Transcript Present
Introduction to Culinary Arts Kitchen Safety & Sanitation TRAINING What You Don’t Know CAN Hurt You! HOSP–ICA-4: Demonstrate and practice correct sanitation as it relates to healthy living and the modern commercial kitchen and bake shop. HOSP-ICA-6: Analyze and examine fundamental safety skills and practices related to the commercial kitchen. http://zunal.com/webquest.php?w=74637 You are responsible for locating and submitting 5 recipes: one that contains peanut butter, a chili recipe three other inexpensive and simple dishes. Every day we assume that the food we eat is safe. However, unless everyone who has handled the food has used good sanitation practices this may not be the case. SANITATION is the process of handling food in ways that are clean and healthy. What do you see wrong in this picture? No one likes to cut a finger on a knife, get burned or slip and fall. Most of us, however, have had one or more of these accidents. SAFETY in the kitchen means using precautionary methods in the kitchen to prevent an accident. Most accidents in the kitchen are due to carelessness. What could make this kitchen unsafe? BELL RINGER GOOD BACTERIA V/S BAD BACTERIA https://www.cteonline.org/curriculum/lessonplan/intro-to-microorganism-and-growingmicroorganisms-1-of-4/UX0xqM As you enter the classroom, get your Sourcebook from the cabinet and copy the following questions in the Bell Ringer Section of your Sourcebook. Leave space for responses. 1. Name two benefits of bacteria to human and/or the environment. 2. Why is bacteria considered Prokaryotic? 3. How do some bacteria make humans sick? 4. What are the two types of toxins and how did they get their names? 5. Many bacteria are neutral. What does this neutral mean? SAFETY first. How much do you already know about kitchen safety? For each question below, decide whether the practice is safe or unsafe. Click the box next to each question to reveal the answer. UNSAFE 1. Use a towel or your apron to remove a pan from the oven. SAFE SAFE 2. Pour salt or baking soda over the flames of a grease fire. UNSAFE 4. Pour water on a grease fire. SAFE UNSAFE UNSAFE 3. Wipe up spills on the floor right away. 5. Tie back long hair. 6. Climb up on the counter to get items from the top shelf. 7. Use electric appliances with wet hands. UNSAFE SAFE 8. Wear loose clothing while working in the kitchen. UNSAFE 10. Keep cabinet doors open so everything is in easy reach. 9. Cut away from your body when using a sharp knife. SAFETY first. How much do you already know about kitchen safety? For each question below, decide whether the practice is safe or unsafe. Click the box next to each question to reveal the answer. SAFE UNSAFE UNSAFE SAFE UNSAFE SAFE UNSAFE 11. Personal hygiene is important while preparing food. 12. Hide kitchen accidents to avoid upsetting the instructor. 13. Store knives in backpacks to transport them. 14. Do not wear finger nail polish and long fingernails. 15. Sit on the kitchen work tables during break time. 16. When removing pan from oven, pull the rack out. 17. Leave sharp knives in a sink full of water. UNSAFE SAFE 18. Plug several cords into an electrical outlet at a time. UNSAFE 20. Use cold, soapy water for washing dishes. 19. Disconnect appliances before cleaning them. FOCUS STANDARDS HOSP–ICA-4: Demonstrate and practice correct sanitation as it relates to healthy living and the modern commercial kitchen and bake shop. Identify personal hygiene policies and hand washing procedures. Identify the biological, physical, and chemical contaminants, and prevention measures. Practice proper contaminant prevention measures as it relates to food preparation in the commercial kitchen. Identify and demonstrate proper pot and pan washing with four-compartment sinks and the use of sanitizers and detergent chemicals. Demonstrate the proper use and cleaning of an automatic dishwasher (if available) and identify the chemicals used for dishwasher cleaning. Discuss pest control and management of infestations. Discuss Health Department inspections and facility requirements of commercial foodservice establishments. Students conduct a mock Health Department inspection of the kitchen lab. Identify and demonstrate proper receiving and storage principles such as FIFO, rotating inventory, and storage/receiving temperatures. Discuss and practice proper labeling of stored foods. Identify the factors that affect the growth of food borne pathogens (i.e. FATTOM) and explain how time and temperature guidelines can reduce growth of microorganisms. List and demonstrate food handling, preparation, and storage techniques that prevent cross-contamination between raw and ready-to-eat foods and between animal and seafood, including sources of other potentially hazardous food products. Discuss and practice the proper use of gloves in food