Food Safety

Food Science
ag.purdue.edu/foodsci
FS-31-W
Authors:
Tressie Barrett,
Yaohua Feng,
Department of
SAFE FOOD-HANDLING PRACTICES:
Food Science,
Food Safety Curriculum

Purdue University,
and
Christine Bruhn,
Department of
Food Science
and Technology,
University of
for High School Students
California, Davis
FS-31-W Safe Food-Handling Practices: Food Safety Curriculum for High School Students
Acknowledgments
We thank the following individuals for their expertise and assistance in developing and piloting this curriculum:
•D
r. Hui-Hui Wang, assistant professor, Purdue University Department of Agricultural Sciences Education and
Communication
•Z
oma Barrett, mathematics educator and Milken Educator Award recipient, Salem Community Schools,
Salem, Indiana
•G
reg McCurdy, science educator, Salem Community Schools, Salem, Indiana, and Hoosier Association of
Science Teachers Inc. (HASTI) board member
• Seth Purlee, agricultural educator, Salem Community Schools, Salem, Indiana.
•D
r. Gary Elder, honors anatomy and physiology, honors microbiology and medical pathology educator,
University Preparatory School, Victorville, California.
•D
awn Boyden, family and consumer science educator, Lake Stevens High School, Lake Stevens, Washington,
and certified nutrition and wellness educator – American Association of Family and Consumer Sciences
(AAFCS), certified Google educator, level 2, and co-president of Washington-Family and Consumer Sciences
Educators (WA-FACSE).
This project was supported in part by Agriculture and Food Research Initiative (AFRI) Competitive Grant 2012-
68003-30155 and Hatch Project 1016049 from the USDA National Institute of Food and Agriculture.
2
Content
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Unit Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Glossary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Lab Cooking Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Student Cooking Observation Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40-41
Recipes for Cooking Lab 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42-43
Recipes for Cooking Lab 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44-45
Surveys . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
In-Class Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Clean
Good Manufacturing Practices (GMP) Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
Pete’s Perfect Pretzels SSOP (Sanitation Standard Operating Procedures) Development . . . . . . . . . . . . . 49
Pathogen References for Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Chemical and Testing Reference Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
Planning Sheet for Sanitation Standard Operating Procedure (SSOP) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 59
Chill
Dessert Pretzels . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
Cook
Is It Safe to Eat? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Cross-Contamination
Pete’s Perfect Pretzels P.I.’s (Pretzel Investigators) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Teacher’s Notes for Pete’s Perfect Pretzels P.I.’s (Pretzel Investigators) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 64
Choose
Experiment Design . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 66
Are Spices Safe? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Literature Review to Provide Justification for Choice Between Using Spices and Oleoresins . . . . . . . . . . . 71
Pete’s Perfect Pretzels Hazard Analysis Critical Control Point (HACCP) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Hazard Analysis Critical Control Point (HACCP) Video Notes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
Final Project Rubric . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .77
3
Take-Home Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 78
Clean
Good Kitchen Practices (GKPs)
Kitchen Sanitation Standard Operating Procedures (SSOPs) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
Chill, Cook, and Food Preparation
How Does Your Home Kitchen Compare to a Processing Facility? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
Cross-Contamination
Spot and Stop the Pathogen Spread! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
Choose
Scavenger Hunt . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
Hazard Analysis Critical Control Point (HAACP)
Make It Safe! . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Guided Answers to In-Class Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
Clean
Good Manufacturing Practices (GMP) Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
Pete’s Perfect Pretzels SSOP (Sanitation Standard Operating Procedures) Development . . . . . . . . . . . . . 89
Planning Sheet for Sanitation Standard Operating Procedure (SSOP) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
Chill
Dessert Pretzels . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
Cook
Is It Safe to Eat? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
Cross-Contamination
Pete’s Perfect Pretzels P.I.’s (Pretzel Investigators) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
Choose
Are Spices Safe? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 98
Pete’s Perfect Pretzels Hazard Analysis Critical Control Point (HACCP) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101
References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
4
INTRODUCTION Need for Teacher Involvement

Teachers can foster excitement for learning about
Rationale the science related to food. They are positioned
to deliver key safe food-handling messages to
Background students, provide compelling examples of the
challenges of foodborne illness, and encourage
Foodborne illness is an economic burden to public participation in a learning module designed to help
health in the United States. It is caused by eating or students understand safe food-handling practices.
drinking food or beverages that are contaminated Teachers also can lead engaging discussions
with microbes or pathogens. Each year in the United that show the practical nature of food safety and,
States, foodborne pathogens cause an estimated 48 thereby, potentially influence students for a lifetime.
million illnesses, including approximately 128,000
hospitalizations and approximately 3,000 deaths.
In other words, one in six Americans becomes ill Unit Design and Pedagogical Theories
annually from consuming contaminated foods or Safe Food-Handling Practices is a food-safety
beverages. curriculum for high-school students in which safe
food-handling recommendations are delivered
Need for Food Safety Education through a structured discussion led by a trained
teacher. Its objective is to provide high-school
Three main factors strongly support the need to teachers with food-safety information and resources
focus on student food safety education: to promote safe food-handling practices among
1. An increasing number of teenagers are involved all students, including those that are or care for
in food handling (e.g., cooking or grocery shopping). individuals who are at high risk for contracting
Larson et al., reported that teenagers are involved foodborne illness.
with shopping for groceries and preparing dinner The curriculum content is based on the Partnership
(Larson, Story, and Neumark-Sztainer 2006). for Food Safety Education’s Fight BAC!® Campaign,
2. Students might be current and future food- which is a food-safety initiative designed to educate
service employees. Consequently, students consumers about four food-safety principles: clean,
receiving food-safety education in their high-school separate, cook, and chill. A fifth principle—choose
curricula will have a potentially positive impact on safe food—is also included to address the myths
the food-service industry. related to food choices with greater safety risks.
3. Multiple previous studies reported that This curriculum uses a positive deviance approach,
middle- and high-school students can lack food- which relies on positive deviants, or those within
safety knowledge, which has the potential to put the group who practice the recommended behavior,
themselves and others at risk to develop an illness to act as role models to encourage others in the
due to contaminated food or beverages. This lack group to practice that behavior as well. People
of food-safety knowledge in conjunction with poor are more willing to try advice from peers who
food-safety practices and attitudes among students are like themselves. Research has shown that
supports the need for enhanced food-safety using a positive deviance approach to present
education for students, who are consumers and this curriculum encouraged participants to learn
potential food-service employees. more about safe food handling and practice
recommended behaviors more as compared to
relying solely on conventional reading materials
(Feng and Bruhn 2016; Feng, Bruhn, and Marx 2016).
5
Unit Information
Grade Levels: Recommended for grades 9–12
Prerequisites: Students should have foundational knowledge of microbiology (pathogen identification and
bacterial growth requirements), chemistry (water activity and pH), and mathematics (surface area, volume,
and ratio calculations). Students will need basic laboratory skills, including the ability to safely heat and mix
substances, and basic plating techniques.
Duration: This curriculum requires a minimum of eight 60-minute class periods. Additional time may be
required based on student experience and engagement. The units can also be completed in a larger number of
shorter sessions. Be sure to plan adequate time to complete the food preparation experiments.
Required Materials
Materials List Additional
Lesson (Note: Where “per group” is indicated, the group size is expected to be 3–4 students.) Information
Activity 1: Pre-Survey Administration
• Pre-survey
Day 1: Activity 2: Cooking Activity
Cooking Lab 1 (Pre) • Student Cooking Observation Checklist
• Cheeseburgers recipe
• Optional: video recording devices
• Ingredients for Cheeseburgers recipe (per group):
◆ 1 pound ground beef
◆ 1 teaspoon salt
◆ 1 teaspoon black pepper
◆ 8 slices American cheese
◆ 4 hamburger buns
◆ ketchup
◆ mustard
◆ mayonnaise
◆ sliced tomatoes
◆ sliced pickles
◆ fresh lettuce
• Ingredients for Zucchini Crisps recipe (per group):
◆ 2 medium zucchinis, sliced into 1/8-inch rounds
◆ ½ teaspoon salt
◆ ½ teaspoon pepper
◆ 1½ cups Parmesan cheese, grated
• Cooking equipment and supplies
(per group unless noted otherwise):
◆ 1 cooking thermometer
◆ 1 skillet
◆ 2 spatulas
◆ 1 mixing bowl
◆ 1 baking sheet
◆ 1 knife
◆ 1 cutting board
◆ food handler’s gloves (enough for class)
◆ 1 can of cooking spray (enough for class)
◆ aluminum foil (enough for class)
◆ parchment paper (enough for class)
◆ plates (enough for class)
◆ eating utensils (enough for class)
◆ paper towels (enough for class)
6

Activity 1: Building Concepts Related to Safe
Food-Handling Practices: Cleaning
Day 2: • Final Project Rubric
• Video: Recommendations for Washing Hands and Produce, https://
Clean ag.purdue.edu/foodsci/Fenglab/extension-articles/
Activity 2: Applying Cleaning Concepts

• Video: Benzel Pretzels: Where’s Charlie?,
https://www.youtube.com/watch?v=TQjZjF-Tcao
• Video: Zones in a Food Processing Facility, https://ag.purdue.edu/
foodsci/Fenglab/extension-articles/
• In-Class Activity—Clean: Good Manufacturing Practices (GMP)
Development
• GMP student reference (print and distribute if students can’t access
electronically during class):
◆ Employee Health, Hygiene, and Hand Washing, https://
dairyextension.foodscience.cornell.edu/resources/food-safety/
good-manufacturing-procedures/employee-health-hygiene-
and-hand-washing/
◆ In-Class Activity—Clean: Pete’s Perfect Pretzels SSOP
(Sanitation Standard Operating Procedures) Development
◆ SSOP student reference (print and distribute if students can’t
access electronically during class):
◆ Sanitation Standard Operating Procedure (SSOP) Example,
https://meatsci.osu.edu/node/116
• Pathogen References for Students
• Chemical and Testing Reference Sheet
Activity 3: Take-Home Activity to Assess Student Comprehension

• Take-Home Activity—Clean: Good Kitchen Practices (GKPs)
worksheet
• Take-Home Activity—Clean: Kitchen Sanitation Standard Operating
Procedures (SSOPs) worksheet
Note: Students will need a camera or other technology to take pictures

for their final presentation. If students have a camera on their cell phones,
they could use their personal camera. If no classroom or multimedia
department technology is available for students who do not have a cell
phone, students can make posters using markers or computer-generated
pictures to illustrate pictures of what they have learned.
7

Activity 1: Introduction of Concepts Related to Safe Food-Handling Instructions for
Practices: Chilling, Cooking, and Food Preparation making red cabbage
Day 3: • For Cabbage Juice Activity (per 3–4 students):
◆ three 5-ounce containers of red cabbage juice
juice are found at Red
Cabbage Chemistry,
Cook and Chill ◆ 0.5 ounce (15 ml) distilled white vinegar Steve Spangler
◆ 1 teaspoon (3.5 g) baking soda Science, https://www.
◆ 2 stirring rods stevespanglerscience.
◆ 3 pH test strips com/lab/experiments/
• Video: Bacterial Growth, https://ag.purdue.edu/foodsci/Fenglab/ red-cabbage-
extension-articles/ chemistry/
Activity 2: Building Concepts—Heat Transfer
• Dough for Heat Transfer Activity (Make color-changing dough in Color-changing
advance; one batch yields enough dough for approximately three powder may be
groups of four students each.) purchased from
◆ 4 cups flour Atlanta Chemical
◆ 1½ cups salt Engineering®, https://
◆ 2 tablespoons oil www.atlantachemical.
◆ 1 cup water com/.
◆ 5–10 grams color-changing powder (add until the desired color
is reached) Color-changing
• 1 hot plate (per 3–4 students) powder is classified
• aluminum foil as Thermochromic
• spatula (one per 3–4 students) (Powder) Pigments.
•O ptional: plastic knives for dividing dough The powder comes
• Video: Temperature Control, https://ag.purdue.edu/foodsci/Fenglab/ in various colors and
extension-articles/ temperature-change
thresholds.
Activity 3: Ingredient Storage and Product Testing
• In-Class Activity—Chill: Dessert Pretzels
• In-Class Activity—Cook: Is It Safe to Eat?
• Take-Home Activity—Chill, Cook, and Food Preparation: How Does
Your Home Kitchen Compare to a Processing Facility?
8

Activity 1: Building of Concepts Related to Safe Food-Handling
Practices: Wrap-Up of In-Class Activity-Chill: Dessert Pretzels and In-
Day 4: Class Activity—Cook: Is It Safe to Eat?
• None
Cross-Contamination
Activity 2: Building of Concepts Related to Safe Food-Handling
Practices: Cross-Contamination
• Video: Don’t Wash Your Chicken! Germ-Vision Animation,
https://www.youtube.com/watch?v=JZXDotD4p9c
Activity 3: Cross-Contamination Investigation

• In-Class Activity—Cross-Contamination: Pete’s Perfect Pretzels P.I.’s
(Pretzel Investigators)
• Teacher’s Notes for In-Class Activity—Cross-Contamination: Pete’s
Perfect Pretzels P.I.’s (Pretzel Investigators) (1 copy per group, cut
apart into slips by departments and placed into envelopes marked by
group number)
• envelopes to hold paper slips (1 per group)

• Take-Home Activity—Cross-Contamination: Spot and Stop the
Pathogen Spread!

9

Activity 1: Discussion of Concepts Related to Safe Food-Handling Food- or
Practices: Wrap-Up of Cross-Contamination pharmaceutical-
Day 5: • None grade black pepper
oleoresin and food- or
Activity 2: Discussion of Concepts Related to Safe Food-Handling
Choose Safe Food Practices: Choose Safe Foods pharmaceutical black
• Three to seven food products processed with UHT, such as: pepper essential
◆ fruit jam oil can both be
◆ guacamole purchased at retail
◆ pasteurized juice stores or online. The
◆ salad dressing black pepper essential
◆ soup oil can be used in
◆ yogurt place of black pepper
• Video:
What Is UHT Milk?, https://www.youtube.com/ oleoresin.
watch?v=wFkVefQJpfg
• Video:
Julie Riggs (raw milk), https://www.youtube.com/watch?v=tpV Oleoresin: https://
9CHSVuJM&feature=youtu.be www.lalaessentialoils.
• Video:
Food Safety in the Produce Aisle, https://www.youtube.com/ com/black-pepper-
watch?v=Zy_QuxLkr7c oleoresin.html
• Video:
Using Nuclear Science in Food Irradiation, https://www.
youtube.com/watch?v=pe6AKh_tLys (start at 0:55 seconds)
• In-Class Activity—Choose: Experiment Design Essential Oil: https://
• For Experiment Design Activity (per group unless noted otherwise): www.lalaessentialoils.
◆ nutrient agar (to use in petri dishes): com/black-pepper-
◆ How to Make Nutrient Agar, https://www.youtube.com/ oil-certified-organic.
watch?v=YX_b02KYN9g html
◆ Sterilizing without an Autoclave, https://www.youtube.com/
watch?v=OUjsqyZJTag
◆ Source for purchasing premade plates: https://www.flinnsci.
com/search-results/?type=All&query=nutrient+agar+plates
◆ pasteurized apple juice (2–3 fl. oz. for the class)
◆ unpasteurized apple juice (2–3 fl. oz. for the class)
◆ 2 beakers
◆ 5 sterile swabs
◆ 2 stirring rods
◆ parafilm
◆ nitrile gloves
◆ 5 sterile petri dishes containing nutrient agar
Activity 3: Using Collected and Experimental Data to Decide If Spices
Should Be Used in Pretzel Production
• In-Class Activity—Choose: Are Spices Safe?
• For the Are Spices Safe? Activity (per group):
◆ 5 salt pretzels
◆ 5 salt-and-pepper pretzels
◆ one ⅓-fl. oz. (10 mL) food-/ pharmaceutical-grade black pepper
oleoresin (or substitute black pepper essential oil) (enough for
class)
◆ 2–6 droppers to dispense the oleoresin (enough for class)
◆O ptional: 1 scale to weigh oleoresin for more accurate
calculations (enough for class)
• Take-Home Activity—Choose: Scavenger Hunt
10

Activity 1: Discussion of Concepts Related to Safe Food-Handling
Practices: Wrap-Up of Choose Safe Foods (10 minutes)
Day 6: ■N
one
Hazard Analysis Activity 2: Discussion of Concepts Related to Safe Food-Handling

Critical Control Practices: Begin HACCP
■ Handout:
In-Class Activity—Hazard Analysis Critical Control Point
Point (HACCP) (HACCP) Video Notes
■ Video:
Hazard Analysis & Critical Control Points (HACCP)–Fulton
County [Georgia], https://www.youtube.com/watch?v=X2kw40KyVnY
■V ideo: HACCP Food Safety Hazards, https://www.youtube.com/
watch?v=lEZbSaikBTw
ACCP student reference (print and distribute if students can’t access
■ H
electronically during class):
◆ Fully Cooked, Not Shelf Stable Meat and Poultry—HACCP Plan,
https://www.aamp.com/fc-not-ss-haccp-plan/
(After following the link, click on “Hazard Analysis.”)
Note: If this document cannot be shared electronically during class, print

at least the first eight pages to help students understand the different
types of information they should include. Be sure to print at least one
page that contains a potential safety hazard that is significantly likely
to occur (column 3 = Yes). The first example of this is on page 8 for the
“Cook” process step.
Activity 3: HACCP In-Class Activity

• Handout: In-Class Activity—Pete’s Perfect Pretzels Hazard Analysis
Critical Control Point (HACCP)

• Handout: Take-Home Activity—Hazard Analysis Critical Control Point
(HAACP): Make It Safe!
• Links to share with students:
◆ Food Safety for Fruit and Vegetable Farms, Purdue Extension/
University of Illinois Extension, https://www.extension.purdue.
edu/extmedia/GP/GP-1-W.pdf
◆ Integrated Pest Management, G.A.P (Good Agricultural
Practices) in Action, GLOBALG.A.P., https://www.youtube.com/
watch?v=7qQCLMFjRew
◆ Good Agricultural Practices on the Farm and in Your Home
Garden, College of Tropical Agriculture and Human Resources,
University of Hawai’i–Mānoa, https://www.youtube.com/
watch?v=wO5miD90wMQ

11

Activity 1: Discussion of Concepts Related to Food-Handling Practices:
Evaluate Petri Dishes from Choose Experiment Design
Day 7: ■ streaked
petri dishes from In-Class Activity—Choose: Experiment
Presentations Design
■H andout: In-Class Activity—Choose: Experiment Design (partially
completed by students during Day 5, Activity 2)
Activity 2: Final Project Presentations

■ Final Project Rubric
■ projection equipment for electronic presentations
Note: Provide alternative presentation methods as needed for those

students who will not be making a digital presentation.
Activity 1: Post-Survey Administration

