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This is a unit on safe food preparation methods and procedures




9, 10, 11, 12  

Title – Food Safety
By – Carrie Elmore
Primary Subject – Other
Grade Level – 9-12


    7045 Foods I


    Food Preparaton Methods and Procedures

Essential Standards:

  • Understand safety and sanitation for food preparation.
  • Apply methods for safety and sanitation, lab procedures and conserving resources.

The Essential Questions:

  • What are the types of hazards that may cause kitchen accidents?
  • How can following kitchen safety guidelines prevent kitchen accidents?
  • What is the appropriate first aid for kitchen accidents?
  • What is the difference between food safety and food sanitation?
  • What is proper hand sanitation and why is it important?
  • What is foodborne illness and what are the common types?
  • How does one detect signs and symptoms of foodborne illness?

Day 1:


      • PowerPoint slides on first aid for and prevention of the seven kitchen safety hazards
      • Graphic organizer
      • Poster material and supplies


      Links to prior learning:

      • Discuss if there were any safety issues students were familiar with. Some have had training on the obstructive airway procedure and fire safety.


      Focus (Warm-Up):

      • Are there any safety issues that have occurred at your house (fires, cuts, burns, etc.)?
      • What are kitchen safety hazards? What about in the lab setting?



      • Give out graphic organizer and go over PowerPoint slides for students to take notes on and discuss.
      • Divide students into groups responsible for making a poster on one of the seven kitchen safety hazards (split between both Foods I classes).
      • Give each group their portion of PowerPoint slides to use as guide.
      • Students tend to finish posters quickly. Put posters up in room.


      Other options:

      • Count off students (1-7), with each number responsible for taking that section of kitchen safety notes.
      • Then put students into groups to share notes and then make a poster on all seven safety hazards.


    Strategies for different learning styles:

    • Visual: individual note taking
    • Auditory: teaching peers
    • Kinesthetic: creativity/art


Day 2:


      • Computer Lab
      • Foodborne Illness Investigation Sheets on different bacteria, common foods associated with each and ways to prevent illness from this bacteria


      Warm Up:

      • Quick Write: Have you ever been a victim of foodborne illness? If so, what do you think made you sick?
      • What are some foodborne illnesses you are familiar with?



    • Students fill out Foodborne Illness Investigation Sheet individually in computer lab.
    • If students finish early, they go back to the room and group with other students that were assigned the same bacteria for a few minutes
    • Students then report to class – common foods associated with each bacteria and the ways to prevent illness. Common themes should be handwashing, proper cooking and cooling, and prevent cross-contamination.

Day 3-4:


      • Blacklight for Glo-Germ activity
      • Kitchen set up with 10 things wrong to introduce our lab rules
      • Handouts of lab rules
      • Fact vs. Myth PowerPoint on food safety
      • News video on a case of restaurant food safety
      • Website on local restaurant sanitation scores


      Warm Up:

        After investigating FBI (foodborne illnesses), what do you think is the #1 best way to prevent them? (Handwashing!)



    • Do a Glo-Germ activity with blacklight to stress importance of handwashing.
    • Conduct a kitchen safety scavenger hunt
      • Half of the class goes around kitchen and writes about the ten wrong things they found and how they should be
      • Rest of class is given the key vocabulary terms to define to meet objective 1.02.
      • Then the halves switch.
    • Take class around lab to discuss each thing wrong and teach lab rules.
    • Show Fact vs. Myth PowerPoint on food safety
    • Show news video on a case of restaurant food safety and then go onto county website to read local restaurant sanitation scores. Answer question for five minute – this always generates discussion.

Day 5:


      • Pans, utensils and ingredients for making brownies or cupcakes



      • Proper Food Safety Demo – teacher prepares brownies or cupcakes while students identify what is being done wrong for later discussion


    Optional activities:

    • Knife Safety Check Off – students properly demonstrate how to use a chef knife by cutting an apple for teacher to check off
    • Students help prepare a simple food for coffee shop (Rice Krispie treats)
    • Word Wall: Cook / Clean / Chill / Separate – students write class rules for each category on handprints to put on wall
    • Students read food safety articles with summaries in current events file
    • Students read nutrition journals and write summaries

Day 6-7:


    • Students are given the options in the food sanitation cumulative project to prepare some type of educational material on food safety and sanitation.

Day 8:


      • Kitchen Safety and Sanitation Test
      • Terms review
      • News articles on food safety



      • Unit 1 Kitchen Safety and Sanitation Test using graphic organizer.


    Additional activities as needed:

    • Cooling Counts Experiment from
    • Terms review – Fill in the Blank
    • Students read news articles on food safety with summary pages.

Day 9:


      • Different types of knives
      • Apples
      • Review sheets



    • Knife Safety Lessons and Check-Off
      • Teacher demonstrates proper knife skills, types of knives, and uses
      • Each student cuts an apple to demonstrate proper knife skills.
    • Unit 1 Review Sheets

Day 10:


      • Kitchen safety and FBI Quiz
      • Conserving Resources PowerPoint



    • Conduct a kitchen safety and FBI quiz
    • Show Conserving Resources PowerPoint
    • Group activities on ways to conserve our resources in the kitchen for 20 minutes


E-Mail Carrie Elmore !

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