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Serving Safe Food in Child Care

Trainer’s Guide

The National Food Service Management InstituteThe University of Mississippi

ET84-10(TG)

2010

National Food Service Management InstituteThe University of Mississippi

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This project has been funded at least in part with Federal funds from the U.S. Department ofAgriculture, Food and Nutrition Service through an agreement with the National Food ServiceManagement Institute at The University of Mississippi. The contents of this publication do notnecessarily reflect the views or policies of the U.S. Department of Agriculture, nor doesmention of trade names, commercial products, or organizations imply endorsement by the U.S.government.

The University of Mississippi is an EEO/AA/TitleVI/Title IX/Section 504/ADA/ADEAEmployer.

In accordance with Federal law and U.S. Department of Agriculture policy, this institution isprohibited from discriminating on the basis of race, color, national origin, sex, age, or disability.

To file a complaint of discrimination, write USDA, Director, Office of Civil Rights; Room,326-W, Whitten Building, 1400 Independence Avenue, SW, Washington, DC 20250-9410 or call(202) 720-5964 (voice and TDD). USDA is an equal opportunity provider and employer.”

© 2010, National Food Service Management Institute, The University of Mississippi

Except as provided below, you may freely use the text and information contained in thisdocument for non-profit or educational use providing the following credit is included:

Suggested Reference Citation:National Food Service Management Institute. (2010). Serving safe food in child care:Trainer’s guide. University, MS: Author.

The photographs and images in this document may be owned by third parties and used by TheUniversity of Mississippi under a licensing agreement. The University cannot, therefore, grantpermission to use these images. For more information, please contact [email protected].

iiiNational Food Service Management InstituteThe University of Mississippi


Building the Future Through Child Nutrition

The National Food Service Management Institute was authorized by Congress in 1989 andestablished in 1990 at The University of Mississippi in Oxford. The Institute operates under agrant agreement with the United States Department of Agriculture, Food and Nutrition Service.

PURPOSEThe purpose of the National Food Service Management Institute is to improve the operationof child nutrition programs through research, education and training, and informationdissemination. The Administrative Offices and Divisions of Information Services and Educationand Training are located in Oxford. The Division of Applied Research is located at TheUniversity of Southern Mississippi in Hattiesburg.

MISSIONThe mission of the NFSMI is to provide information and services that promote the continuousimprovement of Child Nutrition Programs.

VISIONThe vision of the NFSMI is to be the leader in providing education, research, and resources topromote excellence in Child Nutrition Programs.

CONTACT INFORMATION

HeadquartersThe University of Mississippi

Phone: 800-321-3054Fax: 800-321-3061www.nfsmi.org


Education and Training DivisionInformation Services DivisionThe University of Mississippi6 Jeanette Phillips Drive

P.O. Drawer 188University, MS 38677-0188

Applied Research DivisionThe University of Southern Mississippi

118 College Drive #10077Hattiesburg, MS 39406-0001

Phone: 601-266-5773Fax: 888-262-9631

Acknowledgments

Written & Developed byJeannie Sneed, PhD, RD, SNS, CP-FS

Graphic Design byVicki Howe

National Food Service Management Institute

Project CoordinatorTheresa Stretch, MS, RD, CP-FS

Lutina Cochran, MSNational Food Service Management Institute

Executive DirectorKatie Wilson, PHD, SNS

National Food Service Management Institute


Table of Contents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

Overview of Lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

Preparing for the Seminar: Agenda and Suggested Timeline for 4-HourSeminar Presentation Format . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

Preparation Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

Lesson-at-a-Glance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

Lesson 1: Clean . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

Lesson 2: Separate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .65

Lesson 3: Cook . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .103

Lesson 4: Chill . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .143

Conclusion to Serving Safe Food in Child Care . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .175

Pre- and Post-Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .185


Serving Safe Food in Child Care has been adapted from Serving It Safe. Serving It Safe hasbeen used for conducting employee training since the first edition, Serving It Safe: A Manager’sTool Kit, was published in September 1996. A second edition was published in 2002, andreprinted in 2004 to reflect changes in the FDA Food Code. The third and current edition wasrevised and published in 2009. This document was reviewed by U.S. Department of Agriculture(USDA), U.S. Food and Drug Administration (FDA), and the National Food ServiceManagement Institute (NFSMI).

The current Trainer’s Guide has been developed to assist trainers in providing four hours offace-to-face food safety training for foodservice employees in child care. This training may bepresented as a 4-hour seminar, as multiple 1-hour lessons, or as a single 1-hour lesson on onetopic depending on the needs of specific groups. Serving Safe Food in Child Care materialshave been adapted using the four key concepts of the USDA Fight Bac® program: clean,separate, cook, and chill.

There are four lessons, and each lesson has been designed to include the following components:• Lesson directory• Preparation checklist• Lesson introduction and learner objectives• Lesson-at-a-Glance, including estimated time required for each portion of the lesson• Lesson content with learning activities• Resource list• References• Pre- and Post-Assessment• Answers to the Pre- and Post-Assessment• Fact sheets, activity sheets, and other handouts used in the lesson• Video clips

Serving Safe Food in Child CareTrainer’s Guide Introduction

1National Food Service Management InstituteThe University of Mississippi

Introduction

Serving Safe Food in Child CareIntroduction Trainer’s Guide


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Total Instructional Time: 4 hoursTotal Seminar Time: 4.5 hours

Overview of Lessons

Welcome and Overview 30 minutesLesson 1: Clean 50 minutesObjectives:1. List good personal hygiene practices that should be followed by employees in child care

facilities.2. List times when handwashing should be done and demonstrate proper handwashing

procedures.3. Describe how to clean and sanitize food contact surfaces, dishes, and equipment.Lesson 2: Separate 50 minutesObjectives:1. Describe ways food can be contaminated in a child care facility.2. List methods to avoid cross contamination.3. Describe appropriate storing techniques for food and chemicals.Lesson 3: Cook 60 minutesObjectives:1. Demonstrate how to use a food thermometer.2. Demonstrate how to calibrate a thermometer.3. Know appropriate cooking temperatures for food.4. Describe the process for reheating food.Lesson 4: Chill 50 minutesObjectives:1. Know the temperature danger zone for food.2. Describe methods for storing, preparing, and cold holding of food.3. Describe the process for cooling food and handling leftovers.Conculsion 45 minutes


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Serving Safe Food in Child CareTrainer’s Guide Overview of Lessons

Serving Safe Food in Child CareOverview of Lessons Trainer’s Guide


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NOTE: This timeline includes four hours of instructional time with an additional one-half hourIntroduction.

