UNIT A
FOOD PREPARATION, PROCESSES AND
METHODS
INTRODUCTION
ES. #
Obj. #
Unit Titles/Essential Standards and Objective Statements (The Learner will be able to :)
1
2
4
Total Course Weight
A.
1.00
FOOD PREPARATION, PROCESSES AND METHODS
1.01
1.02
Course
Weight
RBT
Designati
on
5
100%
50%
11%
B2
5%
3%
B2
B2
1.03
Understand safety and sanitation for food preparation.
Understand processes and benefits of a work plan and teamwork for preparing
healthy foods.
Understand food conservation practices.
3%
B2
2.00
2.01
2.02
2.03
2.04
2.05
Understand methods for food preparation.
Remember recipe parts and sources.
Remember equipment and procedures for its use and care.
Remember measuring, cutting/preparation, mixing, and cooking/cleaning terms.
Understand how to interpret food label information and adjust recipes.
Understand procedures, equipment and cooking methods in food preparation.
39%
2%
3%
5%
4%
25%
B2
A1
A1
A1
B2
B2
7045 Foods I
Understand methods for safety, sanitation, processes and conserving
resources.
Unit A-Food Preparation, Processes and Methods
Summer 2010 Version 2
1
Overview---Unit A: Food Preparation, Methods and Procedures: The curriculum writing team
advises the teacher at the beginning of the semester/year to read through the introduction
to the guide and the Unit A and B overviews. Completing this request will allow the
teacher to make proper plans and order equipment and supplies before teaching.
UNIT A is designed to help students understand methods and procedures for safety and sanitation for
preparing healthy foods during the Foods I Fundamentals course, as well as at home. It consists of two
essential standards, one focusing on kitchen safety, food safety, food sanitation, work plans, and
resource conservation. The second ESSENTIAL STANDARD covers recipes, types of kitchen
equipment, key food preparation terms, use of convenience foods, and procedures for food preparation.
In ESSENTIAL STANDARD one, students will apply methods for kitchen safety by understanding the
types of kitchen accidents, their prevention, and first aid in the case of accidents. Students will gain a
better understanding of food safety and sanitation and recognize the symptoms of foodborne illnesses, in
addition to applying methods to prevent such illnesses during food preparation. They will learn how to
use market orders and work plans to organize food lab opportunities, as well as work plan evaluations to
measure their success of the work plan experiences. Also, students will practice resource conservation
by implementing ways to reduce, reuse, and recycle materials in the classroom and at home.
The focus of ESSENTIAL STANDARD two is for students to recognize and use well-written recipes
and resources for such recipes. Students will also learn use and care of measuring, cutting/preparation,
mixing, and cooking/cleaning equipment. Students will recall basic measurements and abbreviations
used in recipes, as well as their equivalents. They will use convenience foods and label directions to
prepare foods and practice increasing/decreasing the recipe yields. Students will understand how to
make ingredient substitutions, and how to recognize their eects on the final product. Students will use
the skills and information learned in ESSENTIAL STANDARD two to implement measuring,
cutting/preparation, mixing, and cooking/cleaning procedures to prepare foods and meals throughout the
Foods I Fundamentals course and at home.
TEXTBOOKS / RESOURCES: For successful instruction of this unit, the teacher needs a class set of