handling. Identify, calibrate and properly use thermometers. FOCUS STANDARDS HOSP-ICA-6: Analyze and examine fundamental safety skills and practices related to the commercial kitchen. Discuss principals of basic First Aid treatments for a foodservice environment including basic cuts, lacerations, abrasions, punctures, CPR, food allergies, anaphylactic shock, Heimlich maneuver, and minor burns. Examine and practice correct Fire Safety procedures using correct classifications of fire extinguishers, hood suppression systems, and emergency evacuation routes. Practice and examine kitchen safety in the areas of falls, strains, sprains, and lifting using proper techniques. Identify gas safety issues for gas ranges and ovens, including shut off valves and pilot lights. Examine and identify a Material Safety Data Sheet and explain their importance when handling common foodservice chemicals. Display manual of all MSDS for each chemical used in the kitchen, dining room, and dish room. ACADEMIC/ NATIONAL STANDARDS ELACC9-10SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9– 10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. ELACC9-10SL4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. SMI5: Students will compare and contrast parameters affecting microbial growth, ways of controlling growth of microorganisms, and examine the effects that physicochemical factors can have on microbes. ELACC9-10SL2: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. National / Local Standards / Industry / ISTE: NFCS-8.2. Demonstrate food safety and sanitation procedures UNDERSTANDINGS & GOALS Enduring Understandings: From this session, students will identify and demonstrate proper preventive measures of biological, physical, chemical contaminants and to identify the factors that affect the growth of food born pathogens and explain how time and temperature controls can greatly reduce the risk of bacterial growth in our foods. Additionally, students will identify the principles of proper receiving, storage, and food handling techniques. Food safety is everyone’s responsibility in minimizing the risk of food borne illnesses. Food handler’s personal hygiene practices are a leading cause of biological and physical contamination. Knowledge and understanding of one’s personal hygiene and properly washing one’s hands and knowing when you should wash your hands are vital in minimizing food contamination and preventing food borne illnesses. Essential Questions: Why is it important to safeguard our food during the receiving, storage and preparation and service of our food? Explain how preventing cross contamination and monitoring food temperatures are essential aspects of a food handler’s diligent responsibilities. What are the factors that affect the growth of food-borne pathogens? Why is personal hygiene an important aspect of a food handler’s regular routine? How does a food handler know if he or she has met the standards required by the state of Georgia health inspection code? Why is food safety so important? Standards: OPENING HOSP–ICA-4: Demonstrate and practice correct sanitation as it relates to healthy living and the modern commercial kitchen and bake shop. HOSP-ICA-6: Analyze and examine fundamental safety skills and practices related to the commercial kitchen. Essential Question(s): Why is personal hygiene an important aspect of a food handler’s regular routine? How does a food handler know if he or she has met the standard required by the state of Georgia health inspection code? Why is food safety important? Why is it important to safeguard our food during the receiving, storage and preparation and service of our food? I Can Statements: Discuss, demonstrate and practice cleanliness, safety and proper sanitation as defined in the ServSafe curriculum. OPENINGBELL RINGER Please ensure that your sourcebook is organized properly: •Cover Page Name Period 2014-2015 Intro to Culinary Arts •Table of Contents (2 pages- front only) •Section 1- Bell Ringers •Section 2- Notes •Section 3- Lab Report Which of the following are potentially hazardous? 1. Raw carrots 2. Sliced melons 3. Bean sprouts 4. Baked potatoes 5. Soda crackers 6. Lettuce 7. Bananas 8. Flour 9. Dry rice 10. Tofu 11. Limes 12. Shell Eggs 13. Soy burger 14. Cheese 15. Bread OPENINGBELL RINGER Please ensure that your sourcebook is organized properly: •Cover Page Name Period 2014-2015 Intro to Culinary Arts Start’Em Out Right ServSafe Case Study Listen to the following case study and respond to the questions below: 1. 