8:00-8:30 Introduction to Serving Safe Food in Child Care (estimated time: 30 minutes)Lesson ComponentsWelcome 5 minutesIcebreaker Activity 10 minutesSeminar Schedule and Overview 5 minutesPre-Assessment 10 minutes

8:30-9:20 Lesson 1: Clean (estimated time: 50 minutes)Lesson ComponentsIntroduction and Overview 5 minutesPersonal Hygiene Practices 15 minutesHandwashing 15 minutesCleaning and Sanitizing 10 minutesWrap Up 5 minutes

9:20-9:30 Break (estimated time: 10 minutes)9:30-10:20 Lesson 2: Separate (estimated time: 50 minutes)

Lesson ComponentsIntroduction and Overview 5 minutesFood Contamination 15 minutesMethods to Avoid Cross Contamination 15 minutesStoring Techniques 10 minutesWrap Up 5 minutes

10:20-11:20 Lesson 3: Cook (estimated time: 60 minutes)Lesson ComponentsIntroduction and Overview 5 minutesUsing Thermometers in Child Care 15 minutesCalibrating Thermometers in Child Care 10 minutesCooking Temperatures 15 minutesReheating Food 5 minutesWrap Up 10 minutes

Preparing for the Seminar:Agenda and Suggested Timeline for4-Hour Seminar Presentation Format

11:20-11:30 Break (estimated time: 10 minutes)11:30-12:20 Lesson 4: Chill (estimated time: 50 minutes)

Lesson ComponentsIntroduction and Overview 5 minutesTemperature Danger Zone 10 minutesStoring, Preparing, and Holding Cold Food 15 minutesCooling Food 15 minutesWrap Up 5 minutes

12:20-1:05 Conclusion (estimated time: 45 minutes)Food Safety Facts Game 20 minutesPost-Assessment 10 minutesDistribute Certificates 5 minutesThank Participants 5 minutes

Preparing for the Seminar:Agenda and Suggested Timeline for

4-Hour Seminar Presentation Format (continued)

6 National Food Service Management InstituteThe University of Mississippi


In your preparations for teaching this seminar, here are some guidelines that may be useful:1. This seminar has been developed to meet specific objectives. Trainers should follow themodel program provided, including using the script, as much as possible. This program hasbeen designed to cover key points about food safety rather than going into great depth ordetail.

2. When conducting the pre- and post-assessments, please use the term assessment rather thantest. The word test may be more threatening to participants than assessment.

3. Pre- and post-assessments are to be administered at the beginning and at the end of theseminar. Pre- and post-assessment questions are included with each lesson, but are only usedwith each lesson if it is going to be taught as a stand-alone lesson.

4. Refrain from making any political statements as this may be offensive to participants.5. Always start and stop on time.6. When using flip charts, be sure to use colors that are easily read from a distance and be sureto write large enough that writing is visible. Colors such as pink and yellow do not providemuch contrast and may be difficult to read across the room.

7. You may wish to prepare some flip chart pages in advance to save time while teaching. If so,here is a list of pages that you would want to consider preparing:

• Welcome• Icebreaker Activity: Name, three truths, one lie• Lesson 2, Activity 1: Window Pane• Lesson 2, Activity 3: Refrigerator Shelves• Lesson 2, Activity 4: Window Pane• Lesson 3, Activity 4: Thermometer• Lesson 4, Activity 1: Food Safety Temperature Danger Zone Poster

NOTE:When preparing for the window pane activity, you may draw the panes whiletalking with the group. If you don’t think you can draw, you can prepare the panes aheadof time and cover them with a sheet of paper, revealing them as you talk about eachsection. Or, you can prepare pictures on an 8 x 11 inch sheet of paper and tape them upas you present each one.

Preparing for the Seminar





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Instructions: Use this preparation checklist to get ready for the training session. Keep track ofyour progress by checking off tasks as they are completed.

Preparation Checklist

Lesson Tasks DoneGather materials.Material needed:Table tents (one for each participant)MarkersPainter’s tapeFlip chartScantron forms (one for each participant)

Pre-Assessment and Post-Assessment (one copy for each participant)

Pens (one for each participant)

Pencils (one for each participant)

Serving Safe Food in Child Care Participant’s Workbook (one for eachparticipant)

Video Clip Calibrating Thermometers in Child Care (Episode 1)

Video Clip Using Thermometers in Child Care (Episode 2)

Video Clip Wash Your Hands

Prepare for the lesson.

Before the training:

Make copies of Pre-Assessment and Post-Assessment

Set up room.

On training day:

Place pens or pencils on tables (one for each participant).Place one marker on each table.

On the instructor’s table have the following:• Painter’s tape• Pre-Assessment


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Instructions for Icebreaker1. Distribute a table tent to each participant.2. Ask participants to write their name on the front of the table tent.3. Ask participants to write three truths about themselves and one untruth on the back of thetable tent, in random order. (Give them an example for yourself. For example, I wouldwrite: Lived in eight states; Have a Schnauzer; ride horses; and live on a farm. Threestatements are true, one is false–I don’t ride horses.)

4. Ask participants to find someone they don’t know. Each person should present the fourstatements and the other person should guess which statement is false.

5. Give them 5 minutes to complete. Ask them to introduce the other person to the grouptelling three things about the person.

Lesson-at-a-Glance

Time Topic Task MaterialsSet Up Lesson Preparation • Set up classroom for

Overview.• See PreparationChecklist.

5 minutes Welcome

Introduction ofPresenters

• Welcome participants to thetraining.

• Introduce trainer(s), specialguests, and audience.

10 minutes Icebreaker Activity • Guide participants tocomplete the IcebreakerActivity.

• Table Tents• Markers

5 minutes Seminar Scheduleand Overview

• Review training schedule andprovide an overview of thetraining.

• Provide logistical informationabout the training facility.

10 minutes Pre-Assessment • Administer the Pre-Assessment.

• Distribute Serving Safe Foodin Child Care Participant’sWorkbook.

• Pre-Assessment inServing Safe Foodin Child CareParticipant’sWorkbook


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Lesson Directory


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Serving Safe Food in Child CareTrainer’s Guide Lesson 1: Clean

Lesson 1Preparation Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15Lesson Introduction and Learner Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17Lesson-at-a-Glance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21Resource List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27Pre- and Post-Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29Answers to Pre- and Post-Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .31

Food Safety HandoutsPersonal HygieneHandwashingCleaning and SanitizingManual DishwashingMechanical Dishwashing

Sample Standard Operating ProceduresPersonal HygieneWashing HandsCleaning and Sanitizing Food Contact Surfaces

HandoutsWash Your Hands Video Viewing GuideDishmachine Cleaning and Sanitizing LogSteps in Cleaning and Sanitizing

Child Care Food Safety PostersRemember to Wash HandsDrown a Germ…Wash Your Hands

Serving Safe Food in Child CareLesson 1: Clean Trainer’s Guide


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Lesson Tasks DoneGather materials.Material needed:

Activity 1: Personal Hygiene Infomercial• Food Safety Handout: Personal Hygiene• Sample Standard Operating Procedure: Personal Hygiene• 3 x 5 inch index cards, one with each of the following personalhygiene practice areas written on them: Attire, Fingernails,Jewelry, Wounds and Sores, Hair, Tasting Food

Activity 2: Wash Your Hands Video• DVD player and monitor, or computer with Internet connection andmonitor

• Speakers or sound system• Wash Your Hands DVD or video file• Handout: Wash Your Hands Video Viewing Guide• Wash Your Hands Video Viewing Guide, Answers for Trainers• Child Care Food Safety Posters: Remember to Wash Hands andDrown a Germ . . . Wash Your Hands

• Food Safety Handout: Handwashing• Sample Standard Operating Procedure: Washing Hands• Timer, such as a clock with a second hand or computer timer

Activity 3: Cleaning and Sanitizing Process• Flip chart paper• Painter’s tape (one roll for each table)• Markers (one for each table, plus one for trainer)• Food Safety Handout: Cleaning and Sanitizing• Food Safety Handout: Manual Dishwashing• Food Safety Handout: Mechanical Dishwashing• Sample Standard Operating Procedure: Cleaning and SanitizingFood Contact Surfaces

• Handout: Dishmachine Cleaning and Sanitizing Log

Pens (one for each participant)


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Lesson Tasks DonePrepare for the lesson.