at least one of the three state-adopted textbooks, Adventures in Food and Nutrition (2007), Food for
Today (2006), and Guide to Good Food (2008). The teacher resource materials for these textbooks are
also recommended. A teacher computer and LCD projector to utilize the PowerPoint presentations is
important. If this is not possible, transparencies can be made from the slides to present to the class. A
digital camera for documenting students’ work for their notebooks is also important and enhances the
teaching of this unit, and the Foods I Fundamentals course. A good supply of construction paper, poster
paper, markers, glue, scissors, discarded magazines, etc. are needed for completing various activities in
Unit A. Access to dierent resources for recipes is necessary, as is a variety of basic food preparation
equipment and appliances. Unit A also uses a selection of games, either purchased or teacher-made, and
videos to deliver instruction. Funds for food labs depend on the recipes selected and the number of
students taught. The teacher may request students bring unopened ingredients and supplies from home
to defray some of the expense, if allowed by the LEA. Handouts and PowerPoint presentations are
included to supplement and enhance the teaching of this unit.
For planning, ordering, and purchasing purposes the following is a list of suggested supplies and
materials needed for UNIT A.
7045 Foods I
Unit A-Food Preparation, Processes and Methods
Summer 2010 Version 2
2
SUPPLIES AND MATERIALS TO HAVE ON HAND FOR CLASS ACIVITIES
UNIT A
Objective 1.01
Safety and sanitation posters
Construction paper, glue, stapler, markers
Glogerm™ and powder for Glogerm™ or blacklight
Objective 1.02
Ingredients for nutritious snack for lab / demonstration
Objective 1.03
Ingredients for water based beverage
Recyclable containers (glass jars, plastic containers, etc)
Objective 2.01
Transparencies/overhead
Simple recipe to introduce the objective - Recipe ingredients for food lab/demo
Cookbooks, magazines, newspapers, package labels, Internet access for recipes
“Push” lights for Family Feud and batteries for lights
Prizes for games – candy, snacks, “free” homework passes, etc.
Objective 2.02
Video, “Small Appliances A to Z” – or similar video (a brief discussion of approximately 20 kitchen
appliances)
“Kitchen Equipment Bingo” game – or teacher-made equivalent
Objective 2.03
Construction paper, markers, glue sticks, rulers, scissors, etc. to make “Gallon Man”
Jars, lids, ingredients to make “Jar Cookies”
Graph paper, rulers, etc. to make crossword puzzles and/or computer access to make puzzles using
computers
Video, “Kitchen Fundamentals” – or similar video (a great review of kitchen equipment, terms, and
procedures)
Materials to make “Twingo” game boards – vinyl, tape or paint, card stock
Objective 2.04
Examples of convenience foods for a display to introduce the objective
Empty boxes of foods that can be cut to make puzzle pieces
Sources for recipes and recipe ingredients for food lab, Instructional Activities 6-8
Objective 2.05
Video, “Measure Up in the Kitchen” – or a similar video (a comical look at “how-to” and what “not-todo” when measuring)
A class set of one of the three state adopted textbooks
Play sand, flour (or other “cheap” ingredients), water, etc. to use in “measuring” activity
Sources for recipes and recipe ingredients for food labs, Instructional Activities 7-8
Recipes using eggs and dairy foods and ingredients to prepare them for each group
Demonstration for egg cookery
Omelet lab-eggs, milk, cheese, vegetables, salsa, sour cream, etc.
