs of pests or rodents.
The floor has been swept and cleaned.
Employees put out the “wet floor” sign after the floor has been mopped.
The refrigerators are clean inside and out.
The utensils, surfaces, and equipment are cleaned after each use.
The staff works to prevent cross contamination.
The work area is clean and organized.
The appliances in the kitchen are clean.
The dishes are free of stains and dirt.
The floors, walls, and ceilings are clean and in good repair.
The cutting boards are washed and sanitized whenever the use switches between raw
food and cooked or ready-to-serve food.

SP-3: AP-6
Food Safety
Conversation Chart
1. Is it important to have a clean kitchen? Why?
2. What do you do to clean your kitchen?
3. What cleaning products do you use? What kind? Do you make them?
4. What do you clean in your kitchen daily? Weekly? Monthly? Yearly?
5. How often do you clean your refrigerator? Stove? Microwave? Dishcloths? Dish towels? Sponges?
6. What worries do you have about your kitchen?
7. Whose job is it to clean the kitchen? Do you share this responsibility?
8. Do you have a dishwasher or do you hand wash your dishes?
9. How do you wash your dishes?
10. How is cleaning your kitchen in a home different than how it's cleaned in a restaurant kitchen?
11. How often do you clean table tops and counter tops?
12. What do you want to learn about?

SP-3: AP-7
Food Safety
Cleaning and Sanitizing a Kitchen

Flyer
http://foodsafety.osu.edu/curriculum/hbhm/downloads/hbhm-lesson-2/hbhm-lesson-2-hout-2-1-eng.pdf
Food Safety Curriculum

http://foodsafety.uconn.edu/PDFs/Lesson%202%20-%20Clean.pdf
Food Safety Training Modules

http://www.publichealthmdc.com/environmental/sfc/pdf_files/Module.pdf
Food Safety Video

Part 1 of 6: Introduction to Safe Food Handling
http://www.youtube.com/watch?v=HqFPFsJo9zA
Hand Washing: Why, When and How

http://www.youtube.com/watch?v=qagmw3oGOVg

http://www.youtube.com/watch?v=DizdkUayQBw

www.youtube.com/watch?v=_9lhS2jv2OM

www.youtube.com/watch?v=231-rb6lhwO

SP-4: AP-1
Food Safety
Exploring Careers on www.iseek.org

Students can explore hospitality careers by following these links. Videos of the jobs are included. Click in right upper
corner of the corresponding picture.
1) Go to www.iseek.org/careers/clusters.html
2) Click on Career Clusters/ISEEK
3) Click on Hospitality and Tourism
4) Click on Careers in this cluster (video of job is included)
 Bakers
 Chefs and Dinner Clerks
 Bartenders
 Bus persons
 Counter Attendants
 Fast Food Cooks
 Food Preparation Workers
 Food Processing Workers
 Food Service Worker Supervisors
 Janitor and Housekeeper Supervisors
 Janitors
 Kitchen Helpers
 Meat Cutters
 Restaurant Hosts
 Restaurant Managers
 Short-Order Cooks
 Waiters and Waitresses
5) Click on Field of Study in this Cluster

 Bartending
 Culinary Arts
 Custodial Services
 Food Services
 Food, Nutrition, and Wellness Studies
 Hospitality Management
 Restaurant and Food Services Management
6) Click on Pathways in this cluster

1. Restaurants and Food and Beverage Services

SP-4: AP-1.1
Food Safety
Career Exploration
Answer the questions by filling in the blank or circling the closest answer.
1. Name of job you chose to explore?
2. What is the pay?
$10,000-$25,000 $26,000-49,000 $50,000-more
3. What kind of training do you need for this job?
High School College None
4. Where do you work at this job?
Indoors Outdoors Both
5. What are the working conditions?
Clean Dirty Both
6. Who would you work with?
Myself Co-workers Customers All
7. Would you like this job?
Yes No Maybe
8. What would you like or not like about the job?

SP-4: AP-2
Food Safety
https://abeweb.mpls.k12.mn.us
Click English Level 5; Click Employment; Click 1. Career Videos
The students can explore some hospitality careers in these career videos, and then answer these questions about the
career they choose to explore:
Organic Farmer Hotel Food Services

Chef Gourmet Butcher
Sushi Restaurant Owner
Career Questions
1. How do you become a ?
2. What is a typical day like?
3. What kind of education or training do you need for this job?
4. Why did you choose to become a ?
5. What qualities do you need for this job?
6. How did you become interested in this job?
7. What do you dislike about your job?
8. What do you enjoy most about your job?
9. What is difficult about your job?
10. What advice do you have for those considering your job?