Food safety handouts, sample standard operating procedures, and handoutsfor Lesson 1 are included in the Serving Safe Food in Child CareParticipant’s Workbook. If the Serving Safe Food in Child CareParticipant’s Workbook is not provided to participants, make copies forLesson 1.

Make copies of the Pre- and Post-Assessment (if Lesson 1 is presentedalone).

Set up room.

On the training:

Place pens or pencils on tables (one for each participant).

Place one marker on each table.

On the instructor’s table have the following:• Food Safety Handouts (5) (if Serving Safe Food in Child CareParticipant’s Workbook is not provided)

• Sample Standard Operating Procedures (3) (if Serving Safe Food inChild Care Participant’s Workbook is not provided)

• Painter’s tape• Pre-Assessment (if Lesson 1 is presented alone)• Post-Assessment (if Lesson 1 is presented alone)

Set up the equipment necessary to view the video.

Preparation Checklist, continued

Lesson Introduction and Learner Objectives


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One of the fundamental requirements of any foodservice operation is cleanliness–not only of thefacility but of the employees. Personal hygiene and handwashing are important procedures foremployees to follow. In addition, employees must know how to appropriately clean andsanitize food contact surfaces, dishes, and equipment.

At the end of this lesson, participants will be able to:

1. List good personal hygiene practices that should be followed by employees in child carefacilities.

2. List times when handwashing should be done and demonstrate proper handwashingprocedures.

3. Describe how to clean and sanitize food contact surfaces, dishes, and equipment.



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Lesson-at-a-Glance


Lesson 1.• See PreparationChecklist.

5 minutes Introduction andOverviewLesson Objectives

• Introduce lesson.• List lesson objectives.

15 minutes Objective 1List good personalhygiene practices thatshould be followed byemployees in child carefacilities.

• Activity 1: PersonalHygiene Infomercial

• Food Safety Handout:Personal Hygiene

• Sample StandardOperating Procedure:Personal Hygiene

15 minutes Objective 2List times whenhandwashing shouldbe done anddemonstrate properhandwashingprocedures.

• Activity 2: Wash YourHands Video

• Wash Your HandsVideo

• Food Safety Handout:Handwashing

• Handout: Wash YourHands Video ViewingGuide

• Wash Your HandsVideo Viewing Guide:Answers for Trainers

• Child Care FoodSafety Poster:Remember to WashHands

• Child Care FoodSafety Poster: Drowna Germ…Wash YourHands

• Sample StandardOperating Procedure:Washing Hands


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NOTE: If this lesson is delivered alone, allow time for the Pre- and Post-Assessments, providedat the end of this lesson.

Lesson-at-a-Glance, continued



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Time Topic Task Materials10 minutes Objective 3

Describe how to cleanand sanitize food contactsurfaces, dishes, andequipment.

• Activity 3: Cleaning andSanitizing Process

• Activity Sheet: Stepsin Cleaning andSanitizing

• Flip chart paper• Markers• Painter’s tape• Food Safety Handout:Cleaning andSanitizing

• Food Safety Handout:Manual Dishwashing

• Food Safety Handout:MechanicalDishwashing

• Sample StandardOperating Procedure:Cleaning andSanitizing FoodContact Surfaces

• Handout:DishmachineCleaning andSanitizing Log

5 minutes Wrap Up


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Introduce Lesson

Say: Cleanliness is fundamental to any good foodservice operation and especially one in a childcare operation. Employees must be clean, work areas must be clean, dishes and servingutensils must be clean, and equipment must be clean. In this lesson, we will talk aboutgood personal hygiene and handwashing to ensure that employees are clean. We also willtalk about how to clean and sanitize contact surfaces, dishes, and equipment using eithermanual or mechanical methods.

List Lesson Objectives

Do: Refer participants to the lesson objectives in the Serving Safe Food in Child CareParticipant’s Workbook.

Say: After this lesson you will be able to:1. List good personal hygiene practices that should be followed by employees in childcare facilities.

2. List times when handwashing should be done and demonstrate proper handwashingprocedures.

3. Describe how to clean and sanitize food contact surfaces, dishes, and equipment.

NOTE: If this lesson is delivered alone, allow time for the Pre-Assessment, provided at the endof this lesson.

Say: Employees in child care facilities must follow good personal hygiene as one way to limitcontamination of food and facilities. Most operations have a standard operating procedureon personal hygiene.

Do: Refer to the copy of the Sample Standard Operating Procedure: Personal Hygiene and theFood Safety Handout: Personal Hygiene that are included in the Serving Safe Food in ChildCare Participant’s Workbook.

Introduction and Overview (5 minutes)

Lesson Plan

Objective 1: List good personal hygiene practices that should befollowed by employees in child care facilities. (15 minutes)

Say: Here is an example of a standard operating procedure. The one you use in your child carefacility may differ slightly, but most of the procedures will be the same or similar. Let’sreview some of the key personal hygiene procedures.

Do: Activity 1: Personal Hygiene Infomercial

Activity 1: Personal Hygiene InfomercialMaterials Needed for Activity 1:

• Food Safety Handout: Personal Hygiene• Standard Operating Procedure: Personal Hygiene• 3 x 5 inch index cards with the following personal hygiene practice areas written on them:Attire, Fingernails, Jewelry, Wounds and Sores, Hair, Tasting Food

1. Divide participants into 6 groups by counting off 1, 2, 3, 4, 5, and 6. If you have a smallgroup, divide into pairs so that more topics are covered.

2. Distribute one index card to each group.3. Explain that each group is being assigned one area of personal hygiene. Group members areasked to identify key procedures related to the area assigned and present a 1-minuteinfomercial to the group on the importance of this area of personal hygiene. Stress that theyare “selling” a food safety practice, not a product. They can present the information on flipchart paper or as a skit. Props, such as aprons or hairnets, may be used if available.

4. Have each group present. Ask participants if there are any other key points that can beadded.

Key Points for Activity 1Attire• Wear clean uniform orappropriate attire.

• Change apron when soiled.• Remove apron when going torestroom or taking out trash.

Fingernails• Keep fingernails clean andfiled.

• Wear no artificial nails.• Wear no nail polish.

Jewelry• Wear no jewelry, except for aplain wedding band with nostones.

Wounds and Sores• Treat and bandage wounds and sores.• Wear single-use gloves or finger cot to cover bandage.• Cover any lesions.

Hair• Keep hair clean.• Wear suitable hair restraints.• Pull long hair back and restrain.

Tasting Food• Place a small amount of food into a separatecontainer.

• Step away from exposed food and food contactsurfaces for tasting.

• Use a teaspoon to taste food.• Never reuse a spoon that has been used for tastingfood.



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Say:We have reviewed many good personal hygiene practices that should be followed byfoodservice and child care employees. One important personal hygiene practice we havenot talked about is handwashing.

Say: Handwashing is the single most important practice that foodservice and child careemployees can follow to minimize the risk of contaminating food. It is important to knowthe proper methods to use in washing hands and when hands should be washed.

Do: Activity 2: Wash Your Hands video

Activity 2: Wash Your Hands video (4 minutes)Materials Needed for Activity 2:

• DVD player and monitor or computer with Internet connection and monitor• Speakers or sound system• Wash Your Hands DVD or connect to www.nfsmi.org/ResourceOverview.aspx?ID=118.You can also download the WMV file to your computer.

• Handouts:� Wash Your Hands Video Viewing Guide� Wash Your Hands Video Viewing Guide, Answers for Trainers� Food Safety Handout: Handwashing� Standard Operating Procedure: Washing Hands

1. Ask half of the participants to select “when” and half to select “how.”2. Distribute Wash Your Hands Video Viewing Guide (or refer to it in the Serving Safe Food in

Child Care Participant’s Workbook). Ask participants who selected “when” to watch thevideo and note when they observed a foodservice employee washing his/her hands.Participants who selected “how” are asked to note techniques that employees used to washtheir hands.