Demonstration-Vegetables to prepare for steaming and sautéing
Demonstrate one DRY, MOIST; FRY in FAT, and COMBINATION method of cooking protein. Ask
students to assist while others observe.
Students need to find recipes for protein foods and small appliances should be used.
7045 Foods I
Unit A-Food Preparation, Processes and Methods
Summer 2010 Version 2
3
Ingredients for muffin and biscuit labs using recipes included.
Prepare and set up prior to class the following different types of grains (grits, presweetened cold cereal,
whole grain cold cereal, oatmeal, whole wheat couscous, brown rice, white rice, white pasta and whole
wheat pasta).
Newspaper grocery ads, internet access to find grocery ads
Food labels
FCCLA Connections throughout Foods I
Some of the best instructional strategies for instruction are found and incorporated in the national and
state programs of our student organization, Family, Career and Community Leaders of America
(FCCLA). The additional activities and events oer our student members an opportunity to develop life
skills, expand their leadership skills, and understand related careers to the course content.
The Curriculum Development Team for Foods I feels the following are good suggestions within each
ESSENTIAL STANDARD where national and state programs and events can be integrated into the flow
of activities for this course. Listed below are some examples of national and state
programs/competitive events a teacher might facilitate with his/her students in the co-curricular
classroom in Unit A. Go to http://www.ncfccla.com/about_stateevents.cfm and
http://www.fcclainc.org/content/National STAR-events for details.
Course ESSENTIAL STANDARD
number
1.00
2.00
National / State Program or Event
National Program-Power Of One (Take the Lead)
NATIONAL STAR Event - Environmental Ambassador
NATIONAL STAR Event- Nutrition and Wellness
National Program-Power of One (Family Ties)
Leadership competitive events may
be integrated in any objective in this
course
NATIONAL STAR Event-Chapter Service Project
Display
NATIONAL STAR Event-Chapter Service Project
Manual
NATIONAL STAR Event-Chapter Showcase Display
NATIONAL STAR Event-Chapter Showcase Manual
NATIONAL STAR Event-National Programs in Action
National STAR Event-Promote and Publicize FCCLA
Foundational competitive events
may be integrated in any objective in
this course
NATIONAL STAR Event-Applied Technology
NATIONAL STAR Event-Career Investigation
NATIONAL STAR Event- Nutrition and Wellness
NATIONAL STAR Event-Illustrated Talk
NATIONAL STAR Event-Interpersonal Communications
NATIONAL STAR Event-Job Interview
NATIONAL STAR Event-Life Event Planning
NATIONAL STAR Event-Parliamentary Procedure
7045 Foods I
Unit A-Food Preparation, Processes and Methods
Summer 2010 Version 2
4
COURSE:
UNIT A
7045 Foods I
ESSENTIAL
STANDARD:
FOOD PREPARATION, PROCESSES AND
METHODS
1.00
B2
11%
Understand methods for safety, sanitation, processes and
conserving resources.
1.01
B2
5%
Understand safety and sanitation for food preparation.
OBJECTIVE:
The Essential Questions:
 How can kitchen accidents be prevented?
 What is the appropriate first aid for kitchen accidents?
 What is the difference between food safety and food sanitation?
 What is proper hand sanitation and why is it important?
 What is foodborne illness, common types and ways to prevent?
 How does one detect signs and symptoms of foodborne illness?
Unpacked Content
KITCHEN SAFETY
o
Practicing kitchen and food safety guidelines to prevent accidents and administering
appropriate first aid for accidents makes everyone safe and sanitary in the kitchen.