2. •Table of Contents (2 pages- front only) •Section 1- Notes •Section 2- Bell Ringers •Section 3- Lab Report 3. What things would you change or fix in this operation? What would you include when designing the personal hygiene programs? How would you introduce this to the staff and to the children? OPENING Bell Ringer Please ensure that your sourcebook is organized properly: •Cover Page Name Period 2014-2015 Intro to ECE •Table of Contents (2 pages- front only) •Section 1- Notes •Section 2- Bell Ringers •Section 3- Observation Journal **Each section should be 30 pages apart** STUDY BUDDY Grab a computer and log-in to Edmodo. Get with a partner at your table and for the next ten minutes study the following words for Vocabulary Test: • • • • Contamination* Sanitation* Bacteria* Temperature danger zone* Potentially hazardous foods (PHF)* First In, First Out (FIFO)* Cross-contamination* Sanitary* Food-contact surface* Hazard Analysis Critical Control Point (HACCP)* Critical control point (CCP)* Occupational Safety and Health Administration (OSHA)* Evacuation routes* Environmental Protection Agency (EPA)* Material Safety Data Sheet (MSDS)* WORK PERIOD- SERVSAFE NOTES Define the terms (40 Total) in the ServSafe~ Safety & Sanitation PowerPoint on the school webpage. Complete the notes below using the CONTAMINATION AND FOOD ALLERGENS/ THE SAFE FOOD HANDLER PowerPoint SERVSAFE CONTAMINATION AND FOOD ALLERGENS Name the three types of food-borne contaminants How are biological toxins produced? Name three types of biological toxins. Name the three types of chemical contaminants. Give seven examples of physical contaminants. Name the eight common food allergens. What are some symptoms of an allergic reaction? SERVSAFE THE SAFE FOOD HANDLER Name the eight personal behaviors that can contaminate food. What are the components of good personal hygiene? Outline the steps for proper handwashing. How often should gloves be changed? What is proper work attire for a foodhandler (list all five)? WORK PERIOD SERVSAFE NOTES, MISSING WORK, NAPKIN FOLDS ALL MISSING WORK MUST BE SUBMITTED BY WEDNESDAY, SEPTEMBER 17TH PRACTICE NAPKIN FOLDS Define the terms (40 Total) in the ServSafe~ Safety & Sanitation PowerPoint SERVSAFE CONTAMINATION AND FOOD ALLERGENS Name the three types of food-borne contaminants How are biological toxins produced? Name three types of biological toxins. Name the three types of chemical contaminants. Give seven examples of physical contaminants. Name the eight common food allergens. What are some symptoms of an allergic reaction? SERVSAFE THE SAFE FOOD HANDLER Name the eight personal behaviors that can contaminate food. What are the components of good personal hygiene? Outline the steps for proper hand washing. How often should gloves be changed? What is proper work attire for a food handler (list all five)? Work Period Define the terms (40 Total) in the Food Safety & Sanitation PowerPoints on the school webpage. They are labeled in Presentations in the Culinary Arts course. Sanitation Contamination* Sanitation* Bacteria* Infection Virus Parasite Allergy Temperature danger zone* Potentially hazardous foods (PHF)* Foodborne illness Aerobic bacteria Anaerobic bacteria Facultative bacteria First In, First Out (FIFO)* Sanitation Cross-contamination* Clean Sanitary* Food-contact surface* Pest control operator (PCO) Hazard Analysis Critical Control Point (HACCP)* Critical control point (CCP)* Intoxication Mold pH Pathogen Chemical hazard Physical hazard Biological hazard Safety •Occupational Safety and Health Administration (OSHA)* •Heat exhaustion •Heatstroke •Fire Extinguisher •Kitchen hood fire suppression system •Arson •Evacuation routes* •Fire detectors •Fire emergency plan •Environmental Protection Agency (EPA)* •General safety audit •Material Safety Data Sheet (MSDS)* SAFETY Culinary Terminology Occupational Safety and Health Administration (OSHA)-governmental agency that defines and enforces safe working conditions Heat exhaustion-heat-related condition that results when the body loses too much water and salt Heatstroke-more severe heat-related condition in which the body’s usual ability to deal with heat stress is lost Fire Extinguisher-pressurized canister filled with a substance that puts out fires Kitchen hood fire suppression system- an installed, comprehensive fire-fighting system that automatically puts out a fire before it spreads Arson- opposite of an accidental fire Evacuation routes- escape routes Fire detectors- devices that warn you about a fire so you can get out of the building safely Fire emergency plan-an established plan of action in case of a fire Environmental Protection Agency (EPA)-require tracking of chemicals that pose a risk to health General safety audit- a review of the level of safety in an establishment Material Safety Data Sheet (MSDS)-describes specific hazards posed by a chemical SANITATION Culinary Terminology Contamination-the unwanted presence of harmful substances or levels of dangerous microorganisms in food Sanitation- creation and practice of clean and healthy food-handling habits Bacteria- single-celled organisms that reproduce by dividing Infection-illness