3. Show Wash Your Hands video.4. After everyone has watched the video, ask participants who observed when hands were

washed to identify all of the times they observed handwashing.5. Ask participants who observed how foodservice employees washed their hands to identify

all of the techniques they observed.6. Post a copy of the Child Care Food Safety Posters: Remember to Wash Hands and Drown a

Germ…Wash Your Hands!7. Discuss where hands should be washed. In most child care centers, there will be separate

handwashing sinks in the kitchen, and those are the only sinks that should be used for hand-washing. In family day care homes, the bathroom sink should be used for handwashing.Mention the need to keep the kitchen sink and faucets clean.

Objective 2: List times when handwashing should be done anddemonstrate proper handwashing procedures. (15 minutes)

8. Distribute a copy of the Food Safety Handout: Handwashing and the Sample StandardOperating Procedure: Washing Hands.

9. Go through the fact sheet and sample standard operating procedure and compare the keymessages with those generated by the group (written on the flip chart paper). Discuss anydiscrepancies that might occur.

Note to trainer: Answers for trainers for the video viewing guide are provided at the end of thislesson. Below is a list of times that hands should be washed in a foodservice operation.

Responses to When to Wash Hands• Whenever hands are soiled• Before beginning food preparation• Before putting on disposable gloves• Before serving customers• After arriving at work• After breaks• After using the restroom (and again at the kitchen handwashing sink)• After eating, drinking, smoking, or chewing tobacco or gum• After using the telephone• After using a handkerchief or tissue• After handling inventory• After handling raw food• After touching or scratching areas of the body, such as ears, mouth, nose, or hair• After coughing or sneezing• After clearing or cleaning tables• After clearing, scraping, or washing dirty plates or utensils• After handling garbage• After handling money• After touching dirty aprons, clothing, or dirty surfaces• After using chemicals

Responses to How to Wash Hands• Rinse under clean, running water• Apply amount of cleanser or liquid soap recommended by manufacturer• Rub hands vigorously at least 10–15 seconds (20 seconds total washing time)• Remove soil from under fingernails• Wash hands and arms• Rinse under clean, running warm water• Dry with disposable towel• Use disposable towel to turn off water



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Say: Cleaning and sanitizing are used to reduce the opportunity for bacteria and viruses tocontaminate food.

Ask:What needs to be cleaned and sanitized in a child care facility?

Say: You have identified some important surfaces that need to be cleaned and sanitized. Nowwe need to talk about the cleaning and sanitizing process.

Do: Activity 3: Cleaning and Sanitizing Process

Activity 3: Cleaning and Sanitizing ProcessMaterials Needed for Activity 3:

• Activity Sheet: Steps in Cleaning and Sanitizing• Flip chart paper• Markers• Food Safety Handout: Cleaning and Sanitizing• Food Safety Handout: Manual Dishwashing• Food Safety Handout: Mechanical Dishwashing• Sample Standard Operating Procedure: Cleaning and Sanitizing Food Contact Surfaces• Handout: Dishmachine Cleaning and Sanitizing Log

1. Distribute a copy of the Activity Sheet: Steps in Cleaning and Sanitizing. Ask participants tomake notes about each of the steps in cleaning and sanitizing on the activity sheet.

2. Post three sheets of flip chart paper side by side.3. Ask participants to state the three steps in the cleaning and sanitizing process. As they sayclean, rinse, and sanitize, write those words at the top of the flip chart paper in the properorder.

4. Discuss the three steps in the cleaning and sanitizing process: clean, rinse, sanitize. Writekey points on the flip chart paper.

a. The first step is cleaning surfaces with warm soapy water to remove all debris andgrease film. The water should be about 110 °F and the quantity of detergent should bebased on the manufacturer’s instructions. Prior to cleaning, scraping and rinsing maybe needed. You may even want to pre-soak flatware and heavily soiled items.Cleaning may require vigorous rubbing with a brush or cloth to loosen and removeany visible food particles. Check wash temperatures periodically.

b. The second step is rinsing with warm, clean water to remove all of the detergent.Clean, hot water (110 °F) should be used to rinse away traces of food, debris, anddetergent. The water should be changed if it gets too cold or shows signs of food,debris, or detergent. If there is detergent on the surface, the next sanitizing step will

Objective 3: Describe how to clean and sanitize food contactsurfaces, dishes, and equipment. (10 minutes)

not be effective.c. The third step is sanitizing. Sanitizing can be done with a chemical sanitizing solutionor with hot water. If you use a chemical sanitizing solution, the concentration or partsper million (ppm) needs to be at the proper level recommended by the manufacturerand should be tested with test strips. Sanitizing solutions need to be changed whenthey are visibly dirty or when concentrations drop below the required level. If you usehot water, the water should be maintained at 171 °F or above. Items should besubmersed in the hot water at least 30 seconds for adequate sanitizing. When usinghot water to sanitize, it is necessary to do a secondary check of dishmachinetemperatures using temperature sensitive strips. If you are sanitizing dishes in a sink,chemical santizers typically are used. If you are sanitizing dishes in a sink, chemicalsanitizers typically are used.

5. Compare how these steps are used in manual (both food contact surfaces using cleaningbuckets and dishes and equipment using a three-compartment sink) and mechanical (hightemperature and chemical dishmachines) cleaning and sanitizing. The basic process is thesame.

6. Remind participants that food contact surfaces need to be washed, rinsed, and sanitizeda. After each use.b. When changing tasks, such as working with a different type of food.c. When there is a possibility of contamination.d. At 4-hour intervals if items are in constant use.

7. Distribute a copy of the Food Safety Handouts: Cleaning and Sanitizing, ManualDishwashing, and Mechanical Dishwashing or refer to them in the Serving Safe Food inChild Care Participant’s Workbook.

8. Talk about the fact that operations should have a standard operating procedure on cleaningand sanitizing. Distribute a copy of the Sample Standard Operating Procedure: Cleaning andSanitizing Food Contact Surfaces.

9. Talk about the need to document cleaning and sanitizing. Distribute a copy of theDishmachine Cleaning and Sanitizing Log as an example of a documentation form that theymight use.

Say: In this lesson, you have learned some basic cleaning principles that should be used in yourfoodservice operation.

Ask:1. Are there any practices that we have discussed in this lesson that are not routinelyfollowed in your operation?

2. Name one practice that should be adopted in your child care facility.

NOTE: If this lesson is delivered alone, allow time for the Post-Assessment, provided at theend of this lesson.

Lesson Wrap Up (5 minutes)



26


27


U.S. Department of Agriculture, Food and Nutrition Service, & National Food ServiceManagement Institute. (2009). Serving it safe (3rd ed.). University, MS: Author.

U.S. Department of Agriculture, Food and Nutrition Service, & National Food ServiceManagement Institute. (2005). HACCP-based standard operating procedures. University, MS:Author.

U.S. Department of Health and Human Services Public Health Services, Food and DrugAdministration. (2009). FDA food code. Retrieved March 6, 2010, fromwww.fda.gov/Food/FoodSafety/RetailFoodProtection/FoodCode/FoodCode2009/

NOTE: All NFSMI resources are available online at www.nfsmi.org.


National Restaurant Association Educational Foundation. (2006). ServSafe® (4th ed.). Chicago:Author.