Cuts
o Safety guidelines for preventing accidents
 Knives
 Small appliances
 Broken glass
o First Aid

Burns and fire
o Safety guidelines for preventing accidents
 Potholders
 Lids and handles
 Cleanliness of surfaces
 Types of fires: grease, paper or fabric
 Using extinguishers
o First Aid

Falls
o Safety guidelines for preventing accidents
 Stepladders/stools
 Area rugs
 Clean floors
o First Aid
7045 Foods I
Unit A-Food Preparation, Processes and Methods
Summer 2010 Version 2
5
OBJECTIVE:
1.01
B2
5%
Understand safety and sanitation for food preparation.

Electrical
o Safety guidelines for accidents

Dry working space

Cords

Broken appliances

Overloaded outlets
o First Aid

Poisoning
o Safety guidelines for accidents

Medicines

Chemicals
o First Aid

Choking
o Safety guidelines for accidents

Chewing and drinking

Talking with mouth full

Toddlers
o First Aid

Clothing and hair
o Safety guidelines for accidents

Jewelry

Hair

Dress
o First Aid
7045 Foods I
Unit A-Food Preparation, Processes and Methods
Summer 2010 Version 2
6
OBJECTIVE:
1.01
B2
5%
Understand safety and sanitation for food preparation.
FOOD SAFETY AND SANITATION
Understanding the difference between food safety and food sanitation during food preparation will help to prevent
foodborne illness. The difference between food safety and food sanitation is:
•
•
•
Food safety is a scientific discipline describing preparation, handling, cooking, storage and serving of food in ways
that prevent foodborne illness.
o Safe handling of foods

