Transcript Lessons 1-14 Safety and Hygiene

Safety and Hygiene
Lessons 1-14
Lesson 1
Learning Objective:
understand the need for good personal and
kitchen hygiene in all stages of food production.
- To
Introduction to Year 9 Food GCSE 3 year course
During Year 9 you will be
Improving your own practical skills using different materials
and techniques
Improving knowledge of ingredients used in food products
This is done through a number of practical activities which
will improve not only your skills but also develop your
creativity.
Lesson 1
Learning Objective:
- To
understand the need for good personal and
kitchen hygiene in all stages of food production.
Introduction to Year 9 Food GCSE 3 year course
Seating plan
Books – purple
Name
Food Technology
Group
Teacher
Room
Lesson 1
Learning Objective:
understand the need for good personal and
kitchen hygiene in all stages of food production.
- To
Food Safety and Hygiene Module
Food Handling
Starter: In pairs, look at the picture and circle any
personal and kitchen hygiene issues.
Lesson 1
Learning Objective:
understand the need for good personal and
kitchen hygiene in all stages of food production.
- To
http://www.youtube.com/watch?v=rNARXtO1Gr0
Activity 1
QuickTime™ and a
decompressor
are needed to see this picture.
Consider what you think is good
personal hygiene?
Watch the Video.
Were you correct?
Discuss the other points
Lesson 1
Learning Objective:
understand the need for good personal and
kitchen hygiene in all stages of food production.
- To
Make notes in your book
Good personal food hygiene
Wear clean protective clothing – to prevent your ‘dirt’
getting onto the food.
Clean hands, no nail varnish, short nails. Use an
antibacterial handwash.
No jewellery.
No chewing or smoking near food.
Do not touch hair, ears and nose near food.
Cover all cuts with blue waterproof dressing.
Report any illness.(In the Food industry this is a legal requirement)
Lesson 1
Learning Objective:
understand the need for good personal and
kitchen hygiene in all stages of food production.
- To
Good kitchen hygiene
Use different preparation areas
Good facilities for cleaning and waste disposal
Use different coloured boards
Activity two
Why do we use different coloured
boards in food preparation?
What colour are the boards and
what are their uses?
Lesson 1
Learning Objective:
understand the need for good personal and
kitchen hygiene in all stages of food production.
- To
Coloured Boards
Red – raw meat
Blue - fish
Green – fruit and vegetables
Yellow – cooked meats
White – dairy products
Also Brown – root vegetables
Activity three
Plenary:
Colour in the boards with the correct colour and stick in your book
Lesson 2
Learning Objective:
-To show an understanding of personal and kitchen
hygiene by poaching an egg
Starter – What should I do?
Discuss in pairs
Prevention
To prevent hairs and dust
falling into food
To keep wound clean
To prevent electric shocks
To prevent someone cutting
or stabbing self with tip
To prevent tripping over
What should I do?
Lesson 2
Learning Objective:
-To show an understanding of personal and kitchen
hygiene by poaching an egg
What are the dangers of incorrect storage of food?
Imagine you have purchased a lasagne from the
chilled cabinet of a supermarket at mid day and
intend to eat it this evening.
Discuss with your partner where might possible food
poisoning hazards occur?
Task : Use the picture of the fridge to identify where
different foods should be stored
Lesson 2
Learning Objective:
-To show an understanding of personal and kitchen
hygiene by poaching an egg
Why do we have to be careful when using eggs?
What is this?
Lesson 2
Learning Objective:
-To show an understanding of personal and kitchen
hygiene by poaching an egg
An example of using a poached egg in a dish is Eggs
Benedict
Hollandaise sauce
Poached egg
Bacon
Muffin
Lesson 2
Learning Objective:
-To understand the making of eggs benedict
Eggs benedict or poached egg
Ingredients 1 slice of bacon
1 English muffin
1 egg
Hollandaise sauce
3 egg yolks
1 tblsp lemon juice
1 tblsp cold water
50g butter
seasoning
Lesson 2
Learning Objective:
-To understand the making of eggs benedict
Method
1. Grill the bacon. Keep warm.
2. Make hollandaise sauce – combine egg yolks. Lemon
juice and water with a whisk. Whisk well for 10 secs.
Melt the butter in a saucepan. Continue whisking well,
and add hot butter in steady stream until mixture
thickens (20 seconds)
3. Toast muffin.
4. Poach egg using a saucepan/frying pan or a poacher
5. Finish eggs benedict – place bacon on muffin, egg on
bacon and pour over hollandaise sauce. Serve hot.