Reference List

Resource List



28


29


1. Which of the following statements about personal hygiene is TRUE?a. All jewelry is prohibited.b. Nail polish may be worn, but never artificial nails.c. Wounds should be bandaged and covered with a finger cot or disposable glove.d. It is acceptable for foodservice employees to eat and drink in the kitchen.

2. Which of the following statements about handwashing is TRUE?a. Hands should be vigorously rubbed together using soap for 10–15 seconds.b. The first step for handwashing is applying a cleaning compound.c. Hands should be rinsed in warm water, and then rubbed vigorously for 10–15seconds.

d. Particular attention should be taken to remove soil from under the fingernails duringthe 20 seconds required for rubbing the hands.

3. Which statement about the proper set up of a three-compartment sink is TRUE?a. Prepare sanitizing solution daily.b. Any water temperature can be used for mixing detergent and sanitizer.c. Set up compartments to rinse, wash, and sanitize.d. Set up compartments to wash, rinse, and sanitize.

4. When using a chemical dishmachine, which of the following statements is TRUE?a. Chemical solution concentrations are different than concentrations used for manualsanitizing.

b. Sanitizing solution should be tested at the end of a rinse cycle.c. Testing of sanitizing solution is not necessary because the dishmachine is servicedroutinely.

d. It is not necessary to document chemical sanitizer concentration.

Pre- and Post-Assessment



30


31



2. Which of the following statements about handwashing is TRUE?a. Hands should be vigorously rubbed together using soap for 10-15 seconds.b. The first step for handwashing is applying a cleaning compound.c. Hands should be rinsed in warm water, and then rubbed vigorously for 10-15seconds.


3. Which statement about the proper set up of a three-compartment sink is TRUE?a. Prepare sanitizing solution daily.b. Any water temperature can be used for mixing detergent and sanitizer.c. Set up compartments to rinse, wash, and sanitize.d. Set up compartments to wash, rinse, and sanitize.

4. When using a chemical dishmachine, which of the following statements is TRUE?a. Chemical solution concentrations are different than concentrations used for manualsanitizing.

b. Sanitizing solution should be tested at the end of a rinse cycle.c. Testing of sanitizing solution is not necessary because the dishmachine is servicedroutinely.


Answers to Pre- and Post-Assessment

IntroductionGood personal hygiene is a basic requirement for implementing a food safety program. Allfoodservice employees must follow the standard operating procedures for personal hygiene thatare written for their foodservice operation.

Here Are the FactsResearch conducted by the U.S. Food and Drug Administration shows that poor personalhygiene practices often are followed in retail foodservice establishments, which includeselementary schools, hospitals, nursing homes, and restaurants. Poor personal hygiene is a riskfactor that must be controlled in all types of foodservice operations.

Application• Report to work in good health, clean, and dressed in clean attire.• Change apron when it becomes soiled.• Wash hands properly, frequently, and at the appropriate times.• Keep fingernails trimmed, filed, and maintained.• Avoid wearing artificial fingernails or fingernail polish.• Wear single-use gloves if artificial fingernails or fingernail polish are worn.• Do not wear any jewelry except for a plain ring no stones such as a wedding ring.• Treat and bandage wounds and sores immediately. When hands are bandaged, wear

single-use gloves to cover bandage.• Cover any lesion containing pus with a bandage. If the lesion is on a hand or wrist, cover

with an impermeable cover such as a finger cot or stall and a single-use glove.• Eat, drink, use tobacco, or chew gum only in designated break areas where food or food

contact surfaces may not become contaminated.• Wear suitable and effective hair restraints while in the kitchen.• Taste food the following correct way:

� Place a small amount of food into a separate container.� Step away from exposed food and food contact surfaces.� Use a teaspoon to taste the food. Remove the used teaspoon and container to the

dishroom. Never reuse a spoon that has already been used for tasting.�Wash hands immediately.

Food Safety HandoutPersonal Hygiene

Serving Safe Food in Child CareTrainer’s Guide


33

Remember, follow state or local health department requirements.



34

IntroductionHandwashing is the single most important practice in any foodservice operation. Child nutritionemployees can improve the safety of the food they serve by washing their hands frequently,correctly, and at the appropriate times.

Here Are the FactsFoodborne illnesses are transmitted by food handlers that contaminate food and food contactsurfaces. Individuals who handle food when they have a foodborne illness, gastrointestinalillness, infected lesion, or are around someone who is ill can pass along those illnesses.Individuals can simply touch a surface that is contaminated with a bacteria or virus and pass thatalong to others. Handwashing minimizes the risk of passing along bacteria or viruses that cancause foodborne illnesses. Follow state or local health department requirements.

ApplicationIt is important to know how and when to wash hands and exposed areas of the arms.

How?• Wet hands and forearms with running water at least 100 °F and apply soap.• Scrub lathered hands and forearms, under fingernails, and between fingers for at least 20

seconds. Rinse thoroughly under warm running water for 5–10 seconds.• Dry hands and forearms thoroughly with single-use paper towels.• Dry hands for at least 30 seconds if using a warm air hand dryer.• Turn off water using paper towels.• Use paper towel to open door when exiting the restroom.

When?• Beginning to work, either at the beginning ofshift or after breaks

Before• When moving from one food preparationarea to another

• Putting on or changing gloves

After• Using the toilet• Sneezing, coughing, or using a handkerchief or tissue

Food Safety HandoutHandwashing



35

• Touching hair, face, or body• Handling raw meats, poultry, or fish• Smoking, eating, drinking, or chewing gum or tobacco• Clean up activity such as sweeping, mopping, or wiping counters• Touching dirty dishes, equipment, or utensils• Handling trash• Handling money• Any time the hands may become contaminated



36


IntroductionCleaning and sanitizing is an important prerequisite program for food safety in any foodserviceoperation. Foodservice employees who follow proper cleaning and sanitizing practices reducethe risk of cross contamination that can lead to foodborne illness.

Here Are the FactsResearch conducted by the U.S. Food and Drug Administration shows that contaminatedequipment is a risk factor for food safety in retail foodservice establishments, which includeelementary schools, hospitals, nursing homes, and restaurants. This is an area in which a highnumber of foodservice operations did not follow appropriate practices.

ApplicationClean and sanitize work surfaces, equipment, and other food contact surfaces usingproper procedures.• Follow state and local health department requirements.• Follow manufacturer’s instructions regarding the use and cleaning of equipment.• Follow manufacturer’s instructions regarding the use of chemicals for cleaning and

sanitizing food contact surfaces.• Refer to the Material Safety Data Sheet (MSDS) provided by the manufacturer if you have

questions about the use of specific chemicals.• Wash, rinse, and sanitize food contact surfaces of sinks, tables, equipment, utensils,

thermometers, carts, and equipment� Before each use.� Between uses when preparing different types of raw animal foods such as eggs, fish,

meat, and poultry.� Between uses when preparing ready-to-eat foods and raw animal foods such as eggs,

fish, meat, and poultry.� Any time contamination occurs or is suspected.

• Wash, rinse, and sanitize food contact surfaces using the following procedures:� Wash surface with detergent solution to clean.� Rinse surface with clean water to remove debris and detergent.� Sanitize surface using a sanitizing solution mixed at the concentration specified on the

manufacturer’s label.� Allow items to air dry.

Food Safety HandoutCleaning and Sanitizing



37

Take corrective action to make sure that cleaning and sanitizing is done properly.• Wash, rinse, and sanitize dirty food contact surfaces.• Sanitize food contact surfaces if it cannot be determined if they have been sanitized

properly.• Discard food that comes in contact with food contact surfaces that have not been sanitized

properly.