Cross contamination

Danger zones for home

Danger zones for food service
o Cooking-internal temperature

Ground Beef

Chicken
o Chilling/Holding

Holding temperature

Home: cold and hot

Food service: cold and hot

Chilled and covered in small containers
o Serving
Food sanitation is the hygienic measures (individuals, equipment and facilities) for ensuring food safety.
How one handles food and equipment can spread or prevent foodborne illness. Understanding
the procedures for cleaning and sanitation will ensure food safety. (Introductory activity in 2.05
may be taught at this time and reinforced throughout the entire curriculum.) It is important how
to clean and sanitize each of the following:

Hand sanitation

Equipment
– Pots and pans
– Appliances
– Kitchen utensils

Food preparation areas

Food storage areas

Sanitizing

Pests
Foodborne illness is any illness resulting from the consumption of contaminated food,
pathogenic bacteria, viruses, or parasites that contaminate food, rather than chemical or natural
toxins.
o Most common types of foodborne illnesses and how to prevent foodborne illness

Campylobacter

E-coli

Norwalk Virus

Salmonella

Signs, symptoms, and origin
– Common
– Severe

High risk individuals

To prevent foodborne illnesses, key recommendations focus on:
– Clean hands and work surfaces
– Separate raw, cooked, and ready- to- eat foods
– Cook foods to safe temperature
– Chill perishables promptly and defrost properly
7045 Foods I
Unit A-Food Preparation, Processes and Methods
Summer 2010 Version 2
7
th
OBJECTIVE:
1.01 B2 5% Understand safety and sanitation for food preparation.
INSTRUCTIONAL ACTIVITIES
RELEVANCY TO OBJECTIVE
Notes to Teacher: Please refer to the Going Green document in the introductory materials for suggestions on how to
conserve resources while teaching this course. For example, graphic organizers are used to guide students in taking notes.
Alternative methods are suggested in the Going Green document to provide this material to students.
Do
Notes to Teacher: Course PLC Please refer to the Course PLC document in the introductory materials for directions to
join the Moodle Professional Learning Community (PLC) for this course.
Notes to Teacher: Have students at the beginning of this objective to search for kitchen safety and sanitation topics on the
computer. Each student will select a topic to complete a one page report in current events on a kitchen safety, sanitation,
or foodborne illnesses as a culminating activity to this objective. Create a rubric for evaluation and provide to students
prior to the beginning of the assignment. Present reports to the class if time permits.
1.
Pass out Key Terms 1.01 II and assign students to define in their
own words throughout the study of the objective. Additional key
terms may be provided. Use for review, word walls, etc.
Use 1.01A Kitchen Hazards Key while students complete
1.01 B Kitchen Hazards.
1.
2.
Lead class discussion on the classifications of kitchen accidents
by using the PowerPoint 1.01C The Pathway to Kitchen
Accidents and Safety.
Have students complete 1.01E Pathway to Kitchen Accidents and
Safety,” Graphic Organizer and provide examples of each
classification. Use 1.01D Pathway to Kitchen Accidents and
Safety,” Graphic Organizer Key for checking answers.
2.
3.
Assign students 1.01G Kitchen Safety Pop-Up Book Instructions.
Have students devise a pop-up book on Kitchen Safety Rules
covered in class. (Have students to choose between activity 3 or 5
to complete as required activities or create a similar assignment.
One of these two activities could be a homework assignment or
extra credit.) Use 1.01F Kitchen Safety Pop-Up Book Instructions
and Rubric for teacher instruction and grading rubric for pop-up
book.
3.
Allows students to
EXEMPLIFY (B2)
what they already
know about kitchen
hazards as an
introductory
activity for the
objective
Allows students to
EXEMPLIFY (B2)
guidelines for
preventing kitchen
accidents and
administering first
aid
Allows students to
EXEMPLIFY (B2)
of kitchen safety
guidelines in a
kitchen safety popup book
Literacy Strategy: Graphic organizers are tools that help students visually “hold their
thinking.” Each category or blank on the graphic organizer is like a “bucket” for students to
“drop” what they are learning. One graphic organizer can be drawn like a rectangle with four
boxes and a circle in the middle. The center circle is used to write the topic or question being
studied. For example, students might write, “Safety and Sanitation.” The teacher decides
what he/she wants the categories to be labeled. This may be based on the headings in the text
students are about to read or in a lecture the teacher is about to give.
7045 Foods I
Unit A-Food Preparation, Processes and Methods
Summer 2010 Version 2
8
OBJECTIVE:
1.01
B2
5%
Understand safety and sanitation for food preparation.
INSTRUCTIONAL ACTIVITIES
RELEVANCY TO
OBJECTIVE
4.
As a review, have students to write on two sticky notes, two safe
kitchen practices, prevention and first aid. Have students to
group these on the board/wall by type of safety practice.
Eliminate duplication. If there is a type that was not on the
notes, ask for volunteers for other examples. Instruct students