■ Post-survey
Day 8:
Cooking Lab 2 (Post) Activity 2: Cooking Activity
■ Student Cooking Observation Checklist
■ Optional: video recording devices
■ Ingredients for Cheeseburgers recipe (per group):
◆ ¼ cup mild or spicy nacho cheese sauce
◆ 4 hamburger buns, split and toasted
◆ shredded lettuce
◆ 4 green onions, sliced
■ Ingredients for Salsa recipe (per group):
◆ 2 large plum tomatoes, diced (yields 1 cup)
◆ ⅛ cup white onion, chopped
◆ 1½ tablespoons fresh cilantro, chopped
◆ 1 teaspoon jalapeño, minced (remove seeds for lower heat)
◆ ¾ teaspoon fresh lime juice
◆ ¼ teaspoon kosher salt (or to taste)
◆ tortilla chips (for serving salsa)
■ Cooking equipment and supplies (per group unless noted otherwise):
◆ 1 skillet
◆ 1 spatula
◆ 2 mixing bowls
◆ 1 spoon
◆ 1 knife
◆ 1 cutting board
12
Glossary
Term Description
ATP (adenosine “[E]nergy-carrying molecule found in the cells of all living things. ATP captures chemical energy obtained from the breakdown
triphosphate) of food molecules and releases it to fuel other cellular processes . . . ATP is a nucleotide that consists of three main structures:
the nitrogenous base, adenine, the sugar, ribose; and a chain of three phosphate groups bound to ribose. The phosphate tail
of ATP is the actual power source which the cell taps. Available energy is contained in the bonds between phosphates and is
released when they are broken, which occurs through the addition of a water molecule (a process called hydrolysis).”1
Cleaning Verification Action by which the cleanliness of a surface is confirmed. This can include visual inspection and environmental swabbing.
Coliform “Of, relating to, or being gram-negative rod-shaped bacteria (such as E. coli) normally present in the intestine”2
Critical Control Point (CCP) “A step at which control can be applied and is essential to prevent or eliminate a food safety hazard or reduce it to an
acceptable level”3
Cross-Contact “Cross-contact happens when one food comes into contact with another food and their proteins mix.”4
Cross-Contamination “Inadvertent transfer of bacteria or other contaminants from one surface, substance, etc., to another especially because of
unsanitary handling procedures”5
Food and Drug The FDA is the U.S. federal agency responsible for regulating the production of certain food items. The FDA publishes guidance
Administration (FDA) documents to disseminate information to producers and manufacturers related to safe food processing, transporting, and storage.
Good Manufacturing A GMP is established to ensure that products are safely produced. GMPs include components that address items such as
Practice (GMP) employee hygiene, plant design, facility maintenance, and pest control.
Gram-negative "Refers to the inability of a type of bacterium to resist decolorization with alcohol after being treated with crystal violet.
However, following decolorization, these bacteria can be readily counterstained with safranin, imparting a pink or red color to
them when viewed by light microscopy. This reaction is usually an indication that the outer structure of the bacterium consists
of a cytoplasmic (inner) membrane surrounded by a relatively thin peptidoglycan layer, which in turn is surrounded by an outer
membrane."
Hazard Analysis Critical “A systematic approach to the identification, evaluation, and control of food safety hazards.”6
Control Point (HACCP)
Heat Transfer “The process of transfer of heat from high temperature reservoir to low temperature reservoir. In terms of the thermodynamic
system, heat transfer is the movement of heat across the boundary of the system due to temperature difference between the
system and the surroundings. The heat transfer can also take place within the system due to temperature difference at various
points inside the system. The difference in temperature is considered to be ‘potential’ that causes the flow of heat and the heat
itself is called as flux.”7
Microorganism “An organism (such as a bacterium or protozoan) of microscopic or ultramicroscopic size”8
Pasteurization “Partial sterilization of a substance and especially a liquid (such as milk) at a temperature and for a period of exposure that
destroys objectionable organisms without major chemical alteration of the substance”9
Pathogen “A specific causative agent (such as a bacterium or virus) of disease”10
Peptidoglycan A polymer found in the cell walls of prokaryotes that consists of polysaccharide and peptide chains in a strong molecular network.
Process Flow Diagram An organizational chart that outlines how steps in a system are interrelated
Radiological Hazard “The uncontrolled release of radioactive material that can harm people or damage the environment”11
Sanitation Standard SSOPs are written instructions detailing methods for maintaining equipment and processing environments in a sanitary
Operating Procedure (SSOP) manner.12
Spore "A dormant or resting stage of certain bacteria and other organisms, capable of surviving for long periods in hostile
environments and of reactivating under suitable conditions."
Spore-former "An organism that forms spores." Citation: Merriam-Webster Dictionary. 2020. Available from: www.merriam-webster.com/dictionary.
Zone 1 Area of a processing facility in direct contact with food, known as a food-contact surface.
Zone 2 Area of a processing facility next to food-contact surfaces.
Zone 3 Area of a processing facility farthest from food-contact surfaces, including walls and drains.
Zone 4 Area of a processing facility outside of the food-processing area, including lunchrooms and break rooms.
1.
Britannica 2018 10.
Merriam-Webster, www.merriam-webster.com/dictionary
2.
Merriam-Webster, www.merriam-webster.com/dictionary 11.
Merriam-Webster, www.merriam-webster.com/dictionary
3.
U.S. Food and Drug Administration 2017 12.
Medical Dictionary. 2020. Available from:
Food Allergy Research & Education, www.foodallergy.org/resources/avoiding-cross-contact
4.
https://medical-dictionary.thefreedictionary.com.
5.
Washington State Military Department 2018
6.
Medical Dictionary. 2020. Available from: https://medical-dictionary.thefreedictionary.com. 14.
Kaylegian 2018
7.
U.S. Food and Drug Administration 2017 15.
8.
Bright Hub Engineering 2008 https://medical-dictionary.thefreedictionary.com.
9.
13 https://medical-dictionary.thefreedictionary.com.
Lesson Plan
Scope and Sequence
Before beginning the unit, have the students complete a food-safety pre-survey and participate in a cooking activity to
establish a baseline of students’ food-safety knowledge, attitudes, and behaviors prior to receiving food-safety education.
Teach students food safety using five days of food-safety lessons, then during an additional class session, have students
give presentations on what they have learned. At the end of the five-day unit and one-day presentation, have the students
complete a food-safety post-survey and participate in a cooking activity to evaluate changes in students’ food-safety
knowledge, attitudes, and behaviors after receiving food-safety education.
Principle(s) Unit Objective(s)
Each year in the United States, an estimated 48 million people are • Collect data to establish a baseline for
Day 1 affected by foodborne illnesses. Of those affected, approximately student food-safety knowledge,
128,000 will be hospitalized and approximately 3,000 will die. attitudes, and behaviors.
Practicing safe food-handling techniques can help reduce the risk
of foodborne illnesses among consumers.
Materials List
■ Pre-survey
Activity 2: Cooking Activity
■ Cheeseburgers recipe
■ Optional: video recording devices
◆ 1 teaspoon salt
◆ ketchup
◆ mustard
◆ mayonnaise
◆ sliced tomatoes
◆ sliced pickles
◆ fresh lettuce
■ Ingredients for Zucchini Crisps recipe (per group):
◆ 2 medium zucchinis, sliced into ⅛˘-inch rounds
◆½ teaspoon salt
◆½ teaspoon pepper
◆ 1 skillet
◆ 2 spatulas
◆ 1 mixing bowl
◆ 1 baking sheet
◆ 1 knife
◆ 1 cutting board
14
Scope and Sequence

Before beginning the unit, have the students complete a food-safety pre-survey and participate in a cooking activity to
establish a baseline of students’ food-safety knowledge, attitudes, and behaviors prior to receiving food-safety education.
Teach students food safety using five days of food-safety lessons, then during an additional class session, have students
give presentations on what they have learned. At the end of the five-day unit and one-day presentation, have the students
complete a food-safety post-survey and participate in a cooking activity to evaluate changes in students’ food-safety
knowledge, attitudes, and behaviors after receiving food-safety education.
Each year in the United States, an estimated 48 million ■ Collect data to establish a baseline for
Day 1 people are affected by foodborne illnesses. Of those student food-safety knowledge, attitudes,
affected, approximately 128,000 will be hospitalized and and behaviors.
approximately 3,000 will die.
Practicing safe food-handling techniques can help reduce

the risk of foodborne illnesses among consumers.
Materials List
■ Pre-survey
■ Cheeseburgers recipe
■O ptional: video recording devices
◆ 1 teaspoon salt
◆ ketchup
◆ mustard
◆ mayonnaise
◆ sliced tomatoes
◆ sliced pickles
◆ fresh lettuce
■ Ingredients for Zucchini Crisps recipe (per group):
◆ 2 medium zucchinis, sliced into 1/8-inch rounds
◆ 1 skillet
◆ 2 spatulas
◆ 1 mixing bowl
◆ 1 baking sheet
◆ 1 knife
◆ 1 cutting board
15
Learning Activities
1. Activity 1: Pre-Survey Administration (15 minutes)
Day 1 1.1. Teacher/Discussion leader informs students they will be starting a new unit of study. Teacher/
Leader says, “I would like to know what you already know before we start the unit, so I’m going to
ask you to take a pre-survey. Remember, when you take a pre-survey, I am just looking for what
you already know.” If students ask if the pre-survey is graded, assure them it is ungraded and
encourage them to try their best.
1.2. Distribute the pre-survey. (The post-survey administered at the end of the unit will contain the
same questions.) Monitor the students as they complete it to deter them from sharing information
with one another. Collect the completed pre-surveys.
2. Activity 2: Cooking Activity (45 minutes)
2.1. Cooking station setup:
■ Label the cooking stations from 1 to 6.
■ Store the temperature-sensitive ingredients (meat, cheese, vegetables, etc.) in the refrigerator.
Non-temperature-sensitive ingredients may be stored on a common table or at the stations.
■ Place one copy of each recipe (Cheeseburgers and Zucchini Crisps) at each station.
■ Ensure that students have the necessary equipment as outlined in the materials list.
2.2. Before going to the cooking lab:
■ Assign students to (or allow students to pick) their lab groups and their lab stations (1 to 6).
There should be no more than four students per group. Teacher/Leader says, “We are going to
do a cooking activity in which you will make cheeseburgers.”
■ Lead students to the cooking lab. Students should not bring their books or other materials to the
lab unless there are places to store these items away from food-preparation areas.
2.3. In the cooking lab:
■ Once in the lab, assign groups of students to cooking stations labeled 1 to 6. Group 1 should be
assigned to station 1; group 2, to station 2; etc.
■ When all students are at their cooking stations, the teacher/leader says, “You may begin
cooking using the recipe at each of your stations. Once you are finished cooking, you may eat
what you have made, but you do not have to eat the food you prepared. You will have 30 minutes
to prepare your food. I will keep track of time and let you know how much time you have left to
cook.”
◆ Monitor students to ensure that they are using the kitchen equipment safely.
◆ Use video recordings or the included Student Cooking Observation Checklist to record
students’ food-handling behaviors.
◆Intervene only when students or property are in danger (e.g., students are handling food in
a way that could result in illness, misusing knives, or operating the stove in a way that could
result in a fire, etc.). Record all instances of improper food handling and all interventions on
the observation checklist.
◆ Have students indicate when they are finished cooking, then measure the internal
temperature of the burger patties. If the internal temperature measures below 160°F, have
students continue cooking the burgers until the internal temperature is at least 160°F.
When students are finished cooking, eating, and cleaning up the kitchen for the next class,
dismiss the students.
Note: The information in the videos or checklists can be shared with students to help them
identify which food-handling behaviors they are performing correctly and which behaviors require
improvement. If the students’ food-handling behaviors are recorded on video, the teacher/leader
can have students review the footage for their group and discuss the food-handling behaviors they
noticed. If students’ food-handling behaviors are recorded on the checklist, teachers/leaders could
have groups pair up and observe one another while cooking. For example, group 1 can watch group 2
cook and make observations during the first part of class. Group 2 can then watch group 1 cook and
record observations during the second part of class. For this method, recipes requiring less cooking
time are optimal as they ensure both groups will be able to prepare the meal during the class period.
Alternatively, two days of cooking can be allotted for each cooking session, with each group cooking
for one class period and observing during the other class period.
16

Each year in the United States, ■ Students are able to apply cleaning methods to reduce or eliminate
Day 2 an estimated 48 million people unwanted microorganisms and pathogens on hands, surfaces, and
are affected by foodborne foods.
illnesses. Of those affected, ■ Students are able to define and identify examples of Zones 1–4 in a food-
approximately 128,000 will be processing environment.
hospitalized and approximately
3,000 will die. ■ Students are able to develop a basic Sanitation Standard Operating
Procedure (SSOP) and identify cleaning agents, disinfecting/sanitizing
Practicing safe food-handling agents, and verification tests to use on the processing equipment and in
techniques can help reduce the processing environment.
the risk of foodborne illnesses
among consumers. ■ Students are able to develop a basic Good Manufacturing Practices
(GMP) document for a food-processing company.
■ Students are able to compare and contrast cleaning and verification
methods utilized in processing facilities and home kitchens.
Suggested Pre-Knowledge
Basic knowledge of microbiology
State Standards Addressed
Indiana Department of Education, Advanced Life Science: Foods
Domain—Safety, Sanitation, and Quality of Food
Core Standard 1 Students analyze and manage operational and safety procedures in food product and
processing facilities.
Standards
ALSF-1.1 Construct plans that ensure implementation of safety programs for food products, processing
facilities, and the environment.
ALSF-1.3 Describe the importance of performing quality-assurance tests on food products and applying
corrective procedures as needed.
ALSF-1.5 Develop and implement operating procedures aligned with current industry regulations.
Core Standard 2 Students apply food safety and sanitation procedures in the handling and processing of
food products to ensure food quality.
Standards
ALSF-2.1 Identify sources of contamination in food products and/or processing facilities and develop
ways to eliminate contamination.
ALSF-2.5 Characterize, identify, and research the physical, chemical, and biological properties of
microbes as they pertain to food spoilage and foodborne illness.
17
Materials List
Activity 1: Building Concepts Related to Safe Food-Handling Practices: Cleaning
Day 2 ■ Final Project Rubric
■ Video: Recommendations for Washing Hands and Produce, https://ag.purdue.edu/foodsci/Fenglab/
extension-articles/
Activity 2: Applying Cleaning Concepts
■ Video: Benzel Pretzels: Where’s Charlie?, https://www.youtube.com/watch?v=TQjZjF-Tcao
■ Video: Zones in a Food Processing Facility, https://ag.purdue.edu/foodsci/Fenglab/extension-
articles/
■ In-Class Activity—Clean: Good Manufacturing Practices (GMP) Development
■ GMP student reference (print and distribute if students can’t access electronically during class):
◆ Employee Health, Hygiene, and Hand Washing, https://dairyextension.foodscience.cornell.edu/
resources/food-safety/good-manufacturing-procedures/employee-health-hygiene-and-hand-
washing/
■ In-Class Activity—Clean: Pete’s Perfect Pretzels SSOP (Sanitation Standard Operating Procedures)
Development
■ SSOP student reference (print and distribute if students can’t access electronically during class):
◆ Sanitation Standard Operating Procedure (SSOP) Example, https://meatsci.osu.edu/node/116
■ Pathogen References for Students
■ Chemical and Testing Reference Sheet
■ Take-Home Activity—Clean: Good Kitchen Practices (GKPs) worksheet
■ Take-Home Activity—Clean: Kitchen Sanitation Standard Operating Procedures (SSOPs) worksheet
Note: Students will need a camera or other technology to take pictures for their final presentation. If
students have a camera on their cell phones, they could use their personal camera. If no classroom or
multimedia department technology is available for students who do not have a cell phone, students can
make posters using markers or computer-generated pictures to illustrate pictures of what they have
learned.
18
Learning Activities
1. Activity 1: Building Concepts Related to Safe Food-Handling Practices: Cleaning (15 minutes)
Day 2 1.1. Distribute the Final Project Rubric to students, and introduce the final project that students will
present in their groups. Tell students they will take photos to represent ideas they learn from each
unit of study, then students will present these pictures to the class. During or after each unit of
study, students should take a photo to include in their final project.
1.2. To open the discussion of cleaning concepts, teacher/leader asks students, “What do you think is
the most common cause of foodborne illness in the United States?” Answer:
■ Virus and bacteria
1.3. Ask students to share thoughts on ways to prevent foodborne illnesses at home.
Potential answers:
■ Washing hands
■ Drying hands on single-use towels
■ Wearing clean clothing
■ Thoroughly cooking meat
■ Washing produce with clean water
1.4. After students answer, ask them, “What about in a manufacturing facility? Are the ways to prevent
foodborne illnesses the same as or different than in home kitchens?” Answers may include:
■ Washing hands (same)
■ Drying hands on single-use towels (same, but paper towels are more likely used in
manufacturing facilities than cloth towels)
■ Wearing clean clothing (same, but some employees are required to change their clothing or
wear special clothing when handling allergens)
■ Thoroughly cooking meat (same)
■ Washing produce with clean water (same, but some manufacturing facilities use approved
chemicals such as peracetic acid to prevent pathogenic growth)
1.5. Ask students, “Where are microorganisms and pathogens located in your homes or at a
manufacturing facility?” Potential answers:
■ On food handlers’ hands and gloves
■ On reusable towels
■ On equipment surfaces
■ In ingredients
■ In environment
1.6. Ask students to identify how to eliminate or reduce pathogens on hands and gloves.
Potential answers:
■ Wash hands for 20 seconds using soap and warm water.
■ Follow other recommended hand-washing techniques (e.g., wash the backs of hands, under
fingernails, between fingers, fingertips, thumbs, etc.)
■ Change gloves when they are contaminated or lose elasticity.
■ Wash hands between glove changes.
1.7. Ask students to identify ways to dry hands. Potential answers:
■ Disposable paper towels—This is the best method because there is limited opportunity for
microorganisms to grow (as with multiuse towels) or circulate (as with electric hand dryers).
■ Multiuse towels
■ Air hand dryers
After students provide responses, ask them to identify the best way to dry hands and to justify their
answers.
19
Learning Activities (continued)

1.8. Show students Recommendations for Washing Hands and Produce (https://ag.purdue.edu/
Day 2 foodsci/Fenglab/extension-articles/).
1.9. Ask students to identify ingredients that could contain pathogens and what pathogens they think
could be associated. Potential answers:
■ Meat—Campylobacter jejuni, E. coli O157:H7, Listeria monocytogenes, Salmonella spp.,
Staphylococcus aureus, and Yersinia enterocolitica
■ Poultry—Campylobacter jejuni, Clostridium botulinum (canned chicken), Clostridium perfringens,
Listeria monocytogenes, Staphylococcus aureus, and Yersinia enterocolitica
■ Seafood—Campylobacter jejuni, Listeria monocytogenes, and Yersinia enterocolitica
■ Eggs—Salmonella spp. and Staphylococcus aureus
■ Milk—E. coli O157:H7, Staphylococcus aureus, and Yersinia enterocolitica
■ Flour—Salmonella spp.
■ Produce—Campylobacter jejuni, Clostridium botulinum (canned produce), Clostridium
perfringens, E. coli O157:H7 (unpasteurized juice), Listeria monocytogenes, and Salmonella spp.
■ Spices—Clostridium perfringens and Salmonella spp.
■ Water—Shigella spp.
2. Activity 2: Applying Cleaning Concepts (45 minutes)
2.1. Have students get into groups of four. Teacher/Leader says, “Now that you know some basics
about cleaning, we have an activity to apply these concepts. You are going to assume the role of
a Quality Assurance Team member in a pretzel production facility. You will be helping to establish
some cleaning procedures for the facility. Before we start the activity, we are going to watch a
video of a pretzel production facility so you will have a better understanding of what the facility
and equipment look like.”
2.2. Show students Benzel Pretzels: Where’s Charlie? (https://www.youtube.com/watch?v=TQjZjF-
Tcao). Ask them to record parts of the process that could be affected by pathogens and why they
think there is a risk at that point in the processing.
2.3. After watching the video, ask students to identify equipment surfaces where pathogens might be
prevalent. Answers:
■ Equipment used for handling raw ingredients (e.g., belts/compartments carrying raw or
uncooked ingredients/products, ingredient storage tank interior, mixers, pumps, etc.)
■ Areas adjacent to processing (e.g., surfaces next to conveyor belts; control panels; handles to
storage tanks and ingredient buckets; tools such as thermometers, scoops, and scrapers; etc.)
2.4. Ask students to identify some areas in a food-processing plant that could be contaminated with
pathogens. Answers:
■ Floors
■ Drains
■ Common areas, such as cafeterias
■ Areas with water leaks, such as from ceilings or around pipes
2.5. Show students the Zones in a Food Processing Facility video
(https://ag.purdue.edu/foodsci/Fenglab/extension-articles/).
20

2.6. Tell students that they are going to become members of the Quality Assurance Team for a pretzel
Day 2 company called Pete’s Perfect Pretzels. Their first job as a member of this team is to develop
good manufacturing practices, or GMPs, for the pretzel production facility. Distribute the In-Class
Activity—Clean: Good Manufacturing Practices (GMP) Development handout. Also, have
students access the following link or distribute this resource as a printout:
■ GMP student reference: Employee Health, Hygiene, and Hand Washing,
https://dairyextension.foodscience.cornell.edu/resources/food-safety/good-manufacturing-
procedures/employee-health-hygiene-and-hand-washing/.
Read aloud the worksheet instructions, and give the students 5–10 minutes to complete the
worksheet. When the time is up, ask each group to contribute ideas to the class GMP policy for
Pete’s Perfect Pretzels.
2.7. Tell students that their second job as members of the Quality Assurance Team is to develop
sanitation standard operating procedures, or SSOPs, for the pretzel production facility. Distribute
the following handouts to students:
■ I n-Class Activity—Clean: Pete’s Perfect Pretzels SSOP (Sanitation Standard Operating
Procedures) Development;
■P
athogen Reference Sheets for Students, which list microorganisms and pathogens
commonly associated with food processing; and
■C
hemical and Testing Reference Sheet
Also, have the students access the following link or distribute this resource as a printout:
■ SSOP student reference: Sanitation Standard Operating Procedure (SSOP) Example,
https://meatsci.osu.edu/node/116
With students still in their groups, read aloud the worksheet instructions, and give students 15–20
minutes to complete the worksheet. Have students identify where the ingredient statement can
be found on a bag of pretzels and then list pretzel ingredients that could contain pathogenic
microorganisms. When the time is up, ask each group to contribute ideas to the class SSOP for
Pete’s Perfect Pretzels.
Note: Times for completing these two worksheets will vary, depending on student experience. If
students are less familiar with the material, the GMP and SSOP worksheets can be divided into
sections, with each group working on a different section. The sections can then be combined into
one GMP or SSOP.
3. Activity 3: Take-Home Activity to Assess Student Comprehension
■ Tell students they are going to continue their exploration of clean food-handling practices at home.
Distribute the Take-Home Activity—Clean: Good Kitchen Practices (GKPs) and Take-Home
Activity—Clean: Kitchen Sanitation Standard Operating Procedures (SSOPs) worksheets,
and ask students to complete the information based on what they learned in class today. Explain
that students will be asked to answer two questions comparing and contrasting food-processing
facilities and home kitchens. Also, explain that they need to develop a Good Kitchen Practices policy
and Kitchen Sanitation Standard Operating Procedures (SSOP). Instruct students to turn in the
assignments at the next class period, and remind students to take a photo to represent something
they learned during this unit and to work on their final project.
21