38


IntroductionManual dishwashing is done in foodservice operations to clean and sanitize dishes, small wares,and utensils especially when there is not a dishmachine. Foodservice employees must use properdishwashing procedures and monitor to ensure that sanitizing is done.

Here Are the FactsDishwashing is a three-step process: wash, rinse, and sanitize. Sanitizing can be done with theuse of either hot water at the proper temperature or chemical sanitizers at the appropriateconcentrations. If sanitizing is not done appropriately, cross contamination can occur.

Application

Clean and sanitize dishes, small wares, and utensils using proper dishwashing procedures.• Follow state and local health department requirements.• Follow manufacturer’s instructions regarding the use and cleaning of equipment.• Follow manufacturer’s instructions regarding use of chemicals for cleaning and sanitizing.• Refer to the Material Safety Data Sheet (MSDS) provided by the manufacturer if you have

questions about use of specific chemicals.• Set-up and use the three-compartment sink in the following manner:

� In the first compartment, wash with a clean detergent solution at or above 110 °F or atthe temperature specified by the detergent manufacturer.

� In the second compartment, rinse with clean water.� In the third compartment, sanitize with a sanitizing solution mixed at a concentration

specified on the manufacturer’s label or by immersing in hot water at or above 171 °Ffor 30 seconds. Test the chemical sanitizer concentration using an appropriate test strip.

Reminder: Always wash hands before handling clean and sanitized dishes,equipment, and utensils. NEVER load dirty dishes and then handle clean

dishes without washing hands.

Monitor cleaning and sanitizing procedures.• Inspect food contact surfaces of equipment and utensils visually to ensure that surfaces

are clean.

Food Safety HandoutManual Dishwashing



39

• Monitor use of three-compartment sink on a daily basis.� Monitor the water visually in each sink to make sure it is clean and free of food debris.� Take the water temperature in the first compartment of the sink by using a calibrated

thermometer.� Test sanitizer concentration in the third sink using appropriate test strips if chemical

sanitizing is used.� Test temperature of water in the third sink with a calibrated thermometer if hot water

sanitizing is used.

Take corrective action to make sure that cleaning and sanitizing is done properly.• Drain and refill compartments periodically and as needed to keep the water clean and free

of debris.• Adjust the water temperature by adding hot water until the desired temperature is reached.• Add more sanitizer or water, as appropriate, until the proper sanitizing solution

concentration is achieved.



40


IntroductionDishmachines are used in most foodservice operations to clean and sanitize dishes, small wares,and utensils. Foodservice employees must use the dishmachine properly and monitor that themachine is working properly to ensure proper sanitation.

Here Are the FactsDishwashing is a three-step process: wash, rinse, and sanitize. Sanitizing can be done with theuse of either hot water at the proper temperature or chemical sanitizers at the appropriateconcentrations. If sanitizing is not done appropriately, cross contamination can occur.

Application

Clean and sanitize dishes, small wares, and utensils using proper dishwashing procedures.• Follow state and local health department requirements and follow manufacturer’s

instructions.• Follow manufacturer’s instructions regarding use of chemicals for cleaning and sanitizing.• Refer to the Material Safety Data Sheet (MSDS) provided by the manufacturer if you have

questions about use of specific chemicals.• Use the dishmachine correctly.

� Check with the dishmachine manufacturer to verify that the information on the data plateis correct. Refer to information on the data plate to determine wash, rinse, and sanitizing(final) rinse temperatures; sanitizing solution concentrations; and water pressures, asapplicable.

Reminder: Always wash hands before handling clean and sanitized dishes,equipment, and utensils. NEVER load dirty dishes and then handle clean

dishes without washing hands.

Monitor cleaning and sanitizing of dishmachines.• Inspect food contact surfaces of equipment and utensils visually to ensure that surfaces are

clean.• Monitor use of dishmachine on a daily basis.

� Monitor visually to see if the water and interior parts of the machine are clean and freeof debris.

� Monitor the temperature and pressure gauges to ensure that the machine is operatingaccording to recommendations on the data plate.

Food Safety HandoutMechanical Dishwashing



41

� Ensure that food contact surfaces reach a surface temperature of 160 °F or above if usinghot water to sanitize. Check the temperature gauge on the machine but also do asecondary check using a heat sensitive tape or maximum registering thermometer toensure that appropriate temperatures for sanitizing are reached.

� Check the sanitizer concentration of the rinse water in chemical dishmachines usingappropriate test strips.

Take corrective action to make sure cleaning and sanitizing is done properly.Follow your standard operating procedure.



42




43

Personal HygieneSample Standard Operating Procedure (SOP)

PURPOSE: To prevent contamination of food by foodservice employees.

SCOPE: This procedure applies to foodservice employees who handle, prepare, or serve food.

KEYWORDS: Personal Hygiene, Cross Contamination, Contamination

INSTRUCTIONS:1. Train foodservice employees on using the procedures in this SOP.2. Follow state or local health department requirements.3. Follow the Employee Health Policy. (Employee Health Policy is not included in this

resource.)4. Report to work in good health, clean, and dressed in clean attire.5. Change apron when it becomes soiled.6. Wash hands properly, frequently, and at the appropriate times.7. Keep fingernails trimmed, filed, and maintained so that the edges are cleanable and not

rough.8. Avoid wearing artificial fingernails and fingernail polish.9. Wear single-use gloves if artificial fingernails or fingernail polish are worn.10. Do not wear any jewelry except for a plain ring such as a wedding band.11. Treat and bandage wounds and sores immediately. When hands are bandaged, single-use

gloves must be worn.12. Cover a lesion containing pus with a bandage. If the lesion is on a hand or wrist, cover with

an impermeable cover such as a finger cot or stall and a single-use glove.13. Eat, drink, use tobacco, or chew gum only in designated break areas where food or food

contact surfaces may not become contaminated.14. Taste food the correct way:

• Place a small amount of food into a separate container.• Step away from exposed food and food contact surfaces.• Use a teaspoon to taste the food. Remove the used teaspoon and container to the dishroom. Never reuse a spoon that has already been used for tasting.

• Wash hands immediately.15. Wear suitable and effective hair restraints while in the kitchen.



44

Personal Hygiene, continued(Sample SOP)

MONITORING:• A designated foodservice employee will inspect employees when they report to work tobe sure that each employee is following this SOP.

• The designated foodservice employee will monitor that all foodservice employees areadhering to the personal hygiene policy during all hours of operation.

CORRECTIVE ACTION:1. Retrain any foodservice employee found not following the procedures in this SOP.2. Discard affected food.

VERIFICATION AND RECORD KEEPING:The foodservice manager will verify that foodservice employees are following this SOP byvisually observing the employees during all hours of operation. The foodservice manager willcomplete the Food Safety Checklist daily. Foodservice employees will record any discardedfood on the Damaged or Discarded Product Log. The Food Safety Checklist and Damaged orDiscarded Product Logs are to be kept on file for a minimum of 1 year.

DATE IMPLEMENTED: __________________ BY: _______________________

DATE REVIEWED: _____________________ BY: _______________________

DATE REVISED: _______________________ BY: _______________________

Source: U.S. Department of Agriculture, Food and Nutrition Service, & National Food Service ManagementInstitute. (2005). HACCP-based standard operating procedures. University, MS: Author.



45

Washing HandsSample Standard Operating Procedure (SOP)

PURPOSE: To prevent foodborne illness by contaminated hands.