to enter five-minute writing on a kitchen safety issue that they
have experienced or have heard of at home. 1.01H Student
Five-Minute Quick Writing Instructions. This is for entry in
the student’s notebook.
4.
Allows students to
EXEMPLIFY
(B2) kitchen safety
practices,
prevention and first
aid for each
practice.
5.
Cut out pictures from 1.01I Lab Selection Strategy and place in an
opaque container. Have students select a picture from a container;
and group with students with similar pictures or devise some other
system for dividing students. Use 1.01J Kitchen Safety Poster
Instruction Sheet for teacher guide and 1.01 K Kitchen Safety
Posters instruction for students. Student groups should create a
poster on kitchen safety for display in the classroom kitchens.
Evaluate posters using 1.01L Kitchen Safety Poster Rubric. Use
rubric to instruct students on criteria posters will be evaluated.
(Have students to choose between activity 3 or 5 to complete as
required activities. One of these two activities could be a
homework assignment or extra credit.)
5.
Allows student to
EXEMPLIFY
(B2) the seven
types of kitchen
accidents,
prevention and first
aid
6.
As a homework assignment, have students read, 1.01M Kitchen
Safety Rules & Safety Agreement. Assign students to take this
handout home for parents to read with the student, both the student
and the parent must sign the document before returning for the
teacher’s file. Teachers may modify the safety agreement to align
with the school system’s safety guidelines.
6.
Allows the student
to UNDERSTAND
(B2) kitchen safety
and sanitation
procedures at home
and at school
Literacy Strategy: A Quick Write is a short written response to a question. The teacher
is trying to help students connect or show what they know about a topic. The teacher is looking
for evidence of thinking, not correct grammar, punctuation, or mechanics. Usually a Quick
write will take one or two minutes. Quick writes are often the type of writing a student will
put in a learning log, journal, or notebook.
7045 Foods I
Unit A-Food Preparation, Processes and Methods
Summer 2010 Version 2
9
OBJECTIVE:
1.01
B2
5%
Understand safety and sanitation for food preparation.
INSTRUCTIONAL ACTIVITIES
RELEVANCY TO
OBJECTIVE
7.
Facilitate a discussion using PowerPoint presentation, 1.01N
Foodborne Illness. Use 1.01O Foodborne Illness Fill-in Note
Sheet Key to assist students completing 1.01P Foodborne
Illness Fill-in Note Sheet. Present the PowerPoint presentation.
(Optional) If time permits as a review, give directions to use
1.01Q Foodborne Illness Flipchart Instruction Sheet. Have
students construct a flipchart 1.01R Foodborne Illness
Flipchart of the four most common foodborne illnesses, high
risk populations, signs and symptoms and sources or have them
to create a “foldable” or other graphic organizer to capture the
content .
7.
Allows students to
EXEMPLIFY (B2)
foodborne illness
8.
Use 1.01S Glogerm™ Demonstration, to demonstrate the
importance of hand sanitation.
8.
Allows students to
UNDERSTAND (B2)
proper and frequent
hand washing
9.
Facilitate a discussion using the PowerPoint 1.01T Food
Sanitation. Use 1.01U Food Sanitation Graphic Organizer
Key to check student understanding. Have students complete
1.01V Food Sanitation Graphic Organizer.
9.
Allows students to
EXPLAIN (B2) the
eects of food
sanitation
10.
Give directions using 1.01W Food Sanitation Scavenger Hunt
Instruction Sheet. Have students to complete activity 1.01X
Food Sanitation Scavenger Hunt as a review of food sanitation
in lab. This could be done as a homework assignment using their
own kitchens at home.
10.
Allows students to
EXEMPLIFY food
sanitation guidelines
by finding violations
in the classroom labs
11.
Facilitate a discussion using the PowerPoint 1.0Y Food Safety
vs. Sanitation. Use 1.01Z Food Safety vs. Sanitation Fill-in
Sheet Key, and handout 1.01AA Food Safety vs. Sanitation
Fill-in Sheet, for students to complete during presentation or
allow students to take their own notes in their class notebooks.
Assist and review with students the correct answers.
11.
Allows students to
COMPARE (B2)
food safety and
sanitation guidelines
while completing the
fill-in sheet to check
for understanding on
food safety and
sanitation
7045 Foods I
Unit A-Food Preparation, Processes and Methods
Summer 2010 Version 2
10
OBJECTIVE:
12.
13.
14.
1.01
B2
5%
Understand safety and sanitation for food preparation.
INSTRUCTIONAL ACTIVITIES
RELEVANCY TO OBJECTIVE
(Optional Assignment) Use 1.01 BB Safe and Sanitized Accordion
12. Allows students to
Graphic Organizer to provide directions for the accordion graphic
COMPARE (B2) safety
organizer. Have students illustrate food safety and sanitation by
and sanitation
constructing an accordion graphic organizer using 1.01CC Safe and
Sanitized Accordion Graphic Organizer. This may be National
STARted in class and completed as a homework assignment. Have
students to place in their notebook for further study.
Present the four “Fight Bac”concepts of food safety and sanitation by
13. Allows students to
facilitating a discussion using the 1.01DD Fight Bac Sign. Discuss
UNDERSTAND (B2)
o Cross contamination
“Fight Bac” concepts of