resulting from live bacteria Virus-very small organism that invades another cell and causes it to reproduce the virus Parasite-organism that lives in/feeds on the body of another live creature Allergy-occurs when the body interprets a normally harmless protein as a dangerous substance Temperature danger zone- temperature in which bacteria grows (41F-135F) Potentially hazardous foods (PHF)- any foods that require time and temperature control for safety Foodborne illness- any illness caused by eating contaminated food Aerobic bacteria- bacteria that require oxygen Anaerobic bacteria- bacteria that thrives without oxygen Facultative bacteria- bacteria that can grow either with or without oxygen FIFO- Rotate stock to utilize the oldest product first SANITATION Culinary Terminology Cross-contamination-occurs when harmful microorganisms are transferred from one product to another Clean- visible appearance that something is unsoiled Sanitary- an environment that is free from pathogens Food-contact surface- any surface that comes in contact with food Pest control operator (PCO)- licensed professional who uses various chemicals, sprays, and traps to prevent or eliminate infestations Hazard Analysis Critical Control Point (HAACP)- system that identifies and manages key steps in food handling where contamination occurs Critical control point (CCP)- step in food handling at which control can be applied to prevent or eliminate a food safety hazard Intoxication- illness resulting from ingestion of bacteria that create/contain toxins Mold-name for a large family of single-cell fungi pH-measure of acidity or alkalinity of a substance Pathogen- an organism that is dangerous to humans Chemical hazards- any chemical that contaminates food Physical hazards-solid materials that pose danger to consumers when present in food Biological hazards- consist of harmful organisms that cause foodborne illness. Guest Speaker Jane Arnold Environmental Health Specialist Three questions I have for the speaker: My questions answered: Three other interesting facts that I learned: Foodborne Illness Rap Foodborne Illnesses •Salmonella •Shigella http://www.youtube.com/watch?v=ZbH_mSk2 dNk&feature=related (Don’t Get Sicky Wit It Music Video) •Listeria •Staphylococcal •Clostridium •Botulism •Campylobacteriosis •Hemorrhagic colitis •Hepatitis A You have been given a contract with Woodson Records to create a Food-borne Illness PSA. It should be a rap, song, poem that includes facts about the following: Description Submit Lyrics & Symptoms Source (Food Involved)/Cause Performance Via Edmodo Treatment/Prevention •Trichinosis •Anisakiasis •Giardiasis •Toxoplasmosis •Intestinal Cryptosporidiosis •Cyclosporiasis •E-Coli WRITING TO WIN- Either…Or If a customer gets sick due to a worker’s safety and sanitation practices, does the responsibility fall on the individual or the restaurant? Strategy Define the Key Terms Copy the question provided. Answer the question one way or the other in a complete sentence. Write at least six more sentences in a paragraph that explains your answer using at least 5 key terms. Key Terms Safety Sanitation Responsibility Practices Penalties Reputation Lawsuit PALS Strategy 1) Accurate- Used at least 5 terms 2) Complete- Wrote at least 6 sentences 3) Accurate and Complete- Used at least 5 terms and wrote 6 sentences Self Assessment + (exceed) 5+ Key Terms in 6+ sentences 0 (meet) 3-4 Key Terms in 4-5 sentences ~(approach) 1-2 Key Terms in 4 or less sentences Foodborne Illness Disease carried or transmitted to people by food Foodborne-Illness Outbreak Incident in which two or more people experience the same illness after eating the same food People at High Risk for Foodborne Illness Infants and preschoolage children Pregnant women Elderly people People taking certain medications People who are ill Potentially hazardous food typically: • Is moist • Contains protein • Has a neutral or slightly acidic pH • A history of involvement in food borneillness outbreaks • A natural potential for contamination due to methods used to produce/process it Food Favoring the Rapid Growth of Microorganisms Microorganism Small, living organism Mold Pathogen Disease-causing microorganism Toxin Poison Yeast Spoil food and sometimes cause illness Grow well in acidic food with a low water activity Freezing prevents or reduces their growth, but does not destroy them Some produce toxins such as aflatoxins Some spoil food rapidly Grow well in acidic food with low water activity May produce a smell or taste of alcohol as they spoil food May appear as a pink discoloration or slime and may bubble Microorganisms That Can Contaminate Food and Cause Food-borne Illness Spoilage Microorganism Microorganism that causes spoilage, but not illness Characteristics of Microorganisms Bacteria Living, single-celled Can be carried by