SCOPE: This procedure applies to anyone who handles, prepares, and serves food.

KEYWORDS: Handwashing, Cross Contamination

INSTRUCTIONS:1. Train foodservice employees on using the procedures in this SOP.2. Follow state or local health department requirements.3. Post handwashing signs or posters near all handwashing sinks, in food preparation areas,and restrooms. Use a language understood by all foodservice staff.

4. Use designated handwashing sinks for handwashing only. Do not use food preparation,utility, and dishwashing sinks for handwashing.

5. Provide warm running water, soap, and a means to dry hands. Provide a waste container ateach handwashing sink or near the door in restrooms.

6. Keep handwashing sinks accessible anytime employees are present.7. Wash hands:

• Before starting work;• During food preparation;• When moving from one food preparation area to another;• Before putting on or changing gloves;• After using the toilet;• After sneezing, coughing, or using a handkerchief or tissue;• After touching hair, face, or body;• After smoking, eating, drinking, or chewing gum or tobacco;• After handling raw meats, poultry, or fish;• After any clean up activity such as sweeping, mopping, or wiping counters;• After touching dirty dishes, equipment, or utensils;• After handling trash;• After handling money; and• After any time the hands may become contaminated.



46

Washing Hands, continued(Sample SOP)

INSTRUCTIONS, continued:8. Follow proper handwashing procedures as indicated below:

• Wet hands and forearms with warm, running water at least 100 °F and apply soap.• Scrub lathered hands and forearms, under fingernails, and between fingers for at least10-15 seconds. Rinse thoroughly under warm running water for 5-10 seconds.

• Dry hands and forearms thoroughly with single-use paper towels.• Dry hands for at least 30 seconds if using a warm air hand dryer.• Turn off water using paper towels.• Use paper towel to open door when exiting the restroom.

9. Follow U.S. Food and Drug Administration (FDA) recommendations when using handsanitizers. These recommendations are as follows:• Use hand sanitizers only after hands have been properly washed and dried.• Use only hand sanitizers that comply with the 2001 FDA Food Code. Confirm with themanufacturers that the hand sanitizers used meet these requirements.

• Use hand sanitizers in the manner specified by the manufacturer.

MONITORING:1. A designated employee will visually observe the handwashing practices of the foodservicestaff during all hours of operation.

2. The designated employee will visually observe that handwashing sinks are properly suppliedduring all hours of operation.

CORRECTIVE ACTION:1. Retrain any foodservice employees found not following the procedures in this SOP.2. Ask employees that are observed not washing their hands at the appropriate times or usingthe proper procedure to wash their hands immediately.

3. Retrain employees to ensure proper handwashing procedure.

VERIFICATION AND RECORD KEEPING:The foodservice manager will complete the Food Safety Checklist daily to indicate thatmonitoring is being conducted as specified. The Food Safety Checklist is to be kept on file fora minimum of 1 year.



47

Washing Hands, continued(Sample SOP)


DATE REVIEWED: _____________________ BY: _______________________

DATE REVISED: _______________________ BY: _______________________

Source: U.S. Department of Agriculture, Food and Nutrition Service, & National Food Service ManagementInstitute. (2005). . University, MS: Author.



48



49

Cleaning and Sanitizing Food Contact SurfacesSample Standard Operating Procedure (SOP)

PURPOSE: To prevent foodborne illness by ensuring that all food contact surfaces are properlycleaned and sanitized.

SCOPE: This procedure applies to foodservice employees involved in cleaning and sanitizingfood contact surfaces.

KEYWORDS: Food Contact Surface, Cleaning, Sanitizing

INSTRUCTIONS:1. Train foodservice employees on using the procedures in this SOP.2. Follow state or local health department requirements.3. Follow manufacturer’s instructions regarding the use and maintenance of equipment and useof chemicals for cleaning and sanitizing food contact surfaces. Refer to Storing and UsingPoisonous or Toxic Chemicals SOP.

4. If state or local requirements are based on the 2001 FDA Food Code, wash, rinse, andsanitize food contact surfaces of sinks, tables, equipment, utensils, thermometers, carts, andequipment:• Before each use;• Between uses when preparing different types of raw animal foods, such as eggs, fish,meat, and poultry;

• Between uses when preparing ready-to-eat foods and raw animal foods, such as eggs, fish,meat, and poultry; and

• Any time contamination occurs or is suspected.5. Wash, rinse, and sanitize food contact surfaces of sinks, tables, equipment, utensils,thermometers, carts, and equipment using the following procedure:• Wash surface with detergent solution.• Rinse surface with clean water.• Sanitize surface using a sanitizing solution mixed at a concentration specified on themanufacturer’s label.

• Place wet items in a manner to allow air drying.6. If a three-compartment sink is used, set-up and use the sink in the following manner:

• In the first compartment, wash with a clean detergent solution at or above 110 °F or at thetemperature specified by the detergent manufacturer.

• In the second compartment, rinse with clean water.• In the third compartment, sanitize with a sanitizing solution mixed at a concentrationspecified on the manufacturer’s label or by immersing in hot water at or above 171 °F for30 seconds. Test the chemical sanitizer concentration by using an appropriate test kit.



50

Cleaning and Sanitizing Food Contact Surfaces, continued(Sample SOP)

INSTRUCTIONS, continued:7. If a dishmachine is used:

• Check with the dishmachine manufacturer to verify that the information on the data plateis correct.

• Refer to the information on the data plate for determining wash, rinse, and sanitization(final) rinse temperatures, sanitizing solution concentrations, and water pressures, ifapplicable.

• Follow manufacturer’s instructions for use.• Ensure that food contact surfaces reach a surface temperature of 160 °F or above if usinghot water to sanitize.

MONITORING:Foodservice employees will:1. During all hours of operation, visually and physically inspect food contact surfaces ofequipment and utensils to ensure that the surfaces are clean.

2. In a three-compartment sink, on a daily basis:• Visually monitor that the water in each compartment is clean.• Take the water temperature in the first compartment of the sink by using a calibratedthermometer.

• If using chemicals to sanitize, test the sanitizer concentration by using the appropriate testkit for the chemical.

• If using hot water to sanitize, use a calibrated thermometer to measure the watertemperature. Refer to Using and Calibrating Thermometers SOPs.

3. In a dishmachine, on a daily basis:• Visually monitor that the water and the interior parts of the machine are clean and free ofdebris.

• Continually monitor the temperature and pressure gauges, if applicable, to ensure that themachine is operating according to the data plate.

• For a hot water sanitizing dishmachine, ensure that food contact surfaces are reaching theappropriate temperature. Test by placing a piece of heat sensitive tape on a smallware itemor a maximum registering thermometer on a rack and running the item or rack through thedishmachine.

• For chemical sanitizing dishmachine, check the sanitizer concentration on a recentlywashed food-contact surface using an appropriate test kit.

CORRECTIVE ACTION:1. Retrain any foodservice employee found not following the procedures in this SOP.2. Wash, rinse, and sanitize dirty food contact surfaces. Sanitize food contact surfaces if it isdiscovered that the surfaces were not properly sanitized. Discard food that comes in contactwith food contact surfaces that have not been sanitized properly.



51

Cleaning and Sanitizing Food Contact Surfaces, continued(Sample SOP)

CORRECTIVE ACTION, continued:3. In a three-compartment sink:

• Drain and refill compartments periodically and as needed to keep the water clean.• Adjust the water temperature by adding hot water until the desired temperature is reached.• Add more sanitizer or water, as appropriate, until the proper concentration is achieved.