Danger zones for home
food safety and sanitation

Danger zones for food service
o Cooking-internal temperature (most common
meats for beginning cooks)

Ground Beef

Chicken
o Chilling/Holding

Holding temperature
 Home: cold and hot
 Food service: cold and hot
 Chilled and covered in small
containers
o Serving
Instruct students in five-minute quick-write in class or as a
homework assignment on a foodborne illness that has happened in
current events or the Internet. Have students provide examples of
what concept of “Fight Bac” the current event is about. Have
students share their writings and include in the students’ notebook.
Have students complete 1.01EE Safe or Not Safe? for review while you 14. Allows students to
use 1.01 Safe or Not Safe Key to check their answers.
EXEMPLIFY (B2) food
safety and sanitation
15.
Have students to compare safety and sanitation by illustrating pictures of
the similarities and differences. Have students complete this activity and
place it in their notebook as a homework assignment.
15.
Allows students to
COMPARE (B2) food
safety and sanitation
guidelines
16.
Generate and administer a test that measures students understanding of
food safety and sanitation 1.01GG Kitchen Safety and Sanitation Test
Key, 1.01HH Kitchen Safety and Sanitation Test or another teachergenerated test.
16.
Assesses how well
students UNDERSTAND
(B2) safety and sanitation
and lab procedures for
food preparation
Literacy Strategy: A Quick Write is a short written response to a question. The teacher is
trying to help students connect or show what they know about a topic. The teacher is looking for
evidence of thinking, not correct grammar, punctuation, or mechanics. Usually a Quick write will
take one or two minutes. Quick writes are often the type of writing a student will put in a
learning log or journal.
7045 Foods I
Unit A-Food Preparation, Processes and Methods
Summer 2010 Version 2
11
1.01
OBJECTIVE:
B2
5%
REFERENCES
Understand safety and sanitation
for food preparation.
WEBSITES
State Adopted Textbooks:
http://www.cdc.gov
Kowtaluk, H. 2006, “Food for Today.” pp 278-294.
Largen, V. and K Bence. 2008. “Guide to Good Food.”
pp.114-129.
http://www.foodsafetysite.com/consumers/
training/FYH.html
http://www.servsafe.com/
NRAS, 2008, ServSafe Essentials® 5th Edition.
http://www.microsoftclipart.com
http://www.foodborneillness.com/
HANDOUTS:
“Lab Safety and Sanitation,” Food For Today, Foods Lab
Activities Guide. pp 8-9
7045 Foods I
Unit A-Food Preparation, Processes and Methods
Summer 2010 Version 2
12
O BJECTIVE 1.01 A PPENDICES O F I NSTRUCTIONAL
S UPPORT MATERIALS
Appendix 1.01A
Kitchen Hazards Key
Appendix 1.01B
Kitchen Hazards Worksheet
Appendix 1.01C
The Pathway to Kitchen Safety PowerPoint Presentation
Appendix 1.01D
The Pathway to Kitchen Safety Graphic Organizer Key
Appendix 1.01E
The Pathway to Kitchen Safety Graphic Organizer
Appendix 1.01F
Kitchen Safety Pop Up Book Instructions and Rubric
Appendix 1.01G
Kitchen Safety Pop Up Book
Appendix 1.01H
Student Five Minute Quick-Write Instructions
Appendix 1.01I
Lab Selection Strategy
Appendix 1.01J
Kitchen Safety Poster Instruction Sheet
Appendix 1.01K
Kitchen Safety Poster
Appendix 1.01L
Kitchen Safety Poster Rubric
Appendix 1.01M
Kitchen Safety Rules & Safety Agreement
Appendix 1.01N
Foodborne Illness PowerPoint Presentation
Appendix 1.01O
Foodborne Illness Fill-in Note Sheet Key
Appendix 1.01P
Foodborne Illness Fill-in Note Sheet
Appendix 1.01Q
Foodborne Illness Flipchart Instruction Sheet
Appendix 1.01R
Foodborne Illness Flipchart
Appendix 1.01S
Glogerm™ Demonstration
Appendix 1.01T
Food Sanitation PowerPoint Presentation
Appendix 1.01U
Food Sanitation Graphic Organizer Key
Appendix 1.01V
Food Sanitation Graphic Organizer
Appendix 1.01W
Food Sanitation Scavenger Hunt Instruction Sheet
Appendix 1.01X
Food Sanitation Scavenger Hunt
Appendix 1.01Y
Food Safety vs. Sanitation PowerPoint Presentation
Appendix 1.01Z
Food Safety vs. Sanitation Fill-in Sheet Key
Appendix 1.01AA
Food Safety vs. Sanitation Fill-in Sheet
Appendix 1.01BB
Safe and Sanitized Accordion Graphic Organizer Instructions
Appendix 1.01CC
Safe and Sanitized Accordion Graphic Organizer
Appendix 1.01DD
Fight Bac Sign
Appendix 1.01EE
Safe or Not Safe? Answer Key
Appendix 1.01 Safe or Not Safe?
Appendix 1.01GG
Kitchen Safety and Sanitation Test Key
Appendix 1.01HH
Kitchen Safety and Sanitation Test
Appendix 1.01II
Key Terms
Appendix 1.01JJ
Key Terms Key
Appendix 1.01KK
Sample Prototype Questions
7045 Foods I
Unit A-Food Preparation, Processes and Methods
Summer 2010 Version 2
13