Each year in the United States, an ■ Students are able to identify environmental factors required by
Day 3 estimated 48 million people are microorganisms to survive and multiply, and to explain how these
affected by foodborne illnesses. factors can be controlled to reduce or prevent the survival and
Of those affected, approximately growth of microorganisms.
128,000 will be hospitalized and ■ Students are able to identify the temperature at which chicken,
approximately 3,000 will die. beef, pork, and leftovers should be cooked in order to kill
Practicing safe food-handling pathogens as well as the temperature at which refrigerators and
techniques can help reduce the freezers should be kept.
risk of foodborne illnesses among ■ Students are able to explain heat transfer through a product and
consumers. can explain how surface-area-to-volume ratios and heat-transfer
rates relate to cooking and cooling foods.
■ Students are able to identify where foods should be stored.
■ Students are able to identify and justify alternative methods for
ensuring food is safe for consumers when taking internal food
temperatures is impractical or unfeasible.
■ Students are able to differentiate between safe and unsafe
food-handling and storage practices and to propose solutions to
correct unsafe practices.
Basic knowledge of microbiology and chemistry
Basic knowledge of mathematics to calculate surface area, volume, and ratios
Standards
ALSF-1.4 Demonstrate procedures for safe handling of food products.
Standard
22
Materials List
Activity 1: Introduction of Concepts Related to Safe Food-Handling Practices: Chilling, Cooking, and
Day 3 Food Preparation
■ For Cabbage Juice Activity (per 3–4 students):
◆ 0.5 ounce (15 ml) distilled white vinegar
◆ 1 teaspoon (3.5 g) baking soda
◆ 2 stirring rods
◆ 3 pH test strips
■ Video: Bacterial Growth, https://ag.purdue.edu/foodsci/Fenglab/extension-articles/
Activity 2: Building Concepts—Heat Transfer
■ Dough for Heat Transfer Activity (Make color-changing dough in advance; one batch yields enough
dough for approximately three groups of four students each.)
◆ 4 cups flour
◆ 1½ cups salt
◆ 2 tablespoons oil
◆ 1 cup water
◆ 5–10 grams color-changing powder (add until the desired color is reached)
■ 1 hot plate (per 3–4 students)
■ aluminum foil
■ spatula (one per 3–4 students)
■ Optional: plastic knives for dividing dough
■ Video: Temperature Control, https://ag.purdue.edu/foodsci/Fenglab/extension-articles/
Activity 3: Ingredient Storage and Product Testing
■ In-Class Activity—Chill: Dessert Pretzels
■ In-Class Activity—Cook: Is It Safe to Eat?
■ Take-Home Activity—Chill, Cook, and Food Preparation: How Does Your Home Kitchen Compare to a
Processing Facility?
learned.
23
Learning Activities
1. Activity 1: Introduction of Concepts Related to Safe Food-Handling Practices: Chilling, Cooking,
Day 3 and Food Preparation (15 minutes)
1.1. Teacher/Leader introduces the unit with the cabbage juice activity. Setup for Cabbage Juice
Activity:
■ At each station, set out (or have available) the following items:
◆ 0.5 ounce (15 ml) distilled white vinegar
◆ 1 teaspoon (3.5 g) baking soda
◆ 2 stirring rods
◆ 3 pH test strips
1.2. Instruct students to assemble in their groups of four. Have students add 0.5 ounce of vinegar to
one of the 5-ounce containers of red cabbage juice and 1 teaspoon of baking soda to another
one of the 5-ounce containers of red cabbage juice. Students may need to stir the baking soda
mixture.
1.3. Ask students to note their observations and why they thought the color change occurred.
Answer: Caused by pH changes. When students mention pH, respond that the color change did
happen due to changes in pH. Ask students what each color represents. Answer: Vinegar added
to the cabbage turned pink and is acidic, and baking soda added to cabbage turned green and is
basic. When students respond that the solutions represent acidic and basic solutions, distribute
the pH strips. Ask students to verify their answers by measuring the pH using the pH strips.
Cabbage juice is the pH indicator in this experiment and should have a pH of around 7.
1.4. Ask students what role pH plays in food safety. Answer: It prevents bacteria growth. Ask students
which solution(s) would prevent bacterial growth. Answer: Acids (specifically, pH 4.6 and below
for high-acid foods). Ask them what other methods can be used to decrease, slow, or prevent
bacterial growth. Answers may include:
■ Cooking
■ Refrigerating
■ Freezing
■ Water activity
Allow students to guess and justify their responses. Tell students that temperature/time (cooling
and cooking), moisture, and nutrients also affect bacterial growth rates.
1.5. Ask students how they know if their food is being cooled to the correct temperature in the
refrigerator or freezer. Answers may include:
■ Thermometer indicates temperature inside the refrigerator or freezer (correct).
■ Contents in the refrigerator are cold (incorrect).
■ Air in the refrigerator feels cold (incorrect).
1.6. Ask students how they know if their food is safe to eat. For example, how do they know if their
chicken, hamburger, and leftovers are safe to eat? Answers may include:
■ By cooking the food at the correct temperature for the recommended time (incorrect)
■ By cooking until juices run clear (incorrect)
■ By checking the color (incorrect)
■ By checking the texture (incorrect)
■ By using a cooking thermometer (correct)
1.7. Show students the Bacterial Growth video (https://ag.purdue.edu/foodsci/Fenglab/extension-
articles/).
1.8. Ask students about methods for checking pH, moisture, and nutrients. Teacher/Leader says,
“Why are these methods not used frequently?” Answers may include:
■ These things are difficult to measure at home.
■ People do not have correct equipment at home.
24
Learning Activities
2. Activity 2: Building Concepts—Heat Transfer (15 minutes)
Day 3 2.1. Teacher/Leader distributes the color-changing dough. Note: The dough should be kept chilled
until right before use. Instruct students to minimize dough handling because the heat from
their hands can cause the color to change. Equipment (e.g., plastic knives) can be used to help
separate the dough and minimize handling. The dough will need to be chilled to below 54°F
before use in subsequent labs.
2.2. Have students divide the dough into four pieces. One piece should be the reference piece. The
second piece should be approximately half the size of the reference piece along all dimensions.
The third piece should have the same mass as the reference piece but should be pressed flat.
The fourth piece should be of the same size and shape as the reference piece. Tell the students
the dough changes color when its temperature reaches 54°F. Have the students place the dough
on a sheet of foil on the hot plate. Heat the dough pieces on the hot plate. Dough pieces 1, 2, and
3 should be heated without flipping, and dough piece 4 should be flipped when the dough has
changed color approximately half-way up the side of the dough. Have students note how the heat
travels through the dough, indicated by the dough changing color. Temperature change should
gradually occur vertically through the dough. For each method, have students calculate the
surface-area-to-volume ratios they used and record the time it took for heat to transfer through
the dough (students will explain how they determined when heat transfer was complete). Have
students briefly share their results with the class. Remind students the color change represents
heat transfer, not the color change of the food being cooked. The color of the food being cooked
does not indicate if the food is cooked thoroughly.
Alternative Activity: Students can design the experiment themselves. Instead of telling the students
what sizes and shapes they should make the dough, have the students design an experiment to
demonstrate how cooking times differ for different dough geometries. Have students perform
the calculations for surface-area-to-volume ratios and record the time it took for heat to transfer
through the dough. As a class, discuss the different experiments students tried and their results.
2.3. Teacher/Leader asks students what implications the different surface-area-to-volume ratios and
heating methods have for cooking food. Answers may include:
■ Thin food (higher surface-area-to-volume ratios) heats faster.
■ Smaller pieces cook faster when the shape is the same.
■ Flipping the food to cook both sides increases the cooking rate.
2.4. Show students the Temperature Control video (https://ag.purdue.edu/foodsci/Fenglab/extension-
articles/). Teacher/Leader asks students how their observations of heating food relate to cooling food.
Answers may include:
■ Thin layers of food cool faster than thick layers of food.
■ E xposing food to cooler temperatures above/below/on the sides of containers will increase the
rate of cooling.
3. Activity 3: Ingredient Storage and Product Testing (30 minutes)
3.1. Teacher/Leader will have the students work in their groups on the In-Class Activity—Chill:
Dessert Pretzels and In-Class Activity—Cook: Is It Safe to Eat? worksheets. Tell students
they will have the remaining class time to complete the activity, and the class will discuss the
answers to this activity at the start of the next class. Have groups complete the worksheets based
on the table below. For the Ingredient Identification activity, each group will work on their own
worksheet, but two groups will be working on the same question.
Activity Groups 1 and 2 Groups 3 and 4 Groups 5 and 6

Pete’s Dark Chocolate Peanut Butter Milk chocolate caramel-dipped
Ingredient Identification Dessert trail mix
Pretzel Bites pretzel rods
Warehouse Inspection
All questions
Quality Measurements
Teacher/Leader explains to students they will continue their exploration of food-handling practices
related to following chilling and cooking practices at home. Distribute the Take-Home Activity—Chill,
Cook, and Food Preparation: How Does Your Home Kitchen Compare to a Processing Facility?
worksheet and instruct students to answer the questions on it based on what they learned in class
today. Instruct students to turn in the homework at the next class period. Remind students to take a
photo to represent something they learned during this unit and to work on their final project.
25
Resources
■ Red Cabbage Chemistry, Steve Spangler Science, https://www.stevespanglerscience.com/lab/
Day 3 experiments/red-cabbage-chemistry/
■ Fight BAC!® by Chilling Out, U.S. Department of Agriculture, http://www.fsis.usda.gov/wps/portal/fsis/

topics/food-safety-education/get-answers/food-safety-fact-sheets/safe-food-handling/fighting-bac-by-
chilling-out/CT_Index
■ Go 40 or Below, Fight BAC!®, Partnership for Food Safety Education, http://www.fightbac.org/food-
safety-education/40-or-below/
■ Color of Cooked Ground Beef as It Relates to Doneness, USDA Food Safety Inspection Service, https://
www.fsis.usda.gov/wps/portal/fsis/topics/food-safety-education/get-answers/food-safety-fact-sheets/
meat-preparation/color-of-cooked-ground-beef-as-it-relates-to-doneness/ct_index
■ Your Gateway to Food Safety Information, U.S. Department of Health and Human Services, www.
foodsafety.gov
■ Food Safety, Teens Health, Nemours Foundation, http://kidshealth.org/teen/food_fitness/nutrition/

food_safety.html
■ Food Safety for Your Family, Kids Health, Nemours Foundation, http://kidshealth.org/parent/firstaid_
safe/home/food_safety.html
■ National Cattlemen’s Beef Association, www.beef.org
■ Free Resources, Fight BAC!®, Partnership for Food Safety Education, www.fightbac.org
■ ThermyTM Campaign, USDA Food Safety and Inspection Service, https://www.fsis.usda.gov/wps/portal/

fsis/topics/food-safety-education/teach-others/fsis-educational-campaigns/thermy
26

Each year in the United States, an estimated ■ Students define and distinguish between cross-
Day 4 48 million people are affected by foodborne contamination and cross-contact.
illnesses. Of those affected, approximately
■ Students explain ways to prevent cross-contamination
128,000 will be hospitalized and approximately
and/or cross-contact.
3,000 will die.
■ Students are able to evaluate the food-handling
Practicing safe food-handling techniques can practices of others and identify cross-contamination
help reduce the risk of foodborne illnesses and/or cross-contact events and other unsafe food-
among consumers. handling practices.
■ Students are able to collect and synthesize data and
reach conclusions based on collected data.
Basic knowledge of microbiology and microbial pathogens
Standard
ALSF-1.4 Demonstrate procedures for safe handling of food products.
Standards
Domain—History and Current Developments of the Food Industry

Core Standard 9 Students examine the scope of the food industry by evaluating local and global policies,
trends, and customs for food production.
Standard
ALSF-9.7 Demonstrate an ability to critically evaluate the validity of information that commonly appears
in newspapers, magazines, radio, and television (e.g., food recalls).
27
Materials List
Activity 1: Building of Concepts Related to Safe Food-Handling Practices: Wrap-Up of In-Class Activity-
Day 4 Chill: Dessert Pretzels and In-Class Activity—Cook: Is It Safe to Eat?
■ None
Activity 2: Building of Concepts Related to Safe Food-Handling Practices: Cross-Contamination
■ Video: Don’t Wash Your Chicken! Germ-Vision Animation, https://www.youtube.com/
watch?v=JZXDotD4p9c
Activity 3: Cross-Contamination Investigation
■ In-Class Activity—Cross-Contamination: Pete’s Perfect Pretzels P.I.’s (Pretzel Investigators)
■ Teacher’s Notes for In-Class Activity—Cross-Contamination: Pete’s Perfect Pretzels P.I.’s (Pretzel
Investigators) (1 copy per group, cut apart into slips by departments and placed into envelopes
marked by group number)
■ envelopes to hold paper slips (1 per group)
■ Take-Home Activity—Cross-Contamination: Spot and Stop the Pathogen Spread!
Note: Students will need a camera or other technology to take pictures for their final presentation. If students
have a camera on their cell phones, they could use their personal camera. If no classroom or multimedia
department technology is available for students who do not have a cell phone, students can make posters
using markers or computer-generated pictures to illustrate pictures of what they have learned.
Learning Activities
1. Activity 1: Building of Concepts Related to Safe Food-Handling Practices: Wrap-Up of In-Class
Activity—Chill: Dessert Pretzels and In-Class Activity—Cook: Is It Safe to Eat? (15 minutes)
1.1. Teacher/Leader asks students to take out their In-Class Activity—Chill: Dessert Pretzels and
In-Class Activity—Cook: Is It Safe to Eat? worksheet from the previous class period. Have
Groups 1 and 2 share their ideas for ingredient storage conditions, concerns, and justification of
their choices. Then have Groups 3 and 4 share their ideas, followed by Groups 5 and 6. Work to
generate consensus among students.
1.2. After sufficient discussion or students reach an agreement, have each group share feedback for
Decadent Dipped Desserts and suggestions related to the warehouse observations. Work to
generate consensus among students.
1.3. Ask students to share their quality-control answers. Work to generate consensus among students.
2. Activity 2: Building of Concepts Related to Safe Food-Handling Practices: Cross-Contamination (10
minutes)
2.1. Teacher/Leader tells students they will now learn about cross-contamination. Ask students to
define cross-contamination based on their current understanding of the term.
2.2. Ask if cross-contamination is the same as cross-contact. Answer: Cross-contact involves
unintentionally spreading allergens from one surface to another, whereas cross-contamination
involves spreading bacteria from one surface to another.
2.3. Ask students to identify items in their kitchen that could cause cross-contamination or cross-
contact. Possible answers may include:
■ Cutting boards
■ Knives
■ Dish towels
■ Dishcloths
■ Counter
2.4. Ask students how they prevent cross-contamination. Possible answers may include:
■ Washing the surface with soap and water
■ Using a disinfectant
2.5. Ask students if they wash salt and pepper shakers, refrigerator handles, oven-door handles, sink
faucets, or raw meat. Facilitate a discussion and promote correct cleaning and food-handling
practices.
2.6. Show students the Don’t Wash Your Chicken! Germ-Vision Animation video (https://www.
youtube.com/watch?v=JZXDotD4p9c).
28

3. Activity 3: Cross-Contamination Investigation (35 minutes)
Day 4 3.1. Teacher/Leader distributes In-Class Activity—Cross-Contamination: Pete’s Perfect Pretzels
P.I.’s (Pretzel Investigators) and says, “Now you will conduct an investigation to determine
the source of a cross-contamination event. You will investigate a series of customer complaints
received by Pete’s Perfect Pretzels. To conduct the investigation, you will need to learn information
from different Pete’s Perfect Pretzel employees. I have information from employees in the
following departments: Sanitation, Quality Assurance, Processing, Packaging, Warehouse, and
Record Retention. One person from each group may come to my desk and ask me for information
from one of the departments. I will provide you with a slip of paper containing information from
the department you requested. Please share this information with your group members and
record the information you receive on your worksheet. After you finish recording and discussing
the information you gathered, send one person from your group to ask for information from
another department. Continue this process until you have gathered information from all the
departments or until you have identified the contamination source. Remember, it might not be
necessary to get information from all of the departments in order to determine the contamination
source.”
(Note: Use the prepared envelopes to distribute information to groups as requested and track the
information still available for each group.)
3.2. Allow students to work for the remaining class time on identifying the source of contamination.
Toward the end of the class period, inform the students that the FDA has issued a recall for black
pepper. If students are not familiar with this acronym, explain that “FDA” stands for the U.S. Food
and Drug Administration. The FDA is responsible for regulating the production of certain food
items. The FDA publishes guidance documents to disseminate information to producers and
manufacturers related to safe food processing, transporting, and storage. When food is suspected
to be unsafe, the FDA issues recalls to notify the public of the potential hazard and conducts an
investigation to determine the source of the problem.
3.3. Tell students you will discuss their investigation results at the start of the next class period. If
students have trouble determining the source, remind students about the different sources of
contamination, including an object in the facility, a person, or an ingredient.
4.1. Teacher/Leader explains to students that they are going to continue their exploration of food-
handling practices related to cross-contamination at home. Distribute the Take-Home Activity—
Cross-Contamination: Spot and Stop the Pathogen Spread! worksheet and ask students to
answer the questions based on what they learned in class today. Instruct students to turn in this
worksheet at the next class period. Remind students to take a photo to represent something they
learned during this unit and to work on their final project.
29