food, water, soil, humans, or insects Can reproduce rapidly under favorable conditions Some survive freezing Some form spores Some spoil food; others cause illness Some produce toxins that cause illness Viruses Parasites They rely on a living cell to reproduce Living organisms that need a host to survive They do not reproduce in food Small, often microscopic Some may survive freezing and cooking Can be transmitted from person to person, from people to food, and from people to food-contact surfaces Can contaminate both food and water supplies Grow naturally in many animals and can be transmitted to humans Pose a hazard to food and water Fungi Commonly cause food spoilage and sometimes illness Food Microorganisms require nutrients found in potentially hazardous food to grow Proteins Carbohydrates Acidity Pathogenic bacteria grow well in food that is slightly acidic or neutral (pH of 4.6 to 7.5) Temperature Most microorganisms grow well at temperatures between 41˚F and 135˚F (5˚C and 57˚C) Time Foodborne microorganisms need sufficient time to grow 4 hours or more in TDZ = growth high enough to cause illness Moisture Oxygen Some pathogens require oxygen to grow, while others grow when oxygen is absent Potentially hazardous food typically has an aw of .85 or higher Most microorganisms grow well in moist food Moisture is calculated using a measurement called water activity (aw) Foodborne Illnesses LEAST WANTED POSTER Students will work with a partner to produce poster on a foodborne illness. Their focus should be to make it humorous and engaging for the class to view. •Salmonella •Shigella •Listeria •Staphylococcal •Clostridium The poster should include: Description of this illness Funny Image of foodborne illness (microscope view) What foodborne microrganism causes this illness Symptoms of this foodborne illness How this illness is transmitted (foods, etc.) Treatments for this specific foodborne illness. Site statistics of foodborne illness. Research facts on safe food handling (Prevention). What people are at the highest risk •Botulism It should be colorful, interesting to look at, and utilize humor. Students will go on a "Gallery Walk" to look at each one. •E-Coli •Hepatitis A/B •Trichinosis •Anisakiasis •Giardiasis •Toxoplasmosis •Cyclosporiasis DUE Tuesday, 3/3/15!! Alive Yet Dead OPENINGBELL RINGER Please ensure that your sourcebook is organized properly: •Cover Page Name Period 2014-2015 Intro to Culinary Arts What is an allergen? Do you or someone you know have a food allergy? What happens when you (or them) eat this certain food? •Table of Contents (2 pages- front only) •Section 1- Bell Ringers •Section 2- Notes •Section 3- Lab Report THE ALLERGEN STORY Three Types of Foodborne Contaminants Biological Chemical Physical Biological Contaminants Chemical Contaminants Seafood Toxins Plant Toxins Mushroom Toxins Toxic Metals Pesticides Cleaning Products Common Food Allergens Milk and dairy products Eggs and egg products Fish Shellfish Wheat Soy and soy products Peanuts Tree nuts • Physical Contaminants Metal shavings Staples Glass Fingernails Hair Bandages Bones Symptoms of an allergic reaction include: Itching in and around the mouth, face, or scalp • Tightening in the throat • Wheezing or shortness of breath • Hives • Swelling of the face, eyes, hands, or feet • Gastrointestinal symptoms • Loss of consciousness • Death PEANUTS TO DIE FOR CASE STUDY A customer at a Mexican restaurant ordered a combination platter that included a taco, an enchilada, and tamales. He asked the server if there were any peanuts or any other type of nuts in the dish. The server did not check with the kitchen but believed that none of the dishes had peanuts. So she assured the customer that there were none in the combo platter. The customer ate the dinner and shortly before leaving the restaurant, his face started to itch. Worried that he might be having an allergic reaction, the customer spoke with the chef about the dish he had just eaten. The chef confirmed that the restaurant did use peanut products in their sauces, but only in small amounts. The customer’s wife quickly drove the man to the emergency room of a nearby hospital. The restaurant’s manager later learned that if that hospital had not been so close, the customer would have died. WHAT WENT WRONG? OPENINGBELL RINGER Please ensure that your sourcebook is organized properly: •Cover Page Name Period 2014-2015 Intro to Culinary Arts •Table of Contents (2 pages- front only) •Section 1- Bell Ringers •Section 2- Notes •Section 3- Lab Report What are the habits of a safe food handler? What are the unsafe habits of a food handler? Good personal hygiene includes: Gloves • • • • • • • • • • Must never replace hand washing Are for single-use only Should be right for the task Must be safe, durable, and clean Must fit properly Must be used properly • • • • • • Maintaining personal cleanliness Wearing proper work attire Following hygienic hand practices Avoiding unsanitary habits and actions Maintaining good health Reporting illnesses Hand Maintenance Requirements for Foodhandlers When they become soiled or torn Before beginning a different task Keep At least every four hours during fingernails continual use short and clean After handling raw meat and before handling cooked or ready-to-eat food When to Change Gloves Do not wear false nails or nail polish Bandage cuts and cover bandages Foodhandlers must remove: Personal Behaviors That Can Contaminate Food A B Scratching the scalp Running fingers through hair C Touching the nose D Rubbing an ear E Touching a pimple/sore F Wearing a dirty uniform G Coughing/sneezing into the hand H Rings (except for a plain band) Bracelets (including medical ID’s) Watches Earrings Necklaces Facial jewelry Spitting Foodhandlers should: Wear a clean hat or other hair restraint Wear clean clothing daily Remove aprons when leaving foodpreparation areas Remove jewelry Wear clean, closed-toe shoes 4-2 A Proper Handwashing Procedure 4-4 1 Wet hands with running water as hot as you can comfortably stand (at least 100°F/38°C). 2 Apply soap. 4 Clean under fingernails and between fingers. 5 Rinse thoroughly under running water. 3 6 Vigorously scrub hands and arms for at least twenty seconds. Dry hands and arms with a single-use paper towel or warm-air hand dryer. What’s Wrong with This Picture? 4-19 OPENINGBELL RINGER Please ensure that your sourcebook is organized properly: •Cover Page Name Period 2014-2015 Intro to Culinary Arts •Table of Contents (2 pages- front only) •Section 1- Bell Ringers •Section 2- Notes •Section 3- Lab Report Describe the flow of food based on the drawing above. To prevent time-temperature abuse: • • • • • Bimetallic Stemmed Thermometer Thermocouple Cook, hold, cool, and reheat food properly Discard food that spends longer than four hours in the TDZ Build time-temperature controls into recipes Make calibrated thermometers available Remove only as much food from storage as necessary Infrared Thermometer Time-Temperature Indicators (TTIs) Immersion Probe Surface Probe Penetration Probe Ice-Point Method Step 1 Fill container with crushed ice and water Step 2 Submerge sensing area of stem or probe for 30 seconds Step 3 Hold calibration nut and rotate thermometer head until it reads 32˚F (0˚C)) 5-13 Boiling-Point Method Step 1: Bring a deep pan of water to a boil Step 2: Submerge sensing area of stem or probe for 30 seconds Step 3: Hold calibration nut and rotate thermometer head until it reads 212F (100C) Which temperature-measuring device should be used to check the ___ 1. internal temperature of a hamburger patty? ___ 2. surface temperature of a steak? ___ 3. temperature of chicken during transport? ___ 4. internal temperature of a roast? ___ 5. internal temperature of a large stockpot of soup? D. Time-temperature indicator B. Thermocouple A. Infrared thermometer 5-11 C. Bimetallic stemmed thermometer OPENINGBELL RINGER Please ensure that your sourcebook is organized properly: •Cover Page Name Period 2014-2015 Intro to Culinary Arts •Table of Contents (2 pages- front only) •Section 1- Bell Ringers •Section 2- Notes •Section 3- Lab Report Why is it not wise to get products from unapproved sources? What could be wrong with these products? Which products should be rejected? 1. Beef roasts that are bright red 2. Chicken received at an internal temperature of 50F (10C) 3. Eggs received at an air temperature of 45F (7C) 4. Fresh salmon with flesh that springs back when touched 5. Flour that is damp 6. Processed lobster received at an internal temperature of 45F (7C) 7. Live oysters that have a mild seaweed smell 8. Frozen meat with large ice crystals on the meat and package 9. Clams with shells that do not open when tapped 10. Fresh turkey with dark wing tips Choose suppliers who get their products from approved sources An approved food source: • Has been inspected • Is in compliance with applicable local, state, and federal law •Label potentially hazardous, ready-toeat food prepared on-site, with date it was prepared or with when it should be sold, consumed, or discarded •Discard food that has passed its manufacturer’s expiration date- 7 days at 41 F or lower Rotate products so the oldest inventory is used first (FIFO) •Deplete product on a regular basis •Transfer food between containers properly •Keep potentially hazardous food out of the temperature danger zone •Check temperatures of stored food and storage areas •Store food only in designated storage areas •Keep all storage areas and equipment clean and dry Hold potentially hazardous food at 41F (5C) or lower •Air temperature should be at least 2F (1C) lower than the desired internal product temperature •Monitor food temperature