Lesson 2
Learning Objective:
-To understand the making of eggs benedict
Plenary
In your book write down 3 precautions will you take when
making poached egg on toast
For next practical lesson
Bring in 1 eggs
1 muffin or slice bread
Optional – 1 slice of bacon
The sauce will be made and be available to put over eggs
if required.
Lesson 3
Learning Objective:
-To demonstrate the making of eggs benedict or
poached egg
Starter:
What equipment do you need to poach an egg?
How do you make the perfect poached egg?
Top tip!!!
Lesson 3
Learning Objective:
-To demonstrate the making of eggs benedict or
poached eggs
Method
1. Grill the bacon. Keep warm.
2. Toast muffin.
3. Poach egg.
4. Place bacon on muffin, egg on bacon on a plate.
5. Serve hot.
Lesson 3
Learning Objective:
-To demonstrate the making of eggs benedict or
poached eggs
Plenary
Complete kitchen hygiene evaluation sheet
Lesson 4
Learning Objective:
-To understand what causes food spoilage.
Starter: What is food spoilage and what causes it?
Discuss in pairs
http://www.youtube.com/watch?v=c0En-_BVbGc
Lesson 4
Learning Objective:
To understand what causes food spoilage.
Food Spoilage
Foods cannot be stored for a long time before there are
changes in taste, texture and colour of the food occurring.
Microorganisms and enzymes cause food spoilage.
(NOT GONE OFF)
In the worst cases this can cause food poisoning.
There are 3 types of microorganisms:
bacteria,
yeasts
moulds/fungi
Lesson 4
Learning Objective:
-To understand what causes food spoilage.
Not all microorganisms are harmful – many are used in the
food industry eg cheese, yogurt, bread and quorn.
What others can
you think of?
Lesson 4
Learning Objective:
-To understand how bacteria and moulds cause
food spoilage.
What conditions do bacteria need to grow?
http://www.youtube.com/watch?v=zrx7Xg0gkQ4
To grow bacteria
need
•
•
•
•
Multiplying bacteria
Lesson 4
Learning Objective:
-To understand how bacteria and moulds cause food spoilage.
Pathogens
Some bacteria can cause food poisoning. These are called pathogens.
Some examples are salmonella, campylobacter and E.Coli 0157.
Food infected with pathogens may not look, smell or taste bad, but it can
cause food poisoning.
The pathogens multiply in the stomach or gut of the person who eats the
food, causing stomach pain, vomiting and diarrhoea.
The salmonella bacteria is sometimes
found in raw eggs.
Lesson 4
Learning Objective:
-To understand how bacteria and moulds cause food spoilage.
Toxins
Some bacteria produce poisons called toxins.
In this case it is the toxin that makes a person ill, not the bacteria
that produced them.
Food poisoning usually lasts for one or two days.
In some cases, food poisoning can cause very serious illness or
even death.
The people who are in most danger are babies and toddlers, older
people, pregnant women, and people who are already ill.
Did you know?
Bacteria multiply by dividing. In the right conditions one
bacterium could produce several million bacteria within a few
hours.
Lesson 4
Learning Objective:
-To understand how bacteria and moulds cause food spoilage.
Key Words
Pathogen –
Contaminate –
Cross contaminate
Lesson 4
Learning Objective:
-To understand how bacteria and moulds cause food spoilage.
Copy and complete the sentences below
Lesson 4
Learning Objective: To understand how temperature can affect the bacteria
and moulds which cause food spoilage
There are critical
temperatures which
affect bacterial growth
Look at the
thermometer you have
been given and match
the words and pictures
to the correct
temperature range
Ext : Can you identify
any other temperatures
you know and what
happens at those
temperatures – think
Science!
Lesson 4
Learning Objective: To understand how bacteria and moulds cause food
spoilage
Answer
This is 100C – the
boiling point of
water
Did you identify any
other temperatures you
know?
37C is also your
normal body
temperature
This is 0C
– the
Now copy and complete
freezing
the thermometer in your
point of
book.
water
Ext Activity - AQA p69
Lesson 4
Learning Objective:
-To understand how bacteria and moulds cause food spoilage.
The practical next lesson is to make a
panini or sandwich with a filling of either
coronation chicken
Or
prawn cocktail
What do these two fillings contain?
Why have these two fillings been chosen?
Discuss.
Extension: Find out when and why
coronation chicken was first made.