Each year in the United States, an estimated 48 million ■ Students are able to identify and describe
Day 5 people are affected by foodborne illnesses. Of those methods for treating food to reduce or
affected, approximately 128,000 will be hospitalized and eliminate unwanted microorganisms.
approximately 3,000 will die. ■ Students can choose foods that may decrease
Practicing safe food-handling techniques can their chances of contracting a foodborne
help reduce the risk of foodborne illnesses among illness.
consumers. ■ Students are able to develop a hypothesis and
design an experiment to test their hypothesis.
■ Students analyze data from different sources to
reach a conclusion and are able to justify their
conclusion.
■ Students learn to judge the credibility and
identify potential biases of different information
sources.
Basic knowledge of microbiology and plating techniques
Standard
Standards
30
Materials List
Activity 1: Discussion of Concepts Related to Safe Food-Handling Practices: Wrap-Up of Cross-
Day 5 Contamination
■ None
Activity 2: Discussion of Concepts Related to Safe Food-Handling Practices: Choose Safe Foods
■ Three to seven food products processed with UHT, such as:
◆ fruit jam
◆ guacamole
◆ pasteurized juice
◆ salad dressing
◆ soup
◆ yogurt
■V
ideo: What Is UHT Milk?, https://www.youtube.com/watch?v=wFkVefQJpfg
■V
ideo: Julie Riggs (raw milk), https://www.youtube.com/watch?v=tpV9CHSVuJM&feature=youtu.be
■V
ideo: Food Safety in the Produce Aisle, https://www.youtube.com/watch?v=Zy_QuxLkr7c
■V
ideo: Using Nuclear Science in Food Irradiation, https://www.youtube.com/watch?v=pe6AKh_tLys
(start at 0:55 seconds)
■ In-Class Activity—Choose: Experiment Design
■ For Experiment Design Activity (per group unless noted otherwise):
◆ nutrient agar (to use in petri dishes):
■ How to Make Nutrient Agar, https://www.youtube.com/watch?v=YX_b02KYN9g
■ Sterilizing without an Autoclave, https://www.youtube.com/watch?v=OUjsqyZJTag
■ Source for purchasing premade plates: https://www.flinnsci.com/search-results/?type=All&
query=nutrient+agar+plates
◆ pasteurized apple juice (2–3 fl. oz. for the class)
◆ unpasteurized apple juice (2–3 fl. oz. for the class)
◆ 2 beakers
◆ 5 sterile swabs
◆ 2 stirring rods
◆ parafilm
◆ nitrile gloves
◆ 5 sterile petri dishes containing nutrient agar
Activity 3: Using Collected and Experimental Data to Decide If Spices Should Be Used in Pretzel
Production
■ In-Class Activity—Choose: Are Spices Safe?
■ For the Are Spices Safe? Activity (per group):
◆ 5 salt pretzels
◆ 5 salt-and-pepper pretzels
◆ one 1/3-fl. oz. (10 mL) food-/ pharmaceutical-grade black pepper oleoresin (or substitute black
pepper essential oil) (enough for class)
◆ 2–6 droppers to dispense the oleoresin (enough for class)
◆ Optional: 1 scale to weigh oleoresin for more accurate calculations (enough for class)
■ Take-Home Activity—Choose: Scavenger Hunt
learned.
31
Learning Activities
1. Activity 1: Discussion of Concepts Related to Safe Food-Handling Practices: Wrap-Up of Cross-
Day 5 Contamination (5 minutes)
1.1. Teacher/Leader asks students to take out their In-Class Activity—Cross-Contamination: Pete’s
Perfect Pretzels P.I.’s (Pretzel Investigators) worksheets and has each group to share with the
class the source of contamination they identified and their justification. If groups reached different
conclusions, try to reach a consensus.
2. Activity 2: Discussion of Concepts Related to Safe Food-Handling Practices: Choose Safe Foods
(30 minutes)
2.1. Show students three to seven food products processed by ultra-high temperature (UHT), such as
fruit jam, guacamole, pasteurized juice, salad dressing, soup, and yogurt. Ask students what these
items have in common. If students do not guess that the similarity is in processing methods, tell
the students these foods are commonly processed using ultra-high temperature (UHT).
2.2. Show students the What Is UHT Milk? video (https://www.youtube.com/watch?v=wFkVefQJpfg),
which describes ultra-high temperature processing for milk.
2.3. Ask students what other ways they think food can be handled or treated to reduce or limit
bacterial growth. Potential answers:
■ Canning food
■ Dehydrating food
■ Choosing foods without blemishes or defects
2.4. After students contribute answers, ask them why they think those methods make foods safer for
consumption. Potential answers:
■ Reduced water activity
■ Heat treatment to kill bacteria
■ pH below 4.6
■ Modified oxygen content inside the product package
2.5. Show students videos covering various foods and making choices that decrease their risk of
foodborne illness:
■ Julie Riggs (raw milk) (https://www.youtube.com/watch?v=tpV9CHSVuJM&feature=youtu.be)
■ Food Safety in the Produce Aisle (https://www.youtube.com/watch?v=Zy_QuxLkr7c)
■ Using Nuclear Science in Food Irradiation (https://www.youtube.com/watch?v=pe6AKh_tLys;
start at 0:55 seconds)
2.6. Tell students it is their turn to prove or disprove that pasteurized juice is safer than unpasteurized
juice. Have students assemble in their lab groups. Distribute In-Class Activity—Choose:
Experiment Design. Provide each group with the following items:
■ pasteurized apple juice (2–3 fl. oz. for the class)
■ unpasteurized apple juice (2–3 fl. oz. for the class)
■ 2 beakers (Note: Students will need approximately 0.5 ounce of juice per group. They can
pour the juice they need from larger containers into beakers and carry the beakers back
to their lab stations.)
■ 5 sterile swabs
■ 2 stirring rods
■ parafilm
■ nitrile gloves
■ 5 sterile petri dishes containing nutrient agar
Have students develop a hypothesis about which juice(s) is safe to consume and design an
experiment to test their hypothesis. Allow students 15 minutes to answer lab questions, develop
a hypothesis, design the experiment, and complete the experiment. Have students incubate
their petri dishes for a maximum of one to two days, depending on their experimental procedure.
Students will make observations about what they see on their petri dishes when they remove
them from the incubator.
32

2.7. While still in their groups, ask students if food manufacturing facilities also need to make safe food
Day 5 choices. Ask students how they think manufacturers make safe food choices. Allow students to
propose answers for a few minutes. Answers may include:
■ Using ingredients that are properly treated to mitigate associated with pathogens
■ Choosing reputable suppliers
■ Testing incoming ingredients for pathogens or to ensure the product meets the standard of
identity
3. Activity 3: Using Collected and Experimental Data to Decide If Spices Should Be Used in Pretzel
Production (25 minutes)
3.1. Relate the discussion back to the cross-contamination investigation activity. Remind students that
the pretzel seasoning was the source of pathogens. Ask students to work in their lab groups to
determine what a safe seasoning choice would be for Pete’s Perfect Pretzels by completing the
In-Class Activity—Choose: Are Spices Safe? worksheet.
3.2. Distribute the following materials to each group of students unless noted otherwise:
■ 5 salt-and-pepper pretzels (e.g., Snack Factory® Pretzel Crisps Sea Salt and Cracked Pepper)
(Note: These will represent the product produced by Pete’s Perfect Pretzels and will serve as
the control for the experiment.)
■ 5 salt pretzels (e.g., Snack Factory® Pretzel Crisps Original)
■ one 1/3-fl. oz. (10 mL) bottle of oleoresin or essential oil (enough for the class)
(Note: Instruct the students NOT TO EAT the oleoresin or essential oil.)
3.3. Allow students to experiment with the pretzels and oleoresin or essential oil to determine their
formulation and to answer questions on the corresponding worksheet. Ask students to be
prepared to discuss their answers at the beginning of the next class period.
4.1. Teacher/Leader explains to students that they will continue their exploration of food-handling
practices related to Choose Safe Foods at home. Distribute the Take-Home Activity—Choose:
Scavenger Hunt worksheet and ask students to answer the questions based on what they
learned in class today. Instruct students to turn in this worksheet at the next class period. Remind
students to take a photo to represent something they learned during this unit and to work on their
final project.
33

Each year in the United States, an ■ Students define HACCP and can identify the seven principles
Day 6 estimated 48 million people are affected of HACCP.
by foodborne illnesses. Of those ■ Students can recall four hazard categories to be considered
affected, approximately 128,000 will be when conducting a hazard analysis, provide examples
hospitalized and approximately 3,000 of hazards in each hazard category, and list equipment/
will die. procedures used to mitigate identified hazards.
Practicing safe food-handling ■ Students are able to develop a basic process flow diagram to
techniques can help reduce the risk of describe a process from initiation to completion.
foodborne illnesses among consumers.
■ Students are able to conduct a basic hazard analysis.
Basic knowledge of microbiology and chemistry
Standard
ALSF-1.1 Construct plans that ensure implementation of safety programs for food products, processing
facilities, and the environment.
Materials List
Activity 1: Discussion of Concepts Related to Safe Food-Handling Practices: Wrap-Up of Choose Safe
Foods (10 minutes)
■ None
Activity 2: Discussion of Concepts Related to Safe Food-Handling Practices: Begin HACCP
■ Handout: In-Class Activity—Hazard Analysis Critical Control Point (HACCP) Video Notes
■ Video: Hazard Analysis & Critical Control Points (HACCP)–Fulton County [Georgia], https://www.
youtube.com/watch?v=X2kw40KyVnY
■ Video: HACCP Food Safety Hazards, https://www.youtube.com/watch?v=lEZbSaikBTw
■ HACCP student reference (print and distribute if students can’t access electronically during class):
◆ Fully Cooked, Not Shelf Stable Meat and Poultry—HACCP Plan, https://www.aamp.com/fc-not-
ss-haccp-plan/ (After following the link, click on “Hazard Analysis.”)
Note: If this document cannot be shared electronically during class, print at least the first eight pages to
help students understand the different types of information they should include. Be sure to print at least
one page that contains a potential safety hazard that is significantly likely to occur (column 3 = Yes). The
first example of this is on page 8 for the “Cook” process step.
Activity 3: HACCP In-Class Activity
■ Handout: In-Class Activity—Pete’s Perfect Pretzels Hazard Analysis Critical Control Point (HACCP)
■ Handout: Take-Home Activity—Hazard Analysis Critical Control Point (HAACP): Make It Safe!
■ Links to share with students:
◆F ood Safety for Fruit and Vegetable Farms, Purdue Extension/University of Illinois Extension,
https://www.extension.purdue.edu/extmedia/GP/GP-1-W.pdf
◆ Integrated Pest Management, G.A.P (Good Agricultural Practices) in Action, GLOBALG.A.P.,
https://www.youtube.com/watch?v=7qQCLMFjRew
◆ Good Agricultural Practices on the Farm and in Your Home Garden, College of Tropical
Agriculture and Human Resources, University of Hawai’i–Mānoa, https://www.youtube.com/
watch?v=wO5miD90wMQ
make posters using markers or computer-generated pictures to illustrate pictures of what they have learned.
34
Learning Activities
1. Activity 1: Discussion of Concepts Related to Safe Food-Handling Practices: Wrap-Up of Choose
Day 6 Safe Foods (10 minutes)
1.1. Teacher/Leader leads students in a discussion of answers to the In-Class Activity—Choose: Are
Spices Safe? worksheet from the previous class period. Have students share whether they would
use spices or oleoresins, and ask them to provide justification for their choice(s).
2. Activity 2: Discussion of Concepts Related to Safe Food-Handling Practices: Begin HACCP (20
minutes)
2.1. Teacher/Leader tells students they will apply all the concepts they have learned to create a
Hazard Analysis Critical Control Point (HACCP) plan. Tell students they will watch two videos to
learn about the seven principles of HACCP and about different hazards related to foods. Distribute
the In-Class Activity—Hazard Analysis Critical Control Point (HACCP) Video Notes, and
instruct students to use it to take notes on the details of the HACCP principles and hazards. These
notes can be used later during their own HACCP analysis. Show students the following videos:
■H
azard Analysis & Critical Control Points (HACCP)—Fulton County [Georgia]
(https://www.youtube.com/watch?v=X2kw40KyVnY)
■H
ACCP Food Safety Hazards (https://www.youtube.com/watch?v=lEZbSaikBTw)
2.2. After the videos, have students brainstorm methods to prevent the hazards listed in each category
(i.e., biological, chemical, physical, and radiological). Answers may include:
■ Using metal detectors
■ Using X-ray machines
■ Checking for chemical residue(s)
■ Having policies that prohibit employees from bringing medication into production areas
■ Choosing ingredient sources to minimize exposure to radiological hazards
2.3. Have students refer to the HACCP Student Reference titled Fully Cooked, Not Shelf Stable
Meat and Poultry—HACCP Plan (https://www.aamp.com/fc-not-ss-haccp-plan/). Review this
HACCP plan with the students, and highlight the types of information included in the plan with an
emphasis on documentation of potential food safety hazards.
3. Activity 3: HACCP In-Class Activity (30 minutes)
3.1. Distribute the In-Class Activity—Pete’s Perfect Pretzels Hazard Analysis Critical Control
Point (HACCP) worksheet. Review the simplified process flow diagram of Pete’s Perfect
Pretzels with students. Begin walking students through the HACCP examples on the In-Class
Activity—Hazard Analysis Critical Control Point (HACCP) Video Notes. After talking through
the examples, ask students to work as a class to begin filling in Table 1, Hazard Analysis, on the
in-class worksheet for Pete’s Perfect Pretzels using the examples as guides. Facilitate movement
through processing steps, identification of critical control points (CCPs), and methods to control
the identified CCPs. Students may review the pretzel production facility shown during the Clean
unit to recall the process and equipment used.
4.1. Teacher/Leader explains to students they will continue their exploration of food-handling
practices related to HACCP at home. Distribute the Take-Home Activity—Hazard Analysis
Critical Control Point (HAACP): Make It Safe! worksheet and ask students to answer the
questions based on what they learned in class today. Instruct students to turn in the worksheet
at the next class period. Remind students to take a photo to represent something they learned
during this unit and to work on their final project. If students are working with a food product
involving produce, they may want to reference the following resources for additional information
about hazards:
■F
ood Safety for Fruit and Vegetable Farms, Purdue Extension/University of Illinois Extension,
https://www.extension.purdue.edu/extmedia/GP/GP-1-W.pdf
■ Integrated Pest Management, G.A.P (Good Agricultural Practices) in Action, GLOBALG.A.P.,
https://www.youtube.com/watch?v=7qQCLMFjRew
■ Good Agricultural Practices on the Farm and in Your Home Garden, College of Tropical
Agriculture and Human Resources, University of Hawai’I-Mānoa, https://www.youtube.com/
watch?v=wO5miD90wMQ
35

Each year in the United States, an estimated 48 million ■S
tudents present their final projects and
Day 7 people are affected by foodborne illnesses. Of those explain to the class what they have learned by
affected, approximately 128,000 will be hospitalized and participating in the food-safety education units.
Practicing safe food-handling techniques can
help reduce the risk of foodborne illnesses among
consumers.
N/A
Domain—Leadership
Core Standard 12 Students validate the necessity of leadership skills development in conjunction with
participation in the national FFA Organization (FFA) and/or Family, Career and Community Leaders of
America (FCCLA) as a critical component of the course.
Standard
ALSF-12.1 Communicate clearly, effectively, and with reason through speaking, writing, visuals, and
active listening in formal and informal settings.
Materials List
Activity 1: Discussion of Concepts Related to Food-Handling Practices: Evaluate Petri Dishes from
Choose Experiment Design
■ streaked petri dishes from In-Class Activity—Choose: Experiment Design
■ Handout: In-Class Activity—Choose Experiment Design (partially completed by students during Day
5, Activity 2)
Activity 2: Final Project Presentations
■ Final Project Rubric
■ projection equipment for electronic presentations
Note: Provide alternative presentation methods as needed for those students who will not be making a
digital presentation.
Learning Activities
1. Activity 1: Discussion of Concepts Related to Food-Handling Practices: Evaluate Petri Dishes from
Choose Experiment Design (25 minutes)
1.1. Teacher/Leader instructs students to check the petri dishes from the experiment they designed in
the Choose unit (Day 5, Activity 2). Have students record their results on their In-Class Activity—
Choose: Experiment Design. Allow students 5–10 minutes to record their results, answer the
questions on the handout, and clean up. After students have had time to review and record
results, ask them to share their experiment design, their results, and their conclusions. Discuss
strengths of their designs and what could be improved. Allow 10–15 minutes for class discussion.
2. Activity 2: Final Project Presentations (35 minutes)
2.1. Teacher/Leader tells students to begin presentations. Each group presentation should be 5 to 6
minutes long, depending on the number of groups and the length of the class period. Have each
group present their projects. Allow time for the class to ask questions of each group. Use the Final
Project Rubric included with this curriculum to grade the students’ presentations.
36

Each year in the United States, an estimated 48 million ■ Collect data to evaluate changes in student
Day 8 people are affected by foodborne illnesses. Of those food-safety knowledge, attitudes, and
affected, approximately 128,000 will be hospitalized and behaviors after participating in this unit.
Practicing safe food-handling techniques can
help reduce the risk of foodborne illnesses among
consumers.
Materials List
Activity 1: Post-Survey Administration
■ Post-survey
■O ptional: video recording devices
◆ ¼ cup mild or spicy nacho cheese sauce
◆ 4 hamburger buns, split and toasted
◆ shredded lettuce
◆ 4 green onions, sliced
■ Ingredients for Salsa recipe (per group):
◆ 2 large plum tomatoes, diced (yields 1 cup)
◆ ⅛ cup white onion, chopped
◆ 1½ tablespoons fresh cilantro, chopped
◆ 1 teaspoon jalapeño, minced (remove seeds for lower heat)
◆ ¾ teaspoon fresh lime juice
◆ ¼ teaspoon kosher salt (or to taste)
◆ tortilla chips (for serving salsa)
◆ 1 skillet
◆ 1 spatula
◆ 2 mixing bowls
◆ 1 spoon
◆ 1 knife
◆ 1 cutting board
37
Learning Activities
1. Activity 1: Post-Survey Administration (15 minutes)
Day 8 1.1. Teacher/Leader informs students they will conclude the food-safety unit with a post-survey and
final cooking activity. Teacher/Leader says, “I would like for you to complete a post-survey to help
determine how much you have learned from our study of food safety.” If students ask if the post-
survey is for a grade, assure them it is ungraded and encourage them to try their best.
1.2. Distribute the post-survey. Monitor students as they complete it to deter them from sharing
information with one another. Collect the completed post-surveys.
2. Activity 2: Cooking Activity (45 minutes)
2.1. Set up cooking stations the same as noted in Day 1, Activity 2. Tell students they will be preparing
the cheeseburger recipe using different seasonings and topping ingredients.
2.2. Lead students to the cooking lab. Students should not bring their books or other materials to the
lab unless there are places to store these items away from food-preparation areas. In the lab,
students should be assigned to the same groups and cooking stations as before. Group 1 should
be assigned to station 1; Group 2, to station 2, etc.
2.3. When all students are at their cooking stations, the teacher/leader says, “You may begin cooking
using the recipe at each of your stations. Once you are finished cooking, you may eat what you
have made, but you do not have to eat the food you prepared. You will have 30 minutes to prepare
your food. I will keep track of time and let you know how much time you have left to cook.”
■ Monitor students to ensure that they are using the kitchen equipment safely.
■ Use video recordings or the included Student Cooking Observation Checklist to record
students’ food-handling behaviors.
■ Intervene only when students or property are in danger (e.g., students are handling food
in a way that could result in illness, misusing knives, or operating the stove in a way
that could result in a fire, etc.). Record all instances of improper food handling and all
interventions on the observation checklist.
■ Have students indicate when they are finished cooking, then measure the internal
temperature of the burger patties. If the internal temperature measures below 160°F, have
students continue cooking the burgers until the internal temperature is at least 160°F.
When students are finished cooking, eating, and cleaning up the kitchen for the next class,
dismiss the students.
38
Lab Cooking Materials
39
Student Cooking Observation Checklist
Date: ______________
Name:_______________________________________
Food-Safety Behavior Observed Behavior

For less than For more than
Washed hands (how) Never With water only With water and soap For 5–10 seconds For 10–20 seconds
5 seconds 20 seconds
Count:
Dried by Dried on Dried on Dried on Dried on

Dried hands (how) Did not dry
shaking clothes fresh cloth used cloth paper towel
Count:
Before preparing After handling After touching After touching body After sneezing and/ After handling
Washed hands (when) Never
meal raw meat surfaces and/or clothing or wiping nose, eyes garbage
Count:
Washed items that contacted
40
raw food (e.g., knife, cutting Yes No Threw away
board, skillet, spatula, etc.)
Count:
Plate not washed Plate rinsed or Plate washed with

A new, clean plate
Plate for cooked item after holding raw wiped after holding soap and water after
was used
meat raw meat holding raw meat
Count:
Used
Did not use a ther- Used thermometer
Used thermometer thermometer

mometer incorrectly
correctly
Count:
Did not change Washed gloves Changed gloves; Changed gloves;

Glove use Did not wear gloves
gloves with soap and water did not wash hands washed hands
Count:
After handling When gloves After touching After touching body After sneezing and/ After handling
Changed gloves (when) Never
raw meat were torn surfaces and/or clothing or wiping nose, eyes garbage
Student Cooking Observation Checklist (continued)
Food-Safety Behavior Observed Behavior

Count:
Cleaned work Cleaned work

Wiped off work Wiped work
surfaces with surfaces with
Cleaning and sanitizing (how) Never surfaces with paper surfaces
soap & water, soap & water,
towel or towel with water
no sanitizing sanitized
Count:
Before Soon after a

At the end of
Cleaning and sanitizing (when) Never beginning meal surface was
meal preparation
preparation contaminated
Count:
Cleaning and sanitizing (where) Stove Counter Sink
Count:
41
Left the station while cooking No Yes
Count:
Vegetable 1: Vegetable 2: Vegetable 3: Vegetable 4: Vegetable 5: Vegetable 6: Vegetable 7:

Washed vegetables
_____________ _____________ _____________ _____________ _____________ _____________ _____________
(entered by observer) (entered by observer) (entered by observer) (entered by observer) (entered by observer) (entered by observer) (entered by observer)
Count:
Recipes for Cooking Lab 1