regularly •Do not overload, line with foil or paper, or open door too frequently •Never place hot food in the refrigerator •Store raw meat, poultry, and fish separately from cooked and ready-to-eat food OR below cooked or ready-to-eat food •Wrap food properly Used to hold potentially hazardous food at 0F (–18C) or lower Hold dry and canned food at 50F to 70F (10C to 21C) •At least 6 inches off the floor •Away from walls •Out of direct sunlight •In a clean area To maintain proper freezer temperatures: •Check unit temperatures regularly •Do not store warm food inside •Do not overload units •Keep doors closed as much as possible Store at an internal temperature of 41F (5C) or lower Wrap it in airtight, moisture-proof material OR Store it in a container Store at an air temperature of 45F (7C) or lower Keep eggs in refrigerated storage until used Use eggs within 4–5 weeks of packing date Store at an internal temperature of 41F (5C) or lower Store ice-packed product as is, in self-draining containers Store fresh at 41F (5C) or lower Store frozen at 6F to 10F (–14C to –12C) Follow FIFO Discard product that has passed its useby/expiration date Keep at an internal temperature of 41F (5C) or lower Store ice-packed product as is, in self-draining containers Keep fillets and steaks in original packaging Storage temperatures will vary by product Product packed on ice can be stored that way Do not wash product prior to storage Store alive at an air temperature of 45F (7C) or lower Store in original containers Keep shellstock tags for 90 days from date last shellfish was used Store product at 50F to 70F (10C to 21C) Store in original package or in airtight, clearly labeled containers Keep storerooms dry Check packages for insect or rodent damage Find the unsafe storage practices in this picture OPENINGBELL RINGER Please ensure that your sourcebook is organized properly: •Cover Page Name Period 2014-2015 Intro to Culinary Arts •Table of Contents (2 pages- front only) •Section 1- Bell Ringers •Section 2- Notes •Section 3- Lab Report Critical Temperatures Label the following critical temperatures on your thermometer: • Temperature danger zone • Refrigerator Temperature • Freezer Temperature • Dry Storage Temperature • Reheating Temperature • Hot Holding, Minimum • Cold Holding, Minimum • Minimum Final Temperatures for Cooking -Ground Beef -Beef Roast -Poultry Flow of Food -Fish •Purchasing and Receiving -Eggs •Storage/ Preparation/ Service -Pork -Stuffed Meat of any type Color code the thermometer with the following. Red=Danger Zone Blue = Refrigerator Zone Yellow = Cooking zone for Meats The Four Acceptable Methods for Thawing Food In a refrigerator, at 41F (5C) or lower Submerged under running potable water, at a temperature of 70F (21C) or lower Minimum Internal Cooking Temperature: 165°F (74°C) for 15 seconds In a microwave oven, if the food will be cooked immediately after thawing (Previously Cooked) Minimum Internal Cooking Temperature: 165°F (74°C) for 15 seconds Minimum Internal Cooking Temperature: Minimum Internal Cooking Temperature: 165°F (74°C) for 15 seconds 155°F (68°C) for 15 seconds As part of the cooking process Minimum Internal Cooking Temperature: 155°F (68°C) for fifteen seconds Minimum Internal Cooking Temperature: 145˚F (63˚C) for 15 seconds Minimum Internal Cooking Temperature: Steaks/Chops: 145°F (63°C) for 15 seconds Roasts: 145°F (63°C) for 4 minutes Hot Held- Minimum Internal Cooking Temperature: 135°F (57°C) Minimum Internal Cooking Temperature: 135°F (57°C) for 15 seconds Immediate Service-Minimum Internal Cooking Temperature: 145˚F (63˚C) for 15 seconds Hot Held- Minimum Internal Cooking Temperature: 155°F (68°C) for 15 seconds Minimum Internal Cooking Temperature: 165˚F (74˚C) 135°F to 70°F (57°C to 21°C) 165°F (74°C) for 15 seconds within 2 hours within 2 hours and then from 70°F to 41°F (21°C to 5°C) or lower in an additional 4 hours Safe methods for cooling food include: Reducing the quantity or size of the food Using ice-water baths Using a blast chiller Stirring the food 8-26 Check internal temperatures using a thermometer Check temperatures at least every four hours Discard it after a predetermined amount of time Protect it from contaminants with overs/sneeze guards Prepare it in small batches so it will be used faster Hold it at an internal temperature of 135F (57C) or higher Only use equipment that can maintain this temperature Never use hot-holding equipment to reheat food Stir it at regular intervals to distribute heat evenly Store serving utensils properly Use serving utensils with long handles Use clean and sanitized utensils for serving Minimize bare-hand contact with food that is cooked or ready-to-eat Practice good personal hygiene Hold it at an internal temperature of 41F (5C) or lower Only use equipment that can maintain this temperature Do