Lesson 5
Learning Objective:- To understand the safety controls for making
Paninis
These are called High Risk Foods.
Why are they high risk foods and what
others can you name?
High Risk Foods – a food which is an
ideal medium for the growth of bacteria
or mould.
Eg Meat, fish, soups, gravy, rice
Lesson 5
Learning Objective: To understand what is meant by a control check and
demonstrate the making of a panini following a safety and hygiene check list
Physical contamination:- objects
falling in to food – metal, glass,
packaging materials etc.
Chemical contamination:cleaning chemicals such as bleach,
getting in to food
Natural contamination: Poisonous
plants and berries, undercooked
food, food which is spoiled or past
its sell by date
Lesson 5
Learning Objective:To understand what is meant by a control check and
demonstrate the making of a panini following a safety and hygiene check list
Control Checks
In order to prevent hazards occurring in food
production, manufacturers have to check the standards
of a food product. These are called Control Checks.
They can do this by:
•Visual checks
•Physical contamination checks
•Time checks
•Temperature checks
•Metal Detectors
•Biological and chemical contamination checks
Lesson 5
Learning Objective: To understand what is meant by a control check and
demonstrate the making of a panini following a safety and hygiene check list
Making a Filled Panini
Watch the demo of how to make a filled panini
Make a list of the stages you need to undertake. You will need to
complete the table below on the worksheet.
Stage
Safety check
Hygiene
Slice the panini in
half
Check the date on
the packet
Use a white
board for the
bread
Chop the chicken
finely and place in
a bowl
Visual check chicken Use yellow board
is cooked and in date to chop on
Homework
Worksheet
GCSE
ques on
chicken
and rice
Lesson 5
Learning Objective:To understand what is meant by a control check and
demonstrate the making of a panini following a safety and hygiene check list
Next lesson you need to bring in
Coronation chicken
1 Panini roll or 2 slices
bread
Shredded Chicken from a
chicken breast
1/2 tbsp Mayo
Mild curry powder to taste
1/4 tsp Cinnamon
Ground Black Pepper
1 tsp Mango chutney
sultanas - as many as you
fancy
NB. For Tikka
you can use
Cumin, chilli and
Paprika with curry powder
OR
Prawn Cocktail
1 Panini roll or 2 slices
bread
Butter, for spreading
1 tbsp mayonnaise
2 tsp tomato ketchup
A few drops of Tabasco
sauce
75g (3oz) cooked peeled
prawns
Handful of mixed lettuce
leaves
Black pepper
Lesson 5
Homework
Chicken and Rice Question Worksheet
Results of different control checks on a chicken curry and rice product show the following problems. Complete the table
below to show
•
two causes of each problem
•
how each problem may be prevented.
Problem
The chicken
is moist and
pink inside.
An insect is
found in the
rice before
cooking.
Causes
How to prevent this problem
1 ............................................
1 ..........................................................
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2 ............................................
2 ..........................................................
1 ............................................
1 ..........................................................
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2 ............................................
2 ..........................................................
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Lesson 6
Learning Objective: To demonstrate the making of a panini following a
safety and hygiene checklist
Starter: Why is a safety and hygiene checklist useful to
follow when making a panini with a filling that is a high
risk food?
FPT – Make Panini
Plenary: Which safety and hygiene rules were very easy
to practise?
Which rules gave you more problems?
Grade yourself out of 10 for the preparation of your panini.
Lesson 7
Learning Objective:
To understand the most common ways to
preserve food
Starter: What does it mean to preserve food ?
http://www.youtube.com/watch?v=LPWvzW82kWU
Removal of
Liquid
Changing
Temperature
Drying
Canning
Dehydration
Chilling
Jamming
Freezing
Removing Air
Modified
atmospheric
packaging
Use the worksheet with the words above to give at least two
examples and explain each process if you can.
Adding a
Preservative
Jamming
Pickling
Salting
Lesson 7
Learning Objective: To understand the most common ways to
preserve food
Here are some examples
Removal of liquid
Drying
eg dried peas and beans
Dehydration eg packet soups
Jamming eg jams. marmalade
Alteration of temperature Canning eg tinned fruit, chopped tomatoes
Freezing eg meat, pizza, vegetables
Chilling eg cream, milk
Removal of air
Modified atmosphere packaging eg meat, ready meals
Addition of a preservative Jamming (sugar) eg. jam
Pickling (vinegar – acid) eg onions
Salting (Salt) eg fish
Lesson 7
Learning Objective To understand the most common ways to preserve
food
Essential Rules for Reheating Foods Safely
•Ensure frozen foods are fully defrosted
•Follow the reheating instructions on commercially prepared products
•All foods need to be reheated to 72°C
•Ensure that the core Temperature of high risk foods and dense foods are
at 72°C by using a food probe.