Reminder for students:
Wash your hands with soap
Cheeseburgers (per group) and water and change gloves
after touching raw meat and
Ingredients before touching ready-to-eat
ingredients.
1 pound ground beef
1 teaspoon salt Use food thermometer to check
1 teaspoon black pepper the doneness of meat.
8 slices American cheese
4 hamburger buns
Garnishes
ketchup
mustard
mayonnaise
sliced tomatoes
sliced pickles
fresh lettuce
Directions
1. In a large bowl, mix ground beef, salt, and pepper until just combined. Do not overmix or burgers will be
tough.
2. Divide mixture into four equal portions, and form into hamburger patties without pressing too hard. The
patties should be uniform in thickness. Smooth out any cracks using your fingers. Make the patties right
before you cook them so they stay at room temperature for the least amount of time possible.
3. Preheat pan to medium heat, and add the patties.
4. Cook the patties until the crust that forms on the bottom releases the patties from the pan or grate,
approximately 3 to 5 minutes. Gently test, but don’t flip the patties until they get to this point. When
patties lift up easily, flip them and cook for an additional 3 to 5 minutes to form a crust on the other side.
Continue cooking the patties, flipping them every minute, until the internal temperature reaches 160°F,
approximately 5 more minutes. Top each patty with two slices of cheese. Continue cooking just until
cheese melts.
5. Remove burger patties from heat with a sturdy metal spatula, and transfer to a plate. Allow the burger
patties to rest for several minutes, then transfer them onto hamburger buns.
6. Garnish as desired, and serve immediately.
42
Zucchini Crisps (per group)

Ingredients Wash your hands with soap
2 medium zucchinis, sliced into ⅛-inch rounds and water and change gloves
½ teaspoon salt
before touching ready-to-eat
½ teaspoon pepper ingredients.
1½ cups Parmesan cheese, grated
Use food thermometer to check
the doneness of meat.
Directions
1. Preheat oven to 400°F. Line a metal baking sheet with parchment paper or foil (if using foil, spray
lightly with nonstick cooking spray). Set aside.
2. Slice zucchinis into ⅛-inch rounds.
3. Optional step: Place zucchini slices on paper towels and place a second paper towel on top of the
zucchini slices. Gently pat the top paper towel to remove water from the zucchini. This will help
them become crispier during baking.
4. Arrange zucchini in a single layer on the prepared baking sheet. It is okay if they are touching as
they will shrink during baking. Season with salt and pepper.
5. Place about 1 teaspoon of grated Parmesan cheese on top of each slice.
6. Bake for 15 minutes or until golden brown on top.
7. Cool for a few minutes before transferring to a plate. Serve immediately.
43
Recipes for Cooking Lab 2

Wash your hands with soap
Cheeseburgers (per group) and water and change gloves
Ingredients before touching ready-to-eat
ingredients.
1 pound ground beef
¼ cup mild or spicy nacho cheese sauce Use food thermometer to check
the doneness of meat.
½ teaspoon salt
½ teaspoon pepper
4 hamburger buns
Garnishes
shredded lettuce
4 green onions, sliced
Directions
1. Divide ground beef into four equal portions, and form into hamburger patties without pressing too hard.
The patties should be uniform in thickness. Smooth out any cracks using your fingers. Make the patties
right before you cook them so they stay at room temperature for the least amount of time possible.
2. Sprinkle one side of each patty with salt and pepper.
3. Preheat your pan to medium heat, and add the patties with the salt-and-pepper side facing up.
4. Cook the patties until the crust that forms on the bottom releases the patties from the pan or grate,
approximately 3 to 5 minutes. Gently test, but don’t flip the patties until they get to this point. When
patties lift up easily, flip them and cook for an additional 3 to 5 minutes to form a crust on the other side.
Continue cooking the patties, flipping them every minute, until the internal temperature reaches 160°F,
approximately 5 more minutes. Top each patty with two slices of cheese. Continue cooking just until
cheese melts.
5. During the last minute of cooking, spoon 1 tablespoon of cheese sauce onto each patty; spread slightly.
Allow the cheese to start melting.
6. Remove burger patties from heat with a sturdy metal spatula, and transfer to a plate. Allow the patties to
rest for several minutes, then transfer them onto hamburger buns.
7. Garnish as desired, and serve immediately.
44
Salsa
Ingredients
2 large plum tomatoes, diced (yields 1 cup) Wash your hands with soap
and water and change gloves
⅛ cup white onion, chopped
1½ tablespoon fresh cilantro, chopped before touching ready-to-eat
1 teaspoon jalapeño, minced (remove seeds for lower heat) ingredients.
¾ teaspoon fresh lime juice Use food thermometer to check
¼ teaspoon kosher salt (or to taste) the doneness of meat.
Directions
1. Combine all ingredients in a bowl.
2. Serve with tortilla chips or as garnish on burger.
45
Surveys
Validated surveys were developed and are available on request.
Please contact co-author Dr. Yaohua Feng, at yhfeng@purdue.edu.
46
In-Class Activities
47
In-Class Activity
Clean: Good Manufacturing Practices (GMP) Development
As the Quality Assurance Team for Pete’s Perfect Pretzels, your group has been asked to develop guidelines for the Good
Manufacturing Practices (GMP) that will promote proper personal hygiene practices among employees. When developing
the GMP guidelines, a few topics to consider are proper handwashing techniques, handwashing frequency, when gloves
should be worn, and employee hand conditions (for example, fingernail length, open wounds, etc.).
Develop your list as a group, and then each group will share their list to create a class list. The class should try to reach a
consensus on which components should be included on the class GMP list.
Pete’s Perfect Pretzels GMP Policy

Pete’s Perfect Pretzels is committed to producing safe, quality products for our consumers. To maintain the quality and
safety standards of Pete’s Perfect Pretzels, it is important for all employees to abide by the Good Manufacturing Practices
(GMP) established in this document.
To produce a safe, quality product, Pete’s Perfect Pretzels employees must:
1.
2.
3.
4.
5.
6.
7.
8.
48
In-Class Activity
Clean: Pete’s Perfect Pretzels SSOP
As Pete’s Perfect Pretzels’ Quality Assurance team, you have been tasked with developing a Sanitation Standard Operating
Procedure (SSOP) for the pretzel-processing area. The pretzel-processing area includes dry-ingredient storage containers
as well as all of the equipment shown in the video. As a group, your task is to determine the points in the process that
require cleaning, which pathogen or microorganism will be targeted, the cleaning method, cleaning frequency, potential
cleaning challenges, methods to verify the area is clean, and frequency of verification.
You may use any resources you choose to create your SSOP.
Provided Resources:
■ References outlining potential pathogens, cleaning agents, and cleaning verification methods to consider—
To establish cleaning and cleaning-verification frequencies, you might want to consider the risk of foodborne
illnesses, time to clean/verify, and cost.
■ Planning Sheet for Sanitation Standard Operating Procedure—
This has been provided to help you think through different areas of the facility that must be cleaned.
All groups will discuss their SSOPs to generate the class SSOP. Try to reach a consensus when making the class SSOP.
49
Pathogen References for Students
50
51
52
Pregnant women highly susceptible; if infected, potential to lose the fetus
53
54
55
Chemical and Testing Reference Sheet

Cleaners/Degreasers
Product Description Cost
Chemical A: All-Purpose Liquid  Can be applied to concrete, stainless steel, and tile $18.80/gallon (for 5-gallon container)
Cleaner  Biodegradable
 Nontoxic if taken orally $15.28/gallon (for 55-gallon container)
 Nonflammable and noncorrosive
 Safer alternative to caustic cleaners and solvents
 Concentrate (must dilute before use)
Chemical B: Liquid Cleaner/  Use on metal $18.00/gallon (for 1-gallon container)
Degreaser  Biodegradable
 Ready to use (no dilution required before use) $16.88/gallon (for 55-gallon container)
 Nontoxic
Chemical C: All-Purpose Liquid  General-purpose cleaner $32.69/gallon (for 5-gallon container)
Cleaner  Can be applied to doors, lockers, stainless steel,
tile, walls
 Effective for hard-to-remove grease and soil
 Use on washable surfaces
 Ready to use
 Biodegradable
 Acute oral toxicity (harmful if swallowed)
56
Chemical and Testing Reference Sheet (cont.)

Disinfectants/Sanitizers
Product Name Description Cost
Quaternary Ammonium Compounds Can kill a broad microbial range but cannot effectively
 $16.19/gallon (price for 4 gallons)
(QACs or Quats) eliminate spores
Kills gram-positive bacteria better than gram-negative

bacteria
Application involves wiping the solution in food-contact

surfaces and letting it dry
Usually noncorrosive and relatively nontoxic to users

Hypochlorites Effective, easily available, and cheap
 $29.00/gallon (price for 1 gallon)
Cannot kill spores easily

Requires high chemical concentrations and long
 $9.40/gallon (price for 53 gallons)
application times at high temperatures to kill spores
 Efficacy reduced when pH is not within 5–7 range
 Possibly harmful to health and to the environment
Spontaneous combustion possible when organic materials

such as paper, cloth, and sawdust come into contact with
hypochlorite
Peroxyacetic Acid (PAA)  Usually paired with stabilized hydrogen peroxide $90.16/gallon (price for 32 ounces)
 Combination more active than hypochlorites
 Can kill microbes in cold temperatures
 Can kill spores and a wide range of microbes
Safety hazard at high concentration levels due to rapid

PAA oxidation
Environmentally friendly and breaks down into water,

acetic acid, and oxygen
 Less corrosive on equipment than hypochlorites
Chlorine Dioxide  Effective against viruses, bacteria, and fungi $24.99/gallon (price for 1 gallon)
 Requires on-site solution preparation
 Involves use of expensive equipment to prepare solution
 Can selectively target compounds found in microbial cells
Decreased efficacy possible as organic material

concentrations increase
 Not harmful to the environment
 Remains effective at higher pH levels between 6 and 10
Iodophors  Effective in slightly acidic to acidic pH levels $119.92/gallon (price for 16 ounces)
 Decreased efficacy as pH levels become neutral
Environmentally friendly and has the approval of the U.S.

Environmental Protection Agency (EPA)
Has a sustained release effect (killing microbes steadily

over time), which allows surfaces to remain clean and
sanitized longer as compared to other methods
57
Chemical and Testing Reference Sheet (cont.)

Testing Supplies
Product Name Description
ATP Swabs for Organic  Detects the amount of residue or organic matter, including bacteria, yeast, and mold left on a surface
Material  Provides a near-instant measurement
 Reports a numeric value
 Testing completed in-house
ATP Swabs for Protein Provides relatively quick measurement of general cleaning by reporting the amount of protein left on the

surface
 Color change in protein swabs to indicate presence of proteins
 Testing completed in-house
ATP Swabs for Allergens  Can detect the target allergen in ingredients, liquids, finished foods, and on environmental surfaces
 Kits available for different allergens (dairy, egg, soy, various nuts, etc.)
Environmental Swabs  Sponge containing nutrient broth
(Aerobic plate count,  Qualified employee swabs designated areas
coliforms, Salmonella,  Plate in-house for aerobic plate count (one day of incubation) and coliforms (two days of incubation)
Listeria)  Pathogenic swab analysis completed at third-party lab (outside of plant)
Pathogen testing of Samples of final product and/or ingredients collected and sent to third-party products lab (outside of

ingredients and final plant) for analysis
 Samples taken by qualified employee
3M. 2018. 3MTM Quat Disinfectant Cleaner Concentrates 5A, 5H and 5L. Available from: https://multimedia.3m.com/mws/
media/60040O/5a-5h-5l-quat-disinfectant-cleaner-concentrate-tech-data-sheet.pdf .
Pfuntner, A. 2011. Sanitizers and Disinfectants: The Chemicals of Prevention. Food Safety Magazine. August/September 2011. Available
from: https://www.foodsafetymagazine.com/magazine-archive1/augustseptember-2011/sanitizers-and-disinfectants-the-chemicals-of-
prevention/ .
Velocity Chemicals. 2015. The 5 Most Effective Sanitizing Chemicals for Food Processing Operations. Available from: http://
velocitychemicals.com/the-5-most-effective-sanitizing-chemicals-for-food-processing-operations/ .
58
Planning Sheet for Sanitation Standard Operating Procedure (SSOP)
Category Cleaning Method Cleaning Frequency Potential Cleaning Method to Verify Frequency Record Corrective Action If
(Examples: (Examples: name of (Examples: daily, Challenges Area Is Clean of Cleaning (Examples: Cleaning Is Not Properly
ingredient storage, cleaning agent, time weekly, monthly, after (Examples: equipment (Examples: Verification cleaning log, Completed
processing to leave cleaning running a certain difficult toaccess, water ATP swabs, (Examples: daily, pre-operation (Examples: retrain employees,
equipment, agent on surface, product, etc.) could cause ingredient environmental weekly, monthly, checklist, etc.) review chemicals used, have
area adjacent to method for rinsing, clumping if equipment swabbing, visual after running a engineering team
equipment, etc.) method for drying, not sufficiently inspection, etc.) certain redesign/adjust
etc.) dried, etc.) product, etc.) equipment, etc.)
59
In-Class Activity
Chill: Dessert Pretzels
Pete’s Perfect Pretzels would like to work with Decadent Dipped Desserts to produce a line of dessert pretzels. The two companies are working on three
different dessert pretzel recipes (see below). As a member of the Pete’s Perfect Pretzels’ Quality Assurance Team, you have been asked to inspect the
Decadent Dipped Desserts facility to ensure the facility’s products will meet quality and safety standards. You have been asked to evaluate ingredient storage.
This table includes a description of each product and a simplified ingredient list. Your task is to identify the proper ingredient storage conditions, concerns
that would affect storage location (such as microbial growth or shelf life of the ingredient), and the justification for your choice of storage conditions.
Concerns
Ingredient Storage Conditions
Name Description Ingredient List (potential microorganism, shelf Justification
(ambient, refrigerator, or freezer)
life, bloom, etc.)
Pete’s Dark Lightly salted, Peanut-butter-filled pretzels:
Chocolate, peanut-butter-filled 1. Pretzel
Peanut Butter pretzels coated in 2. Peanut butter
Pretzel Bites dark chocolate Dark chocolate
1. Unsweetened chocolate
2. Cocoa butter
3. Sugar
60
Milk Lightly salted Pretzel rods:
Chocolate, pretzel rods dipped Caramel:
Caramel- in caramel and 1. Brown sugar
Dipped covered in milk 2. Sweetened condensed
Pretzel Rods chocolate milk
3. Unsalted butter
4. Salt
5. Vanilla
Milk chocolate:
1. Sugar
2. Cocoa butter
3. Unsweetened chocolate
Dessert Trail Lightly salted mini Mini pretzel twists
Mix pretzel twists, Dried blueberries
dried blueberries, Milk chocolate (same as above)
and strawberry- Strawberry filling:
chocolate bites 1. Strawberry puree
(small squares of 2. High fructose corn syrup
milk chocolate with 3. Citric acid
strawberry filling)
Chill: Dessert Pretzels (cont.)
While walking around the warehouse at Decadent Dipped Desserts, you make the following observations:
1. Employees responsible for receiving temperature-sensitive ingredients are checking the temperature of the
delivery vehicles to make sure the temperature inside the cargo area of the vehicle is within the acceptable range
for the received product.
2. Full pallets of butter (stacked in cases) have just been delivered and have been placed in the refrigerator until an
employee can move them to their new location in the warehouse. The cases of butter are touching one another,
both on the pallet and across pallets. All warehouse employees are currently busy or at lunch and will not move or
relocate the butter within the next hour.
3. Employees entering and leaving the refrigerator section of the warehouse sometimes forget to close the doors. It is
summer, and the warehouse may become hot. You check the temperature data logger in the refrigerated room and
see that the temperature has climbed to the acceptable upper-temperature limit twice in the last week.
What feedback would you provide the Quality/Management Team at Decadent Dipped Desserts to ensure the products
they make for Pete’s Perfect Pretzels will be safe and of high quality? Feedback can include what Decadent Dipped
Desserts is doing well and areas for improvement.
For identified improvement areas, what are some possible solutions?
61
In-Class Activity
Cook: Is It Safe to Eat?
You have been asked to evaluate the safety of your finished product with respect to pathogens such as Salmonella, which
has been known to contaminate flour. To determine if your product is safe, you review the current tests conducted on
pretzels. Identify which tests are beneficial in determining product safety and justify your answer. Propose additional
testing or procedures you would use to make sure your pretzels are safe to consume.
Questions to Consider: Can the internal temperature of the final product be determined? If no, what are some ways you
can use to justify the safety of your product?
Beneficial to Food
Current Tests Performed Justification
Safety
Moisture analysis on finished pretzel
Color analysis on finished pretzel
Salt content on finished pretzel
pH of finished pretzel (pH results are

usually basic due to dipping pretzel in an
alkaline solution)
Percent (%) breakage
Dimensions (diameter, length, width)
How Test Benefits Understanding

Proposed New Tests Justification
of Product Safety
62
In-Class Activity
Cross-Contamination: Pete’s Perfect Pretzels P.I.’s (Pretzel Investigators)
The Customer Service Department at Pete’s Perfect Pretzels has recently received customer complaints about consumers
feeling ill after eating some of Pete’s Perfect Pretzels products. Customers’ symptoms have included fever, nausea,
vomiting, and stomach cramps. The products consumers have eaten include Pete’s Salt and Black Pepper Nuggets,
Pete’s Sour Cream and Onion Nuggets, and Pete’s Dark Chocolate Peanut Butter Pretzel Bites. Use the table below to
organize information from your investigation. Note that the three products all have the same base ingredients—flour, salt,
corn oil, yeast, etc.—and are stored in the same area. You may gather information provided by employees in the following
departments: Sanitation, Quality Assurance, Processing, Packaging, Warehouse, and Record Retention.
Production
Product Name Date Ingredient Storage Processing Equipment/Area Other Relevant Information
and Time
Pete’s Salt and

Black Pepper
Nuggets
Pete’s Sour
Cream and
Onion Nuggets
Pete’s Dark
Chocolate
Peanut Butter
Pretzel Bites
63
Teacher’s Notes for In-Class Activity

Pre-Class Preparation:
Photocopy this worksheet. Students will work in small groups to complete the activity, so you’ll need to make one

copy for each small group in your class.
Cut apart one complete worksheet so each department appears on a separate slip, and place one full set of the

department slips into an envelope. Repeat until you have one envelope for each group in your class.
Label each envelope with a different group number.

To Conduct the Activity:

Assign a number to each group of students, and tell students they will need to provide you with their group number

to receive information slips.
Have one student from each group come to your desk, tell you their group number, and tell you which department

they would like to gather information from.
Hand the student the corresponding slip of paper for the department from the envelope for that group number.