SP-4:AP-3
Food Safety
Interview Questions
1. How do you become a ?
2. What is a typical day like?
3. What kind of education or training do you need for this job?
4. Why did you choose to become a ?
5. What qualities do you need for this job?
6. How did you become interested in this job?
7. What do you dislike about your job?
8. What do you enjoy most about your job?
9. What is difficult about your job?
10. What advice do you have for those considering your job?

SP-4:AP -4
Food Safety
Kitchen Career Exploration Grid
Choose two Kitchen Careers that you may find interesting and research the following items. Use the internet to search for training
programs or schools for your career.
Use the table below to track the information you find about each career.
The careers I am going to research are ________________________ and _____________________________.
Job Training needed/Cost? Length of Training Where would you find a job?
Can you find this job in Worthington,

or would you have to move?
1.
2.

FP:AP-1
PowerPoint – Recipe Vocabulary
Go over the PowerPoint and then hand out the Vocabulary Worksheet

FP: AP-2
Recipe Vocabulary
**Use with or after power point.
1. ________ Tablespoon (Tbsp.) a. ____ A group of (like grapes or bananas)
2. ________ Pint b. ____ Pudding that is not mixed with milk
3. ________ oz. (ounces) c. ____ A spoon measurement, bigger than a teaspoon
4. ________ lb. (pound) d. ____ Cut into 4 pieces
5. ________ Chunks e. ____ Cool, put in refrigerator

6. ________ Slices
f. _____ 2 cups
7. ________ Sliced
g. ____ 16 ounces
8. ________ Combine
h. ____ A small weight measurement;
9. ________ Mix 16 of these equals a pound
10. _______ Stir i. _____ Squares of something
11. _______ Dissolve j. _____ To melt into or become part of a liquid
12. _______ Chill k. ____ Take the green part off of the vegetable or fruit
13. _______ If desired l. _____ Cut into pieces-verb
14. _______ Optional m. ____ Blend items together

15. _______ Drained n. ____ A piece of something-noun
16. _______ Undrained
o. ____ You can use it or not—your choice
17. _______ Stemmed
p. ____ To take the liquid out
18. _______ Quartered
q. ____ To leave the liquid in
19. _______ Instant pudding mix (not already made)
r._____ To bring items together
20. _______ Bunch
s. ____ Use a spoon to mix

Answer Key
FP: AP-2
Recipe Vocabulary
**Use with or after power point.
1. c Tablespoon (Tbsp.) a. _____ A group of (like grapes or bananas)
2. f Pint b. ____ Pudding that is not mixed with milk
3. h oz. (ounces) c. _____ A spoon measurement, bigger than a teaspoon
4. g lb. (pound) d. ____ Cut into 4 pieces
5. i Chunks e._____ Cool, put in refrigerator

6. n Slices
f. _____ 2 cups
7. l Sliced
g. _____ 16 ounces
8. r Combine
h. ____ A small weight measurement;
9. m Mix 16 of these equals a lb.
10. s Stir i. _____ Squares of something
11. j Dissolve j. _____ To melt into or become part of a liquid
12. e Chill k. _____ Take the green part off of the vegetable or fruit
13. o If desired l. _____ Cut into pieces-verb
14. o Optional m. ____ Blend items together

15. p Drained n. ____ A piece of something-noun
16. q Undrained
o. ____ You can use it or not—your choice
17. k Stemmed
p. ____ To take the liquid out
18. d Quartered
q. ____ To leave the liquid in
19. b Instant pudding mix (not already made)
r. _____ To bring items together
20. a Bunch
s. _____ Use a spoon to mix

FP: AP-3
Fruit Salad Recipe
Ingredients
o 1 (29 ounce) cans peach slices, undrained
o 1 (20 ounce) cans pineapple chunks, undrained
o 1 (3 1/8 ounce) box of dry vanilla instant pudding mix
o 1 lb strawberries, stemmed and quartered
o 1 banana, sliced
o 1/2 pint blueberries
o 1 bunch grapes ( I use the red ones)
o 1 -2 tablespoon sugar (optional)
Directions
1. In a large bowl, combine peaches, pineapples, and vanilla pudding mix.
2. This includes the juices from the cans.
3. Mix well until pudding is dissolved.
4. Stir in strawberries, banana, blueberries, grapes, and sugar if desired.
5. Chill.