TASK : Copy the rules above and explain the reason for each one
Extension : Many products state that they must be cooked from
frozen eg pizza, fish pie.
Why is this?
Lesson 7
Learning Objective To understand the most common ways to preserve
food
GCSE Question
The storage instructions for canned soup state:
Pour unused soup into a non-metallic container.
Store in a cool, dry place.
Once opened eat within 2 days.
Explain the reasons for this advice.
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(4 marks)
Lesson 8
Learning Objective: To demonstrate the most popular ways to extend
the storage life of food
Starter: What is the difference between CHILLING and
FREEZING?
Look at p.70 in the AQA Book and read the section
‘How do freezing and chilling affect food Products’
Can you answer the question above now?
What happens to products under these conditions? How long
can they last ? SHELF LIFE
Which is better Chilling or Freezing?
Lesson 8
Learning Objective To demonstrate the most popular ways to extend the
storage life of food
To find out which is best we are going to make some Pasta Bake.
We will then chill one portion for three days and freeze one portion
for three days. Then we will compare the two.
Teacher Demo Pasta Bake
Where are products stored in
a fridge?
Using the picture of the fridge
from the previous lesson label
the areas 1-4 in your book
and show what should go in
each area.
Ingredients
25g butter
20g flour
200ml milk
100g pasta shapes + extras
Lesson 9
Learning Objective To demonstrate the roux method of making sauce
NB Before you start this put your pasta on to boil
Making a Roux sauce
1. Melt 25g butter in a saucepan over a low heat
2. Add 20g flour and whisk briskly. Cook for 1 min stirring
all the time
3. Add 200ml milk gradually a little at a time whisking all
the time
4. As soon as the sauce thickens remove the saucepan
from the heat
This sauce is a basic white sauce to which you can add
other ingredients eg 50g cheese for cheese sauce
Lesson 10
Learning Objective:
-To understand the safe reheating of food, be able to use a food probe and
the best method for preserving a pasta bake
Starter: What are these tools and
why are they useful?
Lesson 10
Learning Objective: To understand the safe reheating of food, be able to use
a food probe and the best method for preserving a macaroni cheese
Using the Pasta Bake we made before
take the defrosted sample and reheat it in
a microwave.
Use a temperature probe to check it has
been thoroughly reheated,
What temperature must it reach?
TASK: Write down the rules for using a
temperature probe correctly
Lesson 10
Learning Objective: To understand the safe reheating of food, be able to use
a food probe and the best method for preserving a macaroni cheese
2 a) Explain why food probes are used in a test kitchen.
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(2 marks)
(b) Give three instructions that need to be followed when using a food probe.
Instruction 1 .................................................................................................................
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Instruction 2 .................................................................................................................
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Instruction 3 .................................................................................................................
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(3 marks)
Lesson 11
Learning Objective:
TEST - GCSE questions on Safety and Hygiene
Lesson 12
Learning Objective: To identify the foods typical of the season and plan the
making of a product using seasonal food
http://eatseasonably.co.uk/what-to-eat-now/calendar/
Lesson 12
Learning Objective: : To identify the foods typical of the season and plan
the making of a product using seasonal food
-
What foods are in season now?
What type of soup could I make?
Demo of seasonal soup
TASK :
Make a list of the ingredients you need for making the
soup.
Make a list of the equipment you need for making the
soup.
Make a list of the skills you will use for making the soup
Lesson 13
Learning Objective:To identify the foods typical of the season and make of a
product using seasonal food
FPT – Seasonal Soup
Homework : Complete the testing table and bring it to the next
lesson
Lesson 14
Learning Objective: Sensory Testing and how a rating test is used
Why do we use Sensory Testing?
What criteria did you use for your soup? Think of at least 5
different criteria.
This is where the criteria go
Tester 1
Tester 2
Tester 3
In a Rating test you score each attribute out of 5
Ill in the table for your soup
Lesson 14
Learning Objective: Sensory Testing and how a rating test is used
Now draw a product profile for your soup eg
Chart Title
spicy
5
4
3
2
smooth
salty
1
0
thick
appetising
• What does this profile show?
• What improvements are needed to the product?