Once students receive the information, they should return to their seats to discuss the information with their group
members, make notes on their worksheets, and decide what additional information they need.
Instruct students to continue coming to your desk to gather information as desired until they have collected

information from all of the departments or have reached a conclusion about the source of cross-contamination.
Sanitation—Information provided by employees:

1. Nothing out of the ordinary was noticed by the Sanitation employees. Line 5 needed to be recleaned, but the line
passed visual inspection and ATP swabbing after the second cleaning and sanitizing attempt.
Quality Assurance—Information provided by employees:

1. The lines where the affected products had been produced were visually inspected and ATP swabs were done.
Lines 6 and 7 passed on the first inspection and swabbing, but Line 5 did not. There was peanut butter left in
the extruder die after cleaning. Sanitation was notified, and the die was recleaned. The die passed Quality visual
inspection and ATP swabbing on the second attempt.
2. Quality had also sampled the lot of peanut butter used in the affected peanut-butter pretzels and sent the sample
to a third-party lab to test for the presence of Salmonella. The results indicated that no Salmonella was present in
the peanut butter. The correct sample size of peanut butter was collected, per the company-established ingredient
sampling procedure.
64
Processing—Information provided by employees:

1. The employee working on the peanut-butter pretzel line noticed that the employee from the salt-and-black-pepper
pretzel line was opening bags of black pepper near the peanut-butter pretzel line. Black pepper was released into
the air as that employee opened the bags to add more seasoning to the other line. The employee on the peanut-
butter pretzel line did not want black pepper to get on the peanut-butter pretzels because the black pepper would
change the flavor of the peanut-butter pretzels. The employee on the peanut-butter pretzel line visually checked
the line to make sure no black pepper was on the peanut-butter pretzel line.
2. The primary employee on the black-pepper pretzel line was training a new employee. The primary employee
noticed the new employee was opening the bags of black pepper near the peanut-butter pretzel line. Black pepper
was seen in the air where the bags of black pepper were opened. The primary employee helped the new employee
relocate the bags of black pepper closer to the salt-and-black-pepper pretzel line and showed the new employee
how to reduce the release of black pepper when opening bags.
3. The employee working on the sour-cream-and-onion pretzel line noticed that there was black pepper on the
outside of the sour-cream-and-onion seasoning. The employee had brushed off the black pepper with his hands
and did not wash his hands before dumping/scooping the sour-cream-and-onion seasoning onto the processing
line.
Packaging—Information provided by employees:

1. The Packaging employees did not notice anything out of the ordinary during the time frame in which the affected
products were packed. All packaging materials and products being packed looked normal.
Warehouse—Information provided by employees:

1. Peanut butter was stored correctly. There were no open bags of peanut butter and no tears in the packaging. The
area looked clean; there was no evidence of spills.
2. Black pepper was being stored above a partial pallet of sour-cream-and-onion seasoning. It was noted that some
bags of black pepper were torn, and there was a nail sticking out of the pallet that could have cut the packaging.
3. Some black pepper was noted on bags of sour-cream-and-onion seasoning. The sour-cream-and-onion seasoning
bags were inspected for tears, but no tears were found.
4. The finished product storage area looked well kept with no apparent potential contamination concerns.
Record Retention—Information provided by customer service indicates a starting production date of 5/31/2020 for each of
the three products. Information provided by employees following a review of cleaning paperwork, including cleaning logs
and preoperational checklists:
1. Peanut-butter pretzel bites were run on Line 5 (next to processing Line 6). Line 5 was cleaned 5/31/2020 during
the night shift. When Quality did a visual inspection and ATP swab, part of the line failed the inspection initially but
later passed. Line 5 started production at 7:00 a.m. on 5/31/2020.
2. Salt-and-black-pepper pretzels were run on Line 6 (next to Lines 5 and 7). Line 6 was cleaned 5/31/2020 during
the night shift. When Quality did a visual inspection and ATP swab, the line passed inspection. Line 6 started
production at 9:30 a.m. on 5/31/2020.
3. Sour-cream-and-onion pretzels were run on Line 7 (next to Line 6). Line 7 was cleaned 5/29/2020 during the night
shift. When Quality did a visual inspection and ATP swab, the line passed inspection. Line 7 started production at
8:15 a.m. on 5/31/2020.
65
In-Class Activity
Choose: Experiment Design
To answer the question below, develop a hypothesis, then design an experiment to test your hypothesis. You may use the
materials provided to design your experiment. Use the outline below to document your hypothesis, experiment procedures,
results, and conclusion. Use written descriptions to document your results. You can also use pictures if you would like. In
the conclusion, comment on whether the results were what you expected.
Available Materials
Petri dishes with growth media

Sterile swabs

Pasteurized juice

Unpasteurized juice

Beakers

Stirring rod

Question: Is pasteurized juice safer to drink than unpasteurized juice?
Hypothesis:
Experiment Procedures:
Use next page (back) to document results and conclusions.
66
In-Class Activity
Choose: Experiment Design (cont.)
Results:
Conclusion:
What went well in your experiment?
What would you improve if you ran the experiment again?
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In-Class Activity
Choose: Are Spices Safe?
Considering customer complaints about Pete’s Perfect Pretzels and the black pepper recall by the U.S. Food and Drug
Administration, the Pete’s Perfect Pretzels Management Team has decided to revise training procedures and investigate
other ingredient options that pose less risk of being contaminated with pathogens. Management has provided the following
information on oleoresins and wants your team (Quality Assurance) to determine if using oleoresins is a viable option to
replace all or some of the seasonings used in Pete’s Perfect Pretzels products. Research and Development will also be
working to determine how the change from powdered seasoning to oleoresins will impact the product attributes, including
flavor, texture, and shelf life. You will need to discuss the potential changes with Research and Development before
presenting to Management.
Use information on the Excerpts Related to Spices and Oleoresins handout or sources you find to gather information.
If other sources are used, cite your sources and briefly explain the source type (e.g., spice vendor’s website, scientific
equipment vendor, etc.).
1. Use the space below to list the goals of the new formulation including oleoresin, why the identified attribute is
important, and which team(s) would be responsible for this aspect of the product. An example has been provided
for you.
Goal Justification Team Responsible

New formulation should be the Higher prices may result in Procurement: This team is responsible for finding suppliers and
same or lower in price compared increased product cost to working with suppliers on ingredient pricing.
to original formulation. consumers and could decrease Research and Development: This team is responsible for
profits. formulation and product design. Product design will drive
resource needs.
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2. Use the pretzels you have been provided for your experiment. In this experiment, essential oils are
representative of oleoresin and can be used in place of oleoresin for calculation purposes. DO NOT EAT the
oleoresin, the essential oil, or the pretzel containing the oleoresin or essential oil. Use the space below
to calculate the ratio of oleoresin to black pepper needed for the formulation. Then calculate the cost ratio of
oleoresin to black pepper used in the formulation.
Calculate ratio of oleoresin to black pepper needed for the formulation.
Calculate cost ratio of oleoresin to black pepper used in the formulation.
3. What are some of the limitations with the experiments you were able to perform with the materials you have been
provided? For each limitation, describe how you would change the procedure you used if you were able to run the
experiment in a factory or research lab.
Description of limitation How would you change the experiment in industry?
69
4. Based on your calculations, experiments, and literature review, complete the following table:
Spices Oleoresin/Essential Oil
Advantages
Disadvantages
Potential
Pathogens
Similarities
Choice Justification for Choice
How credible were the sources you used? Explain your reasoning.
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Literature Review to Provide Justification for Choice Between

Using Spices and Oleoresins
Research spices and oleoresins to identify advantages, disadvantages, and potential pathogens associated
with each. Use the literature you find to justify your final decision to use spices or oleoresins in question 4 of the
Choose: Are Spices Safe? worksheet. You may use the following excerpts and sources to begin your literature
search.
Excerpt from “Microencapsulation of black pepper oleoresin” published in Food Chemistry
Source type: Scientific journal
Solvent-extracted oleoresins exhibit a flavour profile close to the freshly ground spice, which make them an
acceptable form of natural flavouring ingredient in a wide spectrum of food applications. In comparison to the
ground spices, they are hygienic and can be standardized for acceptable flavour levels by blending. Unlike the
essential oils, oleoresins contain natural antioxidants of the corresponding spices, which make them more stable.
Oleoresins are quite concentrated and have good replacement value. They provide a better distribution in the
finished products and require less storage space than the corresponding spices. However, spice oleoresins
exhibit sensitivity to light, heat and oxygen, and have short storage lives if not stored properly. Some chemical and
organoleptic changes can also occur in the oleoresin during prolonged storage. Destruction of several pigments
occurs under exposure to oxygen wherein the hydroxylic groups are converted into unstable ketones. These in
turn decompose into colourless compounds with a shorter carbon skeleton.
Reprinted from G. Gilbertson (1971), Oleoresin as flavour ingredients. Flavour industry 43, 403–5.
Table 1. Spice recalls, 2016-2018
Date Recall Voluntary Illnesses Reported

Item Recalled Reason Recalled
Recalled (Y/N) (to Date)
Black Pepper Powder 8/31/2016 N Salmonella 0
Cardamom Pods, Green (Whole) 3/9/2018 Y Salmonella 0
Ginger Powder Product 4/27/2017 Y Salmonella 0
Organic Ginger 4/29/2016 Y Salmonella (may be contaminated) 0
Organic Tarragon 10/16/2017 N Salmonella 0
Ground Turmeric 9/26/2016 N Elevated levels of lead 0
Ground Turmeric 8/5/2016 N Elevated levels of lead 0
Turmeric Powder 8/5/2016 N Elevated levels of lead 0
Turmeric Powder 7/28/2018 N Elevated levels of lead 0
Source: U.S. Food and Drug Administration. 2020. Recalls, Market Withdrawals, & Safety Alerts. Available from:
https://www.fda.gov/safety/recalls-market-withdrawals-safety-alerts .
Other Suggested Sources:

The Microbiology of Herbs and Spices, https://www.thermofisher.com/blog/food/the-microbiology-of-herbs-

and-spices/
What Are Oleoresins?, http://www.organicspices.com/blog/2014/4/2/oleoresins-whats-the-buzz

Spice Oleoresins, https://www.fb101.com/2012/06/spice-oleoresins/

Microbiological Control of Spices and Herbs, https://www.sigmaaldrich.com/technical-documents/articles/

analytix/microbiological-control.html
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In-Class Activity
Pete’s Perfect Pretzels
Hazard Analysis Critical Control Point (HACCP)
As a member of Pete’s Perfect Pretzels Hazard Analysis Critical Control Point (HACCP) team, you have been asked to
review the process for making pretzel twists and pretzel rods, then outline potential hazards and how to control them. You
will use the process flow diagram below, which identifies key steps in the pretzel production process.
Pretzel Twists/Pretzel Rods
Ingredients received from supplier Pretzels transferred to packing area on conveyors
▼ ▼
Ingredients loaded into storage containers Pretzels packaged
▼ ▼
Ingredients pre-mixed Bagged pretzels packed into cases
▼ ▼
Ingredients mixed Pretzels stored/shipped to customers
▼
Dough transferred along conveyor belts to low-pressure extruder
Additional Information
▼ Ingredients for dough processing are stored
on the machine in separate containers prior to
Dough extruded (and cut at point of extrusion for twists) mixing (for example, salt is stored on the same
machine as vitamin and mineral enrichment
▼ but in a separate compartment). Ingredients
flow from storage containers onto a scale,
Dough travels along belt and is cut at guillotine (for pretzel rods) where they are weighed for each batch of
dough. After being weighed, the ingredients
▼ will be transferred to the mixing vessel to be
combined into dough. No human interaction
Dough enters alkaline solution with the ingredients occurs during this
process.
▼
Dough passes through alkaline solution to
Salt added to pretzel surface increase the surface pH of the pretzel. This
increases the rate of the Maillard reaction,
▼ one of the reactions that produces the color
associated with the pretzel. The Maillard
Ingredients received from supplier reaction may also produce flavors and aromas
characteristic of pretzels. In general, for
▼ this process, higher pH concentrations will
generate darker colors.
Ingredients received from supplier
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1. To complete Table 1., Hazard Analysis, review the process flow diagram for steps where there are potential associated hazards.In column 1,
identify a processing step.
2. In column 2, list the potential hazard(s) associated with that step.
3. In column 3, indicate whether the identified hazards will be covered in the HACCP plan. Enter a “Y” to indicate “Yes, the hazard will be covered.”
Enter an “N” to indicate “No, the hazard will not be covered.”
4. In column 4, provide a reason backed by evidence to support your decision to include the hazard identified in column 3 in the HACCP plan or to
exclude it.
5. In column 5, list the control measures you would take to limit the hazards you identified.
In column 6, based on the definition of critical control point, indicate whether the identified processing step is a critical control point. “Y”
indicates the
6. step is a critical control point. “N” indicates the step is not a critical control point.
7. In column 7, for each critical control point identified, list the critical limit(s) that should be met to ensure the product is safe for
consumers. This could be time, temperature, pH value, relative humidity, water activity, etc.
It is not necessary to list every processing step in the Table 1; you may just list the steps for which you have identified a potential hazard. You can look back
over the pretzel processing video shown at the start of this activity to review the process as needed.
Table 1. Hazard Analysis
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Hazard to be addressed Critical
Processing Step Potential Hazard(s) in the plan? Justification Control Measures Control Point Critical Limit(s)
(Y/N) (Y/N)
Hazard to be addressed Critical
Processing Step Potential Hazard(s) in the plan? Justification Control Measures Control Point Critical Limit(s)
(Y/N) (Y/N)
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In-Class Activity
Hazard Analysis Critical Control Point (HACCP) Video Notes
Seven Steps of HACCP

1. Conduct a Hazard Analysis.
2. Determine the Critical Control Points.
3. Establish Critical Limits.
4. Establish Monitoring Procedures.
5. Establish Corrective Actions.
6. Establish Verification Procedures.
7. Establish Record-Keeping and Documentation Procedure.
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In-Class Activity
Hazard Analysis Critical Control Point (HACCP) Video Notes (cont.)
Complete the table by listing examples of each hazard and methods to control the hazards. Follow the example provided under the Radiological column
heading.
Food Safety
Biological Chemical Physical Radiological
Hazards
Radioactive minerals in groundwater
Cadmium or other radioactive

compounds in sandy areas
Fields contaminated with radiation

Example of from nuclear disasters (less common
Hazards than other sources mentioned)1
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Method to Control
Hazards
1
Appels, K., and R. Kooijmans. 2016. Become a Recognized Food Safety Expert! Available from:
https://www.foodsafety-experts.com/algemeen/radiological-hazards/ .
Final Project Rubric
Does Not Meet Requirements Meets Requirements Exceeds Requirements

Presentation Component Score
(1) (2) (3)
Quality of images and Images are not distinguishable Images are not Images are clear AND
description of relationship of AND do not relate to topic. distinguishable OR do relate to topic.
images to CLEAN concepts not relate to topic.
description of relationship AND do not relate to topic. distinguishable OR do relate to topic.
of images to COOK/CHILL not relate to topic.
concepts
description of relationship AND do not relate to topic. distinguishable OR do relate to topic.
of images to CROSS- not relate to topic.
CONTAMINATION concepts
images to CHOOSE concepts not relate to topic.
images to HACCP concepts not relate to topic.
Presentation quality: The presentation is not organized The presentation is The presentation is well
Presentation organization, logically; the slides contain generally organized; organized; the slides
slide aesthetics, spelling, several spelling/grammatical the slides contain few contain minimal spelling/
and grammar errors AND/OR are challenging to spelling/ grammatical grammatical errors AND
read; pictures are cluttered. errors AND are readable; are readable; pictures are
pictures are organized. organized.
Presentation delivery: Presenters/voiceovers are Presenters/voiceovers Presenters/voiceovers
Audible, paced appropriately, inaudible, paced too fast/slow, are generally audible, are audible, paced
and understandable AND/OR not understandable. paced appropriately, AND appropriately, AND
understandable. understandable.
Presentation Total
Comments
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Take-Home Activities
These activities are intended to provide students with the opportunity to connect what
they have learned about food-handling in a manufacturing environment to food-handling
in their own homes. As such, student answers will vary, depending on their home kitchen setup and
the foods prepared in their homes. To evaluate student answers on take-home activities,
use the information provided in the guided answers to the in-class activities for each section.
78
Take-Home Activity
Clean: Good Kitchen Practices (GKPs)
In class, you learned some ways to prevent the spread of microorganisms in a food-processing facility. Using the
information you learned, try applying the concepts to your home kitchen. Think about the GMP and SSOP you and your
classmates designed in class, and try developing a GMP and SSOP for your home kitchen.
Quick-Answer Questions
What are some similarities between cleaning in a food-processing facility and a home kitchen?
What are some differences between cleaning in a food-processing facility and a home kitchen?
To get started, think about which practices everyone who enters the kitchen should follow. Are the practices the same or
different for cooking vs. getting a ready-to-eat snack such as a package of peanut butter crackers or a package of pre-cut
apple slices with caramel sauce? Use the template below or create your own. In the space under ”GKP Title,” record a title
of your choice. For example, you could title your GKP “Smith Home GKP.” Then create a goals statement to outline what
your GKP will help you achieve. Create a list of practices everyone entering the kitchen should follow.
GKP Title:
Goals Statement:
GKP Policies:
1.
2.
3.
4.
5.
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Take-Home Activity
Clean: Kitchen Sanitation Standard Operating Procedures (SSOPs)
Cleaning Method Potential Cleaning
Category Cleaning Frequency
(Examples: name of Challenges
(Examples: Frequency of Cleaning
cleaning agent, time (Examples: equipment Method to Verify Corrective Action
ingredient storage, (Examples: daily, Verification
to leave cleaning difficult to access, Area Is Clean Record If Cleaning Is Not
processing weekly, monthly, (Examples: daily,
agent on surface, water could cause (Example: visual Y/N. If yes, specify. Properly Completed
equipment, after preparing weekly, monthly,
method for rinsing, ingredient clumping inspection, etc.) Y/N. If yes, specify.
area adjacent to a certain recipe, after preparing a
method for drying, if equipment not
equipment, etc.) etc.) certain recipe, etc.)
etc.) sufficiently dried, etc.)
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Take-Home Activity
Chill, Cook, and Food Preparation: How Does Your Home Kitchen
Compare to a Processing Facility?
Now that you have discussed proper refrigeration techniques, take a look around your kitchen at home to see how food
is stored. Complete the following questions and chart.
1. What are some similarities between the refrigeration practices within a processing facility and within your home?
2. What are some differences between the refrigeration practices within a processing facility and within your home?
3. What microorganisms do you think would be found in your refrigerator or freezer and why? How can you decrease
the number of unwanted microorganisms in your refrigerator/freezer?
4. What are some similarities between testing that can be completed at home and in industry to measure food safety?
5. What are some differences between testing that can be completed at home and in industry to measure food
safety?
6. Thinking about foods you or your family might prepare at home, what are some foods for which it is hard to take
the internal temperature? How can you increase your confidence that the food is safe to eat? For example, think
about flour tortillas. Flour can be contaminated with Salmonella, but it is hard to measure the internal temperature
of a tortilla due to its thickness. How could you justify the safety of this product at home?
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Take-Home Activity
Chill, Cook, and Food Preparation: How Does Your Home Kitchen
Compare to a Processing Facility? (cont.)
Technique Checked Observation Rating Ideas to Improve (if applicable)
Storage temperature
Time perishable food remained at

room temperature before being put
away
Storage containers used to put away

leftovers
Placement of containers within the

refrigerator
Raw food items separated from

cooked food items
All leftovers covered with lids, foil, or

plastic wrap
Refrigerator/freezer clean and free

of spills
Internal temperatures being used

to make sure meat and reheated
leftovers are at the recommended
temperature
✓ = practicing technique correctly

NI = practicing technique incorrectly; needs improvement
X = practicing technique incorrectly
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Take-Home Activity
Cross-Contamination: Spot and Stop the Pathogen Spread!
1. Observe a family member cooking, and record the cross-contamination events that you notice.
Observation of Cross-Contamination/
When Event Occurred Frequency of Occurrence
Cross-Contact Event
2. Locate your cleaning SSOP from the Take-Home Activity—Clean: Kitchen Sanitation Standard Operating
Procedures (SSOPs) worksheet. Update the SSOP to incorporate the information you have learned about
cross-contamination. For example, you might want to add a statement such as, “Wash cutting boards with hot,
soapy water. Sanitize the washed cutting board, and let the cutting board air dry before storing.”
83
Take-Home Activity
Choose: Scavenger Hunt
Look at the foods you have at home. Fill in the table below with foods you found that fit the category described.
Scavenger Hunt Item Item(s) Found
Fruit or vegetable without bruises or blemishes
Food or beverage that has been pasteurized or

contains a pasteurized ingredient
Food that has been irradiated
Food that has been thermally processed
Fruits or vegetables that have been washed

(at point of purchase or before preparing for consumption)
Food or beverage that has been treated

with UHT (ultra-high temperature)
Food or beverage that has been treated by a method

other than one listed (specify food and method)
Food or beverage not treated by any method
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Take-Home Activity
Hazard Analysis Critical Control Point (HAACP): Make It Safe!
Observe someone preparing food. In the process flow diagram below, write the name of the food being prepared on the line
below “Process Flow Diagram for Making.” Then identify the processing steps required to make the food from start to finish.
You may add boxes as needed.
After completing, the process flow diagram, complete the Hazard Analysis Critical Control Point (HACCP) table to identify if
there are any critical control points (CCPs) in the process and what should be done to control the associated hazards. If no
CCPs are identified for the process you observed, what might be some CCPs involved in processing the ingredients used to
make the dish you watched being prepared?
Process Flow Diagram for Making
85
Hazard Analysis Critical Control Point (HACCP) Table
Hazard to be Critical
Processing Potential Critical
addressed in Justification Control Measures Control Point
Step Hazard(s) Limit(s)
the plan? (Y/N) (Y/N)
86
Guided Answers to In-Class Activities
87
Guided Answers
In-Class Activity
Clean: Good Manufacturing Practices (GMP) Development
As the Quality Assurance Team for Pete’s Perfect Pretzels, your group has been asked to develop guidelines for the Good
Manufacturing Practices (GMP) that will promote proper personal hygiene practices among employees. When developing
the GMP guidelines, a few topics to consider are proper handwashing techniques, handwashing frequency, when gloves
should be worn, and employee hand conditions (for example, fingernail length, open wounds, etc.).
Develop your list as a group, and then each group will share their list to create a class list. The class should try to reach a
consensus on which components should be included on the class GMP list.
Pete’s Perfect Pretzels GMP Policy