not store food directly on ice Delivering Install sneeze guards Separate raw meat, fish, and poultry from cooked and ready-to-eat food Hand out fresh plates to customers Label all food items Maintain proper temperatures Practice FIFO Use containers capable of maintaining proper temperature Check internal food temperatures regularly Keep raw products separate from cooked and ready-to-eat food Clean the inside of delivery vehicles regularly Provide food safety guidelines for consumers Catering Have potable water for cooking, warewashing, and cleaning Have adequate power for cooking/holding equipment Serve cold food in containers on ice Use single-use items Keep garbage away from food-preparation and serving areas Vending Keep potentially hazardous food at 135F (57C) or higher or 41F (5C) or lower. Dispense potentially hazardous food in its original container. Check product shelf life, and discard food within seven days of preparation. Sanitize food-contact surfaces when replenishing food. The five most common risk factors responsible for foodborne illness: • • • • • Purchasing food from unsafe sources Failing to cook food adequately Holding food at improper temperatures Using contaminated equipment Poor personal hygiene A HACCP plan is required if an establishment: • • • • • Smokes, cures, or uses food additives to preserve food Packages food using a reduced-oxygen packaging method Offers live, molluscan shellfish from a display tank Custom-processes animals for personal use Packages unpasteurized juice for sale to the consumer without a warning label Principle One: Conduct a Hazard Analysis Principle Two: Determine Critical Control Points (CCPs) Principle Three: Establish Critical Limits Principle Four: Establish Monitoring Procedures Principle Five: Identify Corrective Actions Principle Six: Verify That the System Works Principle Seven: Establish Procedures for Record Keeping and Documentation Steps for Cleaning and SanitizingThree Compartment Sinks Cleaning Sanitizing Process of removing food and other types of soil from a surface Process of reducing the number of microorganisms on a clean surface to safe levels. Nonabsorbent flooring should be used Must be conveniently located With food-contact surfaces Look for the following marks when purchasing equipment: NSF International Mark: Equipment has been evaluated, tested, and certified as meeting international commercial food-equipment standards Underwriters Laboratory (UL) Mark: Equipment is in compliance with NSF standards or UL’s environmental and public health standards Uses prevention measures to keep pests from entering the establishment Uses control measures to eliminate any pests that do infest it Will be successful if you work closely with a licensed pest control operator (PCO) The Three Rules of Integrated Pest Management •Deny pests access to the establishment •Deny pests food, water, and shelter • Work with a licensed PCO to eliminate pests that do enter Signs of a cockroach infestation include: A strong oily odor Droppings similar to grains of pepper Capsule-shaped egg cases Signs of a rodent infestation include: Shiny, black droppings Evidence of gnawing Tracks Nesting material (scraps of paper, cloth, hair) Burrows in dirt or along foundation •Keep them in original containers •Lock them in cabinets away from foodstorage and food-preparation areas •Dispose of them as per local regulations •Keep corresponding MSDS on the premises •Know your local and state sanitation regulations •Perform continuous self-inspections •Ensure that your staff knows what to do in your absence •Ask for identification •Cooperate •Take notes •Keep the relationship professional •Be prepared to provide records •Discuss violations and time frames for correction with the inspector •Follow up by determining why each violation occurred •Significant lack of refrigeration •Backup of sewage •An emergency (fire, flood, etc.) •Serious pest infestation •Lengthy interruption of electrical/water service http://www.fsis.usda.gov/Oa/foodsafetymobile/mobilegame.swf http://www.osha.gov/SLTC/youth/restaurant/strains_foodprep.html (Youth Worker Safety in Restaurants) The Food Preparation area of a restaurant offers young workers an opportunity for developing skills in culinary art, sanitation principles, and in the use of kitchen equipment. Young workers in this area may also be exposed to the following hazards: Machine Guarding Knives and Cuts Kitchen Equipment Strains and Sprains Slips/Trips/Falls Read all of the restaurant modules and the TAKE THE QUIZ and play the Restaurant Safety Puzzle Game! You will receive a puzzle piece for each quiz you finish correctly. If you finish all the quizzes, the puzzle will be complete and you may print a completion certificate. If you close the puzzle board you will lose your puzzle pieces and will need to start over.