FP: AP-4
Food Safety Checklist for Fruit Salad Preparation
Did the food preparers… Yes No

1. Check the cans for expiration dates?
2. Sanitize the preparation surface?
3. Wash the fresh fruit?
4. Wear hairnets?
5. Wear gloves?
6. Wear aprons?
7. Take off their jewelry?
8. Wash hands before gloves?
9. Have nail polish on?
10. Have short nails?
11. Have long nails?
12. Anything you saw that you consider
unsanitary?
1. What did you see that was unsanitary? ______________________________

_________________________________________________________________
_________________________________________________________________
2. How do you think the food preparers did? _____________________

_________________________________________________________________
_________________________________________________________________
3. Would you hire them? ___________________________________

_________________________________________________________________
_________________________________________________________________

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A Food Safety Unit for

Worthington ABE, 2013

Worthington ABE, 2013 Page 1

1. bacteria a. something that kills germs

2. exposed b. moved from one place to another

3. handling c. chicken, turkey and other birds

5. reptiles e. left without protection

6. sanitizer f. touching with the hands

8. unclean h. animals like turtles, snakes and frogs

1. After handling raw meat, poultry or eggs.

2. Before or after eating or handling food.

3. After using the bathroom.

4. After you sneeze, cough or blow your nose.

5. After handling garbage.

6. After touching pets, reptiles or animals.

7. After diapering a baby.

8. After working or playing outside.

Challenge Questions – Discuss with a partner.

Worthington ABE, 2013 Page 2

The Correct Way to Wash Your Hands

1. First wet your hands and apply liquid soap.

Matching: Match the word on the left with its meaning.

1. disgusting a. using a lot of energy

2. dislodge b. to rub hard while washing

3. estimated c. to move out of place

4. scrub d. something that makes you feel a little sick

1. Before, during and after you prepare food.

2. When your hands are dirty.

3. Before you eat.

4. After you use the bathroom.

5. When someone in your home is sick.

Worthington ABE, 2013 Page 3

Wet hands and arms

Scrub hands and arms vigorously

Rinse hands and arms completely

Dry hands and arms

Use paper towel to turn off water

Worthington ABE, 2013 Page 4

Hand Washing Checklist

Partner A Name Partner B Name

 Wet hands and arms  Wet hands and arms

 Apply soap  Apply soap

 Scrub hands and arms  Scrub hands and arms

 Rinse hands and arms  Rinse hands and arms

 Dry hands and arms  Dry hands and arms

Worthington ABE, 2013 Page 5

Kitchen staff must wear hair Do not wear jewelry while

Always wear plastic gloves

Worthington ABE, 2013 Page 6

Description of the game:

Worthington ABE, 2013

Come into the kitchen wearing After putting on your apron,

Worthington ABE, 2013 Page 8

How to Tell if Food Has Gone Bad – Video

Watch the video. Fill in the missing words.

1. What do you need to have to tell if food has gone bad?

2. List the steps:

a. Step One – check the _______________ _______________ on the product to

c. Step Three – _______________ fish for freshness. Fish should be _______________

d. Step Four – get rid of potatoes that have a _______________appearance, are

e. Step Five – _______________ _______________ canned foods that are

g. Step Seven – Discard _______________ and _______________ that are wilting,

Worthington ABE, 2013 Page 9

a. Step One – check the _ _ on the product to

c. Step Three – _ fish for freshness. Fish should be _

e. Step Five – _ _ canned foods that are

g. Step Seven – Discard _ and _ that are wilting,

a. Step One – check the _expiration_ date_____ on the product to

c. Step Three – Smell_ fish for freshness. Fish should be odorless____

d. Step Four – get rid of potatoes that have a _wrinkly_appearance, are

e. Step Five – __throw_ _away____ canned foods that are

f. Step Six – Toss ___milk that has a bad _odor________ or

g. Step Seven – Discard _fruits_ and _vegetables_______ that are wilting,

1. k_ Botulism a. to find out the facts