Pete’s Perfect Pretzels is committed to producing safe, quality products for our consumers. To maintain the quality and
safety standards of Pete’s Perfect Pretzels, it is important for all employees to abide by the Good Manufacturing Practices
(GMP) established in this document.
To produce a safe, quality product, Pete’s Perfect Pretzels employees must:
Note: Follow the format of the provided example “Employee Health, Hygiene, and Hand Washing.” Students may decide not
to include all parts of the GMP from the example or may decide to include additional components that were not covered in
the example.
Students should include the topics discussed in this lesson. Cross-contamination information will be covered in a later
section and should be excluded at this time.
1. Hand washing before beginning or returning to work, including having clean nails
2. Hand washing after hands become contaminated from activities, including picking up product or debris from the
floor, touching one’s hair and/or face, and handling cleaning chemicals
3. Glove wearing to handle product/changing gloves when they become contaminated, soiled, or torn
4. Hand drying using approved materials (e.g., disposable hand towels rather than clothing)
88
Guided Answers
In-Class Activity
Clean: Pete’s Perfect Pretzels SSOP
As Pete’s Perfect Pretzels’ Quality Assurance team, you have been tasked with developing a Sanitation Standard Operating
Procedure (SSOP) for the pretzel-processing area. The pretzel-processing area includes dry-ingredient storage containers
as well as all of the equipment shown in the video. As a group, your task is to determine the points in the process that
require cleaning, which pathogen or microorganism will be targeted, the cleaning method, cleaning frequency, potential
cleaning challenges, methods to verify the area is clean, and frequency of verification.
You may use any resources you choose to create your SSOP.
Provided Resources:
References outlining potential pathogens, cleaning agents, and cleaning verification methods to consider—

To establish cleaning and cleaning-verification frequencies, you might want to consider the risk of foodborne
illnesses, time to clean/verify, and cost.
Planning Sheet for Sanitation Standard Operating Procedure—

This has been provided to help you think through different areas of the facility that must be cleaned.
All groups will discuss their SSOPs to generate the class SSOP. Try to reach a consensus when making the class SSOP.
Follow the format of the provided example from the USDA Food Safety and Inspection Service (FSIS). Students may decide
not to include all parts of the SSOP from the example or may decide to include additional components that were not
covered in the example.
Because many SSOPs are company specific, they are subject to what company management deems acceptable.
Companies are required to comply with certain regulations, but as long as they follow their procedures and justify their
product as safe, cleaning and monitoring practices are essentially the responsibility of the company’s management.
Therefore, many SSOPs are acceptable as long as students can justify their procedures with sound reasoning (since they
will not be able to collect actual cleaning-verification data to prove their cleaning procedures are effective).
Students should include the following topics discussed in this lesson:
1. Cleaning food-contact and food-contact-adjacent surfaces
2. Cleaning the environment around the equipment
3. Considerations as to what types of cleaning agents can be used on surfaces (i.e., chemicals used on food-contact
and food-contact-adjacent surfaces should be nontoxic to prevent illness or injury if cleaning residues persist)
4. Cleaning frequencies (should lines be cleaned at a certain shift each day, on changeovers from one product to
another, or only when allergens are a concern for changeovers?)
5. Methods used to verify cleaning; answers should include:
a. Zones 1 and 2: Visual inspection for cleanliness (i.e., no visible product debris, chemical residue, or
cleaning utensil debris such as towel fuzz) coupled with ATP swabbing for organic material
i. Examples of frequencies that could be used include:
1. after every cleaning and prior to being released for production OR
2. daily on the third shift
b. Zones 1 and 2: Environmental swabbing for aerobic plate count and coliforms to further verify cleaning
i. Examples of frequencies that could be used include that:
1. various pieces of equipment are swabbed weekly on a schedule to ensure that all
identified locations are swabbed two to four times per year
(For example, the pretzel facility may have 12 pretzel lines, and locations on each line are
swabbed 4 times per year. Line 1 could be swabbed in weeks 1, 14, 27, and 40, while Line
2 could be swabbed in weeks 4, 17, 30, and 43. Students do not need to be specific about
their weekly swabbing schedule; they can simply state they will be doing environmental
swabbing weekly on identified sites.)
89
2. various pieces of equipment are swabbed monthly on a schedule to ensure that all
identified locations are swabbed two to four times per year
Note: Students may also include pathogen swabbing in Zones 1 and 2. If they choose this, they
should consider what could happen if the test results indicate pathogens are present. If the results
indicate a pathogen is present, the company will need to discard products produced on the line.
This discard will include the product produced during the time frame between where they can
prove the line was free of pathogens prior to and after discovering the contaminated sample.
If the time frame for the discard is long enough, this could result in recalls. The company could
experience financial losses due to product losses and a damaged reputation from public recalls. In
some instances, bankruptcy could occur.
c. Zones 3 and 4: Environmental swabbing for pathogens such as Salmonella spp., Listeria spp., or E. coli
i. Frequencies as in 5a and 5b above apply.
6. Records to ensure cleaning is completed on time and/or thoroughly
a. Preoperational checklist:
i. Used after cleaning and before the equipment is released to use in production
ii. Might include:
1. visual check of certain pieces of the equipment
2. test results verifying the line is clean (usually ATP swabbing due to rapid indication
methods)
3. column to indicate if recleaning occurred
4. column to indicate corrective action taken to address test failures
b. Cleaning log:
i. Sanitation employees (or other qualified employees) who complete the cleaning task complete the
log indicating which pieces of equipment they have cleaned on a certain date and shift.
c. Results from in-house testing or third-party lab for environmental swabs:
i. Documentation of which locations were swabbed on which day
ii. Documentation of results, indicating if the area swabbed passes or fails
iii. Documentation of any areas that failed and were reswabbed and reswab results
iv. Documentation of any corrective actions taken (which can be saved with these results)
7. Corrective actions if cleaning is not properly completed may include:
a. Retraining employees—Identify who did not complete the cleaning correctly based on the information in
the cleaning log. Retrain the employee(s) on the process and have them demonstrate understanding by
taking a quiz or performing the task while being observed by an individual qualified to complete the task.
b. Reviewing the chemicals used for cleaning
i. Additional discussion points, if time permits:
1. Were the chemicals used at the correct concentration levels?
a. If the issue originated from the supplier, contact the supplier to resolve.
b. If the issue originated with employees diluting the chemicals or not creating the
correct dilution if concentrations were used, the employee could be retrained.
2. Were the correct chemicals used?
a. Retrain employees.
c. Maintenance or Engineering can look at the equipment design and make alterations that would make the
equipment easier to clean.
d. Reexamine and adjust cleaning procedure to better address cleaning challenges.
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Guided Answers
Planning Sheet for Sanitation Standard Operating Procedure (SSOP)
Student answers could include the information listed in the below table. However, other answers are acceptable if they are logical and adequate justification
is made for students’ choices. Some provided answers have additional details for the teacher/leader to discuss further if time allows. Student answers do
not need to include these additional details; student answers should reflect information covered in the unit.
Corrective Action
Category Cleaning Potential Cleaning
If Cleaning Is Not
(Examples: Cleaning Method Frequency Challenges Frequency of Cleaning
Method to Verify Area Is Record Properly Completed
ingredient (Examples: name of cleaning agent, (Examples: daily, (Examples: equipment Verification
Clean (Examples: (Examples: retrain
storage, time to leave cleaning agent on weekly, monthly, difficult to access, (Examples: daily,
(Examples: ATP swabs, cleaning log, employees, review
processing surface, method for rinsing, method after running a water could cause weekly, monthly, after
environmental swabbing, pre-operation chemicals used, have
equipment, for drying, etc.) certain product, ingredient clumping running a certain
visual inspection, etc.) checklist, etc.) engineering team
area adjacent to etc.) if equipment not product, etc.)
redesign/adjust equipment,
equipment, etc.) sufficiently dried, etc.)
etc.)
Ingredient storage This area would potentially not be Regular upkeep, Spill is difficult to access (if Routine cleaning: Routine cleaning: Routine cleaning: Routine cleaning:
cleaned with chemicals frequently. such as sweeping, the spill is between pallets or Visual inspection Visual inspection daily Cleaning log Retrain employees if
Ideally, ingredients would be could occur on a ingredient containers). or weekly cleaning is not completed as
packaged and not leaking to daily or weekly For spills: For spills: scheduled or is completed
reduce the risk of microorganism basis. Cleaning to Visual inspection For spills: Use cleaning logs incorrectly.
contamination. Keeping areas swept address spills can After the spill has been unless the spill
and free of debris may be sufficient. occur as needed. Environmental swabbing cleaned type requires a For spills:
If spills occur, the product may need may also be used, based on special document. Retrain employees (if the
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to be relocated to a clean area or spill type. (For example, employee caused spill).
discarded (if damaged by spill) and uncontrolled Contact supplier if spill
the spill contained. Cleaning and water events resulted due to supplier
disinfecting agents may be used at are commonly issues, such as improperly
the spill site. Let the area air dry. documented on sealed containers or bags
a specific form that were damaged during
developed by loading onto the truck at the
each company.) supplier facility.
Equipment (Zones Spray equipment from top to bottom May occur daily on Some equipment may be Visual inspection coupled Visual inspection Preoperation Retrain employees.
1 and 2) with water to remove debris. Add a particular shift challenging to clean. For with ATP swabbing coupled with ATP Checklist for
cleaner/degreaser (one of the (e.g., second or third
example, salt dispensers (Cleanliness can be further swabbing conducted visual and ATP Check chemical used.
nontoxic options) from top to bottom. shift) would need to be emptied to verified by conducting after every cleaning swabbing
Follow cleaning instructions for each clean, and excess water in the environmental swabbing, and before releasing Maintenance/ Engineering
chemical used. Rinse equipment May occur after the salt dispenser could cause which may include aerobic equipment to be used Cleaning log for redesigns equipment.
from top to bottom using water changeover from clumping of salt, which could plate count, coliform, and/ in food processing employees to sign
to remove the cleaner/degreaser. one product to clog the system and prevent or pathogens such as after cleaning Re-evaluate cleaning
Apply disinfectant/sanitizer (one of another salt from being dispensed Salmonella spp., Listeria spp., Environmental procedures and potentially
the nontoxic options) to equipment during processing. The salt or E. coli.) swabbing conducted Locations of revise.
from top to bottom. If disinfectant/ May occur after dispenser could arguably weekly or monthly environmental
sanitizer needs to be rinsed off, rinse allergens have been go longer than other pieces swabbing and
the equipment from top to bottom. used of equipment since salt is results
Allow equipment to air-dry to generally not contaminated
minimize microbial recontamination with microorganisms.
from drying equipment (e.g.,
towels) and to reduce physical
contamination (e.g., towel lint).
Corrective Action
Category Cleaning Potential Cleaning
If Cleaning Is Not
(Examples: Cleaning Method Frequency Challenges Frequency of Cleaning
Method to Verify Area Is Record Properly Completed
ingredient (Examples: name of cleaning agent, (Examples: daily, (Examples: equipment Verification
Clean (Examples: (Examples: retrain
storage, time to leave cleaning agent on weekly, monthly, difficult to access, (Examples: daily,
(Examples: ATP swabs, cleaning log, employees, review
processing surface, method for rinsing, method after running a water could cause weekly, monthly, after
environmental swabbing, pre-operation chemicals used, have
equipment, for drying, etc.) certain product, ingredient clumping running a certain
visual inspection, etc.) checklist, etc.) engineering team
area adjacent to etc.) if equipment not product, etc.)
redesign/adjust equipment,
equipment, etc.) sufficiently dried, etc.)
etc.)
Processing Clean walls and floor as described Same as listed for Areas are difficult to reach due Visual inspection Visual inspection after Cleaning log Same as listed for Zones 1
Environment for Zones 1 and 2. Harsher chemicals Zones 1 and 2 to equipment placement. each cleaning and 2.
(Zone 3) may be used on Zone 3 surfaces. Environmental swabbing as Locations of
Drains may be hard to keep described above Environmental environmental
clean as product and cleaning swabbing weekly or swabbing and
residue may build up. ATP swabbing is not typically monthly results
used as higher levels of
microorganisms would be
acceptable on floors and
walls than on equipment
where food is prepared. The
primary concern about these
surfaces is pathogens.
Processing facility Typically, janitorial staff would clean Daily Employees using the area Visual inspection Visual inspection after Locations of Same as listed for Zones 1
(Zone 4 – such as with cleaners (degreasers would not could result in some areas not each cleaning environmental and 2.
cafeteria, break usually be necessary) and sanitizers. being cleaned thoroughly. Environmental swabbing as swabbing and
rooms, etc.) described above Environmental results
92
Leftover food in refrigerators swabbing weekly or
could cause unsanitary monthly
conditions.
Guided Answers
In-Class Activity
Chill: Dessert Pretzels
Pete’s Perfect Pretzels would like to work with Decadent Dipped Desserts to produce a line of dessert pretzels. The two companies are working on three
different dessert pretzel recipes (see below). As a member of the Pete’s Perfect Pretzels’ Quality Assurance Team, you have been asked to inspect the
Decadent Dipped Desserts facility to ensure the facility’s products will meet quality and safety standards. You have been asked to evaluate ingredient
storage.
This table includes a description of each product and a simplified ingredient list. Your task is to identify the proper ingredient storage conditions, concerns
that would affect storage location (such as microbial growth or shelf life of the ingredient), and the justification for your choice of storage conditions.
Concerns
life, bloom, etc.)
Pete’s Dark Lightly salted, Peanut-butter-filled Peanut-butter-filled pretzels: Peanut-butter-filled pretzels: Peanut-butter-filled pretzels:
Chocolate, peanut-butter- pretzels: 1. Ambient 1. Salmonella spp. 1. Pretzels are stable at room temperature; risk is
Peanut Butter filled pretzels 2. Ambient 2. Salmonella spp. controlled by baking (increased temperature) and low
1. Pretzel
Pretzel Bites coated in dark Dark chocolate: Dark chocolate: water activity in the final product.
2. Peanut butter
chocolate 1. Ambient or 1. N/A 2. Peanut butter is stable at room temperature; Salmonella
Dark chocolate
93
refrigerator 2. N/A spp. is controlled by roasting step in peanut processing.
1. Unsweetened 2. Ambient or 3. N/A Dark chocolate:
chocolate refrigerator 1. Unsweetened chocolate is stable at room temperature,
2. Cocoa butter 3. Ambient but if warehouse temperatures are high, refrigeration
1. Sugar could prevent bloom and end of shelf-life. This
ingredient has a low water activity.
2. Cocoa butter is stable at room temperature, but if
warehouse temperatures are high, refrigeration could
prevent melting and recrystallization of the cocoa butter
into a less stable form.
3. Sugar is stable at room temperature. This ingredient has
a low water activity.
Chill: Dessert Pretzels (cont.)
Concerns
life, bloom, etc.)
Milk Lightly salted Pretzel rods: Pretzels rods: Ambient Pretzel rods: Salmonella spp., E. Pretzel rods are stable at room temperature; risk is controlled
Chocolate, pretzel rods Caramel: Caramel: coli 0157:H7 by baking (increased temperature) and low water
Caramel- dipped in caramel 1. Ambient Caramel: activity in the final product.
1. Brown sugar
Dipped Pretzel and covered in 2. Ambient 1. N/A Caramel:
2. Sweetened
Rods milk chocolate 3. Refrigerator 2. Campylobacter jejuni, 1. Brown sugar has a low water activity.
condensed milk
4. Ambient E. coli 0157:H7, 2. Sweetened condensed milk is stable at room
3. Unsalted butter
5. Ambient Listeria temperature. The listed pathogens are commonly
4. Salt
Milk chocolate: monocytogenes, found in unpasteurized milk. Processing steps heat
5. Vanilla
1. Ambient Staphylococcus the product and reduce/eliminate pathogens.1
Milk chocolate:
2. Ambient or aureus, 3. Butter is subject to melting. Water activity of butter
1. Sugar refrigerator Yersinia enterocolitica is high enough to support bacterial growth. Growth
2. Cocoa butter 3. Ambient or 3. Same as listed could increase at room temperature. The listed
1. Unsweetened refrigerator for sweetened pathogens are commonly found in unpasteurized
chocolate condensed milk milk.1 Pasteurization of milk controls the pathogens.
4. N/A 4. Salt has a low water activity.
5. N/A 5. Vanilla is stable at room temperature. Alcohol
Milk chocolate: content of vanilla extract is at least 35%.2
1. N/A The alcohol content helps control growth
2. N/A microorganisms.
94
3. N/A Milk chocolate is the same as above.
Dessert Trail Lightly salted Mini pretzel twists Mini pretzel twists: Ambient Mini pretzel twists: Salmonella Mini pretzel twists are stable at room temperature; risk is
Mix mini pretzel Dried blueberries Dried blueberries: Ambient spp. controlled by baking (increased temperature) and low
twists, dried Milk chocolate (same as Milk chocolate: Same as above Dried blueberries: N/A water activity in the final product.
blueberries, above) Strawberry filling: Milk chocolate: Same as above Dried blueberries are stable at room temperature; risk is
and strawberry- Strawberry filling: 1. Refrigerator or freezer Strawberry filling: controlled by low water activity.
chocolate bites 2. Ambient 1. Yeast/mold Milk chocolate: Same as above
1. Strawberry puree
(small squares 3. Ambient 2. N/A Strawberry filling:
2. High fructose
of milk chocolate 3. N/A 1. High sugar content leads to lower water activity.
corn syrup
with strawberry Yeast and mold could potentially grow, but
3. Citric acid
filling) pathogens are not likely to grow. Refrigerating/
freezing will help slow yeast and mold growth. The
pH is likely acidic enough to reduce pathogenic

growth as well.
2. High fructose corn syrup is stable at room
temperature and has a low water activity due to its
high sugar content.
3. Citric acid is stable at room temperature and has a
low water activity.
1
U.S. Food and Drug Administration, 2012. Bad Bug Book, Handbook of Foodborne Pathogenic Microorganisms and Natural Toxins, 2nd ed. Available from: https://www.fda.
gov/media/83271/download .
2
U.S. Food and Drug Administration, 2019. Vanilla extract. 21 C.F.R. §169.175 (2019). Available from: https://www.accessdata.fda.gov/scripts/cdrh/cfdocs/cfcfr/CFRSearch.
cfm?fr=169.175 .
Guided Answers
Dessert Pretzels (cont.)
While walking around the warehouse at Decadent Dipped Desserts, you make the following observations:
1. Employees responsible for receiving temperature-sensitive ingredients are checking the temperature of the
delivery vehicles to make sure the temperature inside the cargo area of the vehicle is within the acceptable range
for the received product.
2. Full pallets of butter (stacked in cases) have just been delivered and have been placed in the refrigerator until an
employee can move them to their new location in the warehouse. The cases of butter are touching one another,
both on the pallet and across pallets. All warehouse employees are currently busy or at lunch and will not move or
relocate the butter within the next hour.
3. Employees entering and leaving the refrigerator section of the warehouse sometimes forget to close the doors. It is
summer, and the warehouse may become hot. You check the temperature data logger in the refrigerated room and
see that the temperature has climbed to the acceptable upper-temperature limit twice in the last week.
What feedback would you provide the Quality/Management Team at Decadent Dipped Desserts to ensure the products
they make for Pete’s Perfect Pretzels will be safe and of high quality? Feedback can include what Decadent Dipped
Desserts is doing well and areas for improvement.
For identified improvement areas, what are some possible solutions?
1. Employees are following the correct procedure. They should be checking the receiving temperatures to ensure the
product is within the acceptable temperature range when it arrives.
2. Storing the butter in the refrigerator is correct; however, the butter pallets should be spaced far enough apart so air
can circulate around each pallet, thereby maintaining the butter within the specified temperature range. Possible
solutions may include:
a. Employees on break cannot be called back to work, but busy employees could potentially reprioritize their
work to decrease the food-safety risk posed by butter stored at incorrect temperatures.
b. More space could be left between the pallets while being stored temporarily. If there is not enough room
at the current location to spread out the pallets, some of the pallets could potentially be located to another
area of the refrigerator to create additional space.
3. Employees need to remember to shut the doors because open doors will allow warm air from the warehouse to
enter the refrigerator and heat the ingredients. If the temperature exceeds the upper acceptable temperature range
and remains above the acceptable temperature range for an extended period of time, microorganisms may be able
to grow more rapidly and cause spoilage or increase the risk for foodborne illness. Possible solutions include:
a. Employees could be retrained to emphasize the importance of closing refrigerator doors.
b. Signs could be posted near and on the doors to remind employees to close the refrigerator doors.
c. Automatic doors could be installed so the doors will close after a certain period of time if left open.
95
Guided Answers
In-Class Activity
Cook: Is It Safe to Eat?
You have been asked to evaluate the safety of your finished product with respect to pathogens such as Salmonella, which
has been known to contaminate flour. To determine if your product is safe, you review the current tests conducted on
pretzels. Identify which tests are beneficial in determining product safety and justify your answer. Propose additional
testing or procedures you would use to make sure your pretzels are safe to consume.
Questions to Consider: Can the internal temperature of the final product be determined? If no, what are some ways you
can use to justify the safety of your product?
The internal temperature of the final pretzel cannot be easily measured. Inserting a thermometer into the hard pretzel will
likely cause breakage. This could expose the thermometer to the air, resulting in inaccurate readings. Additionally, the
exposure of the pretzel interior to air can cause more rapid cooling of the pretzel and produce inaccurate readings.
Beneficial to
Current Tests Performed Justification
Food Safety
Moisture analysis on finished pretzel No Low-moisture foods could have low water activities as well. However, measuring water
activity is the best way to determine if microorganisms will be able to grow and, if so,
which ones.
Color analysis on finished pretzel No Color can be affected by several factors, including temperature and pH. Higher pH
values will generate darker pretzels. This is at the surface of the pretzel and may not
indicate if the interior is properly baked. Dark color can occur on pretzel surfaces, but
the interior might not have reached the appropriate temperature to reduce/eliminate
microorganisms. Dark color can develop on the surface if the temperature is too high
and the heat does not have enough time to transfer to the interior.
Salt content on finished pretzel No While salt can reduce the water activity and inhibit bacterial growth in foods, salt is
primarily used for seasoning on pretzels and is largely concentrated on the exterior.
The interior dough experiences little decrease in water activity due to salt content.
pH of finished pretzel (pH results are Somewhat It is important to maintain a pH below a certain level to prevent adverse effects on
usually basic due to dipping pretzel consumers. Foods with a high pH could cause injury to consumers. However, it might
in an alkaline solution) be difficult to justify pH ranges with respect to microbial growth because the alkaline
solution is predominately concentrated on the pretzel surface. There would likely be a
pH gradient through the product.
Percent (%) breakage No Breakage measures the physical defects of the pretzels.
Dimensions (diameter, length, No Dimensions measure pretzel size. The variation in size will likely have little impact on
width) factors that affect microbial growth.
How Test Benefits Understanding of

Proposed New Tests Justification
Product Safety
Water activity Measures water activity Water activity is a better determiner of microorganism growth than mois-
ture content. Water activity can be correlated to which microorganisms
are likely to grow.
Final product testing Measures selected pathogens Final product testing could be used to determine if pathogens such as
Salmonella spp. are present in the finished product.
Ingredient testing Measures selected pathogens Ingredients that pose a larger risk, such as flour, could be sent for patho-
gen testing. If results came back negative, there could be some increased
confidence that pathogens are not prevalent in the ingredient.
96
Guided Answers
In-Class Activity
The Customer Service Department at Pete’s Perfect Pretzels has recently received customer complaints about consumers
feeling ill after eating some of Pete’s Perfect Pretzels products. Customers’ symptoms have included fever, nausea,
vomiting, and stomach cramps. The products consumers have eaten include Pete’s Salt and Black Pepper Nuggets,
Pete’s Sour Cream and Onion Nuggets, and Pete’s Dark Chocolate Peanut Butter Pretzel Bites. Use the table below to
organize information from your investigation. Note that the three products all have the same base ingredients—flour, salt,
corn oil, yeast, etc.—and are stored in the same area. You may gather information provided by employees in the following
departments: Sanitation, Quality Assurance, Processing, Packaging, Warehouse, and Record Retention.
The black pepper was contaminated. When an employee opened bags of black pepper near the peanut-butter pretzel
processing line, black pepper residue contaminated the peanut-butter pretzel processing equipment, even though the
black pepper is invisible to the naked eye. Black pepper also contaminated the sour-cream-and-onion seasoning bags
during storage in the warehouse. The employee handling the sour-cream-and-onion seasoning bags cross-contaminated
the sour-cream-and-onion seasoning by wiping the black pepper off the sour-cream-and-onion seasoning bags with his
hands and then adding the sour-cream-and-onion seasoning to the processing line without washing his hands. Even if the
cross-contamination did not happen by hand, black pepper was on the sour-cream-and-onion seasoning bags and could
have contaminated the processing line as the sour-cream-and-onion seasoning bags were moved closer to the salt-and-
black-pepper pretzel line.
Production
Product Name Date Ingredient Storage Processing Equipment/Area Other Relevant Information
and Time
Bags of black pepper were torn Black-pepper powder was
Pete’s Salt and open and spilled black pepper released into the air when the N/A
5/31/2020 at
Black Pepper onto the sour-cream-and-onion bags were opened. These bags (Students might note some
9:30 a.m.
Nuggets seasoning stored below the were opened near peanut-butter information they learned.)
pallets of black pepper. pretzel line.
An employee wiped black-
A partial pallet of sour-cream- pepper powder from the outside
and-onion seasoning was being of the sour-cream-and-onion
N/A
Pete’s Sour Cream 5/31/2020 at stored below the bags of black seasoning bags and did
(Students might note some
and Onion Nuggets 8:15 a.m. pepper. Black pepper was on the not wash his hands before
information they learned.)
outside of the sour-cream-and- dumping/scooping the sour-
onion-seasoning bags. cream-and-onion seasoning
onto the line.
The extruder die had to be Peanut butter was sent for
Pete’s Dark Product was stored in the proper
5/31/2020 at recleaned due to peanut butter ingredient testing. Test results
Chocolate Peanut location and was sealed. There
7:00 a.m. residue. The extruder die passed indicated no Salmonella was
Butter Pretzel Bites were no leaks or spills.
the second inspection. present in the sample.
97
Guided Answers
In-Class Activity
Choose: Are Spices Safe?
Considering customer complaints about Pete’s Perfect Pretzels and the black pepper recall by the U.S. Food and Drug
Administration, the Pete’s Perfect Pretzels Management Team has decided to revise training procedures and investigate
other ingredient options that pose less risk of being contaminated with pathogens. Management has provided the following
information on oleoresins and wants your team (Quality Assurance) to determine if using oleoresins is a viable option to
replace all or some of the seasonings used in Pete’s Perfect Pretzels products. Research and Development will also be
working to determine how the change from powdered seasoning to oleoresins will impact the product attributes, including
flavor, texture, and shelf life. You will need to discuss the potential changes with Research and Development before
presenting to Management.
Use information on the Excerpts Related to Spices and Oleoresins handout or sources you find to gather information.
If other sources are used, cite your sources and briefly explain the source type (e.g., spice vendor’s website, scientific
equipment vendor, etc.).
1. Use the space below to list the goals of the new formulation including oleoresin, why the identified attribute is
important, and which team(s) would be responsible for this aspect of the product. An example has been provided
for you.
Note to Teacher: Students have been provided with an example of how to record the information in the following
table. Students should consider different stakeholders, including Marketing, Procurement, Processing, Research and
Development, and Quality Assurance. Goals could include maintaining sensory properties, reducing cost, avoiding
the use of ingredients that the public may consider objectionable, and reducing microbial loads of ingredients to
improve the product’s safety. Justification and teams responsible should be logical.
Goal Justification Team Responsible

New formulation Higher prices may result in Procurement: This team is responsible for finding suppliers and
should be the same increased product cost to working with suppliers on ingredient pricing.
or lower in price consumers and could decrease
compared to original profits. Research and Development: This team is responsible for formulation
formulation. and product design. Product design
will drive resource needs.
2. Use the pretzels you have been provided for your experiment. In this experiment, essential oils are
representative of oleoresin and can be used in place of oleoresin for calculation purposes. DO NOT EAT the
oleoresin, the essential oil, or the pretzel containing the oleoresin or essential oil. Use the space below
to calculate the ratio of oleoresin to black pepper needed for the formulation. Then calculate the cost ratio of
oleoresin to black pepper used in the formulation.
98
Calculate ratio of oleoresin to black pepper needed for the formulation.

Example procedure:
1. Students determine how much oleoresin (mass of oleoresin used per pretzel) is needed to achieve the desired
product properties.
2. Students determine how much black pepper (mass of black pepper used per pretzel) is needed to achieve the
desired product properties.
3. Students divide the answer from step 1 by the answer from step 2 to find the ratio of oleoresin to black pepper. .
Note: Regardless of the procedure used to calculate the ratio of oleoresin to black pepper needed for the formulation, the
mass units used for oleoresin and black pepper should be the same (e.g., both are measured in grams or milligrams).
Calculate cost ratio of oleoresin to black pepper used in the formulation.

Example procedure:
1. Students look up (or teacher provides) the cost of oleoresin and black pepper.
2. Students convert the cost per unit from step 1 to match the units they used. For example, if students have units
of milligrams of black pepper per pretzel from their experiment and the cost was provided in dollars per pound of
black pepper, students can convert the cost to dollars per milligrams of black pepper.
3. Students multiply the ratio of oleoresin to black pepper by the ratio of cost per unit of oleoresin to cost per unit of
black pepper. The result is the cost ratio of oleoresin to black pepper.
*It is important to note that these calculations can give students an idea of the cost comparison between oleoresin
and black pepper. To more accurately calculate the cost ratio of oleoresin to black pepper, data should be taken from
the scaled-up process for production of both products.
3. What are some of the limitations with the experiments you were able to perform with the materials you have
been provided? For each limitation, describe how you would change the procedure you used if you were able to
run the experiment in a factory or research lab.
The table below includes possible student answers. Any logical answer provided by students is acceptable.
Description of limitation How would you change the experiment in industry?

The process is not scaled up. Only a few pretzels are being used to determine The process could be scaled up to more accurately calculate
the mass of oleoresin and black pepper used in the process. the ingredient cost for oleoresin and black pepper.
The ingredients can only be added to the exterior of the pretzel. The oleoresin could be added to the pretzel dough to
determine how the sensorial properties would be affected.
The effects of baking on oleoresin properties cannot be determined in the The effects of baking on oleoresin properties can be evaluated
in-class experiment. using a sensory panel.
A limited variety of oleoresins are available for experimentation. Procurement could acquire a more diverse selection of
oleoresins for experimentation.
The pricing provided to students might not align with the industry price. Procurement could provide information on minimum-order
For example, a minimum quantity of oleoresin might have to be ordered. quantities for oleoresin. This information can be used to more
If production will not use the minimum quantity of oleoresin, this could accurately calculate production costs.
generate ingredient waste.
99
4. Based on your calculations, experiments, and literature review, complete the following table:
The table below contains possible answers. Any logical or evidenced-based answer is acceptable.
Spices Oleoresin/Essential Oil

■ S pices would add to the visual aesthetics of the ■ E asy to store and transport
pretzels. ■ More stable when heated
■ S pices provide “gritty” feel characteristic of a ■ More economical to use
product flavored with herbs and spices.
■ E asier to control for quality and cleaner than the equivalent ground
■ Oleoresins might not be available for all spices. spices
Advantages ■ F ree from contamination
■ C oncentrated form reduces storage space, bulk handling, and
transport requirements
■ C oncentrated and virtually moisture-free form of oleoresins ensures
longer shelf life due to minimal oxidative degradation or loss of
flavor
■ C an have heavy microbial loads ■ D epending on consumer preferences, oleoresins may be
aesthetically inferior because they lack particulates, which the
consumer may want to see to indicate seasoning.
Disadvantages ■ D epending on consumer preferences, oleoresins may be texturally
inferior due to lack of particles.
■ O leoresins are sensitive to light, heat, and oxygen, which could
shorten shelf life.
■ C lostridium perfringens ■M
inimal microbial loads
Potential ■ B acillus cereus
Pathogens
■ S almonella spp.
■ If processed by a reputable producer, microbial
loads are less likely to be high.
Similarities
■ B oth impart flavor and color to products.
Choice Justification for Choice

Students may choose either option as long as they provide a justification for their choice.
How credible were the sources you used? Explain your reasoning.
Information presented by spice/oleoresin vendors could be biased since they are trying to sell products.
Information presented by scientific companies may be less biased, but there could be some bias since they are selling
supplies and services.
Information presented by scientific journals may be least biased because they present factual information and have
research that should not be biased. Scientific journals have reviewers, which can help reduce bias.
100
Guided Answers
In-Class Activity
Pete’s Perfect Pretzels
Hazard Analysis Critical Control Point (HACCP)
As a member of Pete’s Perfect Pretzels Hazard Analysis Critical Control Point (HACCP) team, you have been asked to review the process for making pretzel
twists and pretzel rods, then outline potential hazards and how to control them. You will use the process flow diagram below, which identifies key steps in
the pretzel production process. [Note: Process flow diagram and Table 1 directions not included here.]
Follow the examples provided. As a note, the structure of HACCP worksheets may vary between companies. Identification of hazards, controls, and critical
limits should be completed. Below are key hazards in the process. Students may identify and justify additional hazards.
Table 1. Hazard Analysis
Hazard to be
Critical
Processing addressed
Potential Hazard(s) Justification Control Measures Control Point Critical Limit(s)
Step in the plan?
(Y/N)
(Y/N)
Receipt of Biological: Microbial B: N B: Supplier should control hazard B: See processing; controlled at B: None at this B: None at this
101
ingredient contamination (Salmonella (Certificate of Analysis). CCP-2 step step
in flour, pathogens in spices/
seasoning)
Chemical: Chemical C: N C: Supplier should control hazard C: None C: None

contamination (e.g., (Certificate of Analysis). C: None
pesticides)
Physical: Insects, metal P: Y P: Supplier should control hazard, P: See ingredient storage step; P: None at this
but metal contamination could cause controlled at CCP-1 step P: None at this
serious injury. step
Radiological: Soil and water R: N R: Supplier should control hazard. R: None R: None
used for growing products Pete’s Perfect Pretzel suppliers are
(wheat) could contain reputable with no history of radiological R: None
contaminants contamination of soil or water where
products are grown.
Hazard to be
Critical
Step in the plan?
(Y/N)
(Y/N)
Ingredient Biological: Microbial growth B: Y B: Spores may be present in some B: Proper storage (most B: None at this B: None at this
storage/ ingredients (e.g. spices). Salmonella ingredients used have low water step step
automated could survive/grow on stored flour. activity and will be stored at
transport of dry ambient temperatures in a dry
ingredients to location to limit moisture needed
processing line for pathogen growth); controlled
by CCP-2 (baking)
Chemical: Cross-contact C: N C: Segregation of allergen products in C: None C: None C: None

(allergens) storage should control risk.
Physical: Metal P: N P: Supplier should control; however, P: Magnets in dry storage P: CCP-1 P: 0 pieces of
metal could be present in ingredients compartments used to collect metal 7mm–25mm
from supplier process that went metal fragments in length/
undetected. Metal contamination is high diameter1
risk and could cause injury.
Radiological: None R: N R: Supplier should control this risk, and R: None R: None R: None
102
few ingredients contain water.
Product Biological: Microbial growth B: Y B: Some ingredients may contain spores B: Baking (sustaining high B: CCP-2 B: 0 pathogenic
processing (spices). Salmonella could survive/grow temperature long enough to organisms
on stored flour. eliminate pathogens)
Chemical: Cross-contact C: N C: Allergens are only processed on C: None C: None C: None

(allergens) certain lines. Lines were cleaned and
allergen swabbing was performed.
Physical: Potential metal or P: Y P: Metal or hard/sharp materials on P: Metal detectors (CCP-3) and P: CCP-3 and P: None
other hard/sharp material or around the processing lines could X-ray detectors (CCP-4) on CCP-4*
from processing* contaminate product. packaging lines before product is

packaged and/or sealed*
Radiological: Potential R: Water could potentially contaminate R: None R: None R: None

radiological contaminants in R: N the final product with radiological
water added to the pretzel material, but there is no history of this
dough problem. Water is tested annually, at a
minimum, to ensure the water is safe
for use.
Hazard to be
Critical
Step in the plan?
(Y/N)
(Y/N)
Product Biological: Pathogens could B: N B: Equipment is cleaned, and B: None B: None B: None
packaging be reintroduced via cross- employees practice safe food-handling
contamination. techniques.
Chemical: Cross-contact C: N C: Allergens are segregated to certain C: None C: None C: None

(allergens) processing lines. Lines are cleaned
and swabbed for allergens. Employees
practice safe food-handling techniques.
Physical: None P: N P: Product is packed immediately P: None P: None P: None

or soon after passing through metal
detector. No incidents recorded.
Radiological: Water used R: N R: Water used for cleaning is tested R: None R: None R: None
for cleaning could be annually. The water source is a low-risk
contaminated. area for radiological hazards.
103
Product Biological: None B: N B: Product properly sealed and stored to B: None B: None B: None
storage and prevent contamination
shipment
Chemical: None C: N C: Product properly sealed and stored to C: None C: None C: None
prevent contamination
Physical: None P: N P: Product properly sealed and stored to P: None P: None P: None
Radiological: None R: N R: Product properly sealed and stored to R: None R: None R: None
*Some processes might not include an X-ray. However, metal detectors should always be included before packing product.
1
U.S. Food and Drug Administration, 2005. Foods, Adulteration Involving Hard or Sharp Foreign Objects. CPG Sec. 555.425, p. 3. Available from: https://
www.fda.gov/media/71953/download ..
References
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Food Safety

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Food Science

Food Safety Curriculum

INTRODUCTION Need for Teacher Involvement

Materials List Additional

Activity 2: Applying Cleaning Concepts

Activity 3: Take-Home Activity to Assess Student Comprehension

Note: Students will need a camera or other technology to take pictures

Materials List Additional

Materials List Additional

Activity 3: Cross-Contamination Investigation

Activity 4: Take-Home Activity to Assess Student Comprehension

Note: Students will need a camera or other technology to take pictures

Materials List Additional

Materials List Additional

Hazard Analysis Activity 2: Discussion of Concepts Related to Safe Food-Handling

Note: If this document cannot be shared electronically during class, print

Activity 3: HACCP In-Class Activity

Activity 4: Take-Home Activity to Assess Student Comprehension

Note: Students will need a camera or other technology to take pictures

Materials List Additional

Activity 2: Final Project Presentations

Note: Provide alternative presentation methods as needed for those

Activity 1: Post-Survey Administration

Scope and Sequence

Practicing safe food-handling techniques can help reduce

Principle(s) Unit Objective(s)

Learning Activities (continued)

Learning Activities (continued)

Principle(s) Unit Objective(s)

Activity Groups 1 and 2 Groups 3 and 4 Groups 5 and 6

■ Fight BAC!® by Chilling Out, U.S. Department of Agriculture, http://www.fsis.usda.gov/wps/portal/fsis/

■ Food Safety, Teens Health, Nemours Foundation, http://kidshealth.org/teen/food_fitness/nutrition/

■ National Cattlemen’s Beef Association, www.beef.org

■ ThermyTM Campaign, USDA Food Safety and Inspection Service, https://www.fsis.usda.gov/wps/portal/

Principle(s) Unit Objective(s)

Domain—Safety, Sanitation, and Quality of Food

Domain—History and Current Developments of the Food Industry

Learning Activities (continued)

Principle(s) Unit Objective(s)

Learning Activities (continued)

Principle(s) Unit Objective(s)

Principle(s) Unit Objective(s)

Principle(s) Unit Objective(s)

Lab Cooking Materials

Food-Safety Behavior Observed Behavior

Dried by Dried on Dried on Dried on Dried on

Washed items that contacted

Plate not washed Plate rinsed or Plate washed with

Used thermometer thermometer

Did not change Washed gloves Changed gloves; Changed gloves;

Food-Safety Behavior Observed Behavior

Cleaned work Cleaned work

Before Soon after a

Cleaning and sanitizing (where) Stove Counter Sink

Vegetable 1: Vegetable 2: Vegetable 3: Vegetable 4: Vegetable 5: Vegetable 6: Vegetable 7:

Recipes for Cooking Lab 1

Zucchini Crisps (per group)

Recipes for Cooking Lab 2

Pete’s Perfect Pretzels GMP Policy

Pathogen References for Students

■ Fight BAC!® by Chilling Out, U.S. Department of Agriculture, http://www.fsis.usda.gov/wps/portal/fsis/

■ Food Safety, Teens Health, Nemours Foundation, http://kidshealth.org/teen/food_fitness/nutrition/

■ ThermyTM Campaign, USDA Food Safety and Inspection Service, https://www.fsis.usda.gov/wps/portal/