4. In a dishmachine:• Drain and refill the machine periodically and as needed to keep the water clean.• Contact the appropriate individual(s) to have the machine repaired if the machine is notreaching the proper wash temperature indicated on the data plate.

• For a hot water sanitizing dishmachine, retest by running the machine again. If theappropriate surface temperature is still not achieved on the second run, contact theappropriate individual(s) to have the machine repaired. Wash, rinse, and sanitize in thethree-compart ment sink until the machine is repaired or use disposable singleservice/single-use items if a three-compartment sink is not available.

• For a chemical sanitizing dishmachine, check the level of sanitizer remaining in bulkcontainer. Fill, if needed. “Prime” the machine according to the manufacturer’sinstructions to ensure that the sanitizer is being pumped through the machine. Retest. Ifthe proper sanitizer concentration level is not achieved, stop using the machine andcontact the appropriate individual(s) to have it repaired. Use a three-compartment sink towash, rinse, and sanitize until the machine is repaired.

VERIFICATION AND RECORD KEEPING:Foodservice employees will record monitoring activities and any corrective action taken on theFood Contact Surfaces Cleaning and Sanitizing Log. The foodservice manager will verify thatfoodservice employees have taken the required temperatures and tested the sanitizer concentra-tion by visually monitoring foodservice employees during the shift and reviewing, initialing,and dating the Food Contact Surfaces Cleaning and Sanitizing Log. The log will be kept on filefor at least 1 year. The foodservice manager will complete the Food Safety Checklist daily. TheFood Safety Checklist is to be kept on file for a minimum of 1 year.


DATE REVIEWED: _____________________ BY: _______________________

DATE REVISED: _______________________ BY: _______________________

Source: U.S. Department of Agriculture, Food and Nutrition Service, & National Food Service ManagementInstitute. (2005). HACCP-based standard operating procedures. University, MS: Author.



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53

Lesson 1, Activity 2Wash Your Hands Video Viewing Guide

Directions: As you view the video, Wash Your Hands, look for examples of when hands werewashed and how hands were washed. Record them on the form below.

Source: National Food Service Management Institute. (2009). Serving it safe trainer’s guide. University, MS:Author.

When Hands Were Washed How Hands Were Washed



54



55

Lesson 1, Activity 2Wash Your Hands Video Viewing Guide

Answers for Trainers


When Hands Were Washed How Hands Were Washed

After sneezingWhen reporting to workAfter using the restroomBefore putting on glovesAfter taking off glovesBefore food preparationAfter putting ground beef in tilting skilletAfter handling moneyAfter cleaningAfter taking out the garbageAfter handling dirty dishes

Used soapRubbed soapy water up to elbowsUsed warm, running waterWashed for 20 secondsRubbed hands togetherRubbed between fingersUsed single-use disposable towels to dryTurned off faucet with disposable towelUsed foot pedal on trash can to dispose ofpaper towel

Used paper towel to open door



56



57

Dishm

achineCleaningandSanitizingLog

Instructions:Recordtime,temperatures,orsanitizerconcentrationasappropriateandanycorrectiveactiontakenonthisform.The

foodservicemanagerwillverifythatfoodserviceworkershavetakentherequiredinformationbyvisuallymonitoringfoodservice

employeesandpreparationproceduresduringtheshiftandbyreviewing,initialing,anddatingthislogdaily.Maintainthislogfor

aminimum

of1year.

Date

and

Time

Wash

Temperature

Rinse

Temperature

FinalRinse

(Sanitation)

Temperature

HeatSensitive

Tape

(placehere)

Sanitizer

Concentration

(inppm)

CorrectiveA

ction

Employee

Initials

Verified

By/

Date

Source:U.S.DepartmentofAgriculture,FoodandNutritionService,&NationalFoodServiceManagementInstitute.(2005).H

ACCP-basedstandard

oper-

atingprocedures.University,MS:Author.



58



59

Lesson1,Activity

3StepsinCleaningandSanitizing



60



62



64

Lesson 2Preparation Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .67Lesson Introduction and Learner Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .69Lesson-at-a-Glance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .71Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .73Resource List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .81References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .81Pre- and Post-Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .83Answers to Pre- and Post-Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .85

Food Safety HandoutsPreventing Contamination During Food PreparationUsing Suitable Utensils When Handling Ready-to-Eat FoodsPreventing Cross Contamination During Food StorageStoring and Using Chemicals

HandoutsActivity Sheet: Refrigerator ShelvesActivity Sheet: Refrigerator Shelves, Answer SheetActivity Sheet: Word ScrambleActivity Sheet: Word Scramble, Answer Sheet

Lesson Directory

Serving Safe Food in Child CareTrainer’s Guide Lesson 2: Separate



Serving Safe Food in Child CareLesson 2: Separate Trainer’s Guide





Lesson Tasks DoneGather materials.

Material needed:

Activity 1: Window Pane–Ways to Contaminate Food• Flip chart paper• Markers, various colors• Painter’s tape (one roll)

Activity 2: Gallery Walk–Avoiding Cross Contamination• Flip chart paper• Markers• Painter’s tape• Food Safety Handout: Preventing Contamination During FoodPreparation

• Food Safety Handout: Using Suitable Utensils When HandlingReady-to-Eat Foods

Activity 3: Refrigerator Shelves• Activity Sheet: Refrigerator Shelves• Activity Sheet: Refrigerator Shelves, Answer Sheet• Pen or pencil for each participant• Flip chart paper• Markers• Painter’s tape• Food Safety Handout: Preventing Cross Contamination During FoodStorage

Activity 4: Window Pane–Separate Food and Chemicals• Flip chart paper• Markers• Painter’s tape• Food Safety Handout: Storing and Using Poisonous or ToxicChemicals




Lesson Tasks DoneActivity 5: Word Scramble

• Activity Sheet: Word Scramble• Activity Sheet: Word Scramble, Answer Sheet• Pen or pencil for each participant



Food safety handouts and activity sheets for Lesson 2 are included in theServing Safe Food in Child Care Participant’s Workbook. If the ServingSafe Food in Child Care Participant’s Workbook is not provided toparticipants, make copies of food safety handouts and activity sheets forLesson 2.

Make copies of the Pre- and Post-Assessment (if Lesson 2 is presentedalone).

Set up room with flip chart paper for activities.

On training day:



• Activity Sheets (4) (if Serving Safe Food in Child Care Participant’sWorkbook is not provided)

• Pre-Assessment copies (if Lesson 2 is presented alone)• Post-Assessment copies (if Lesson 2 is presented alone)

Research conducted by the U.S. Food and Drug Administration (FDA) shows that preventionof contamination is one food safety practice that needs improvement in many foodserviceoperations. Cross contamination, or the contamination that occurs when one surface contami-nates another, can be controlled by foodservice employees. One way to control contamination isto separate product–for example, separating raw foods from cooked foods. Another example isto store chemicals away from food.

Lesson 2 will focus on using separation as a way to control contamination. At the end of thislesson, participants will be able to:

1. Describe ways food can be contaminated in a child care facility.2. List methods to avoid cross contamination.3. Describe appropriate storing techniques for food and chemicals.




Lesson-at-a-Glance







15 minutes Objective 1Describe ways food canbe contaminated in achild care facility.

• Activity 1: WindowPane–Ways toContaminate Food

• Flip chart paper• Markers• Painter’s tape

15 minutes Objective 2List methods to avoidcross contamination.

• Activity 2: Gallery Walk–Avoiding CrossContamination

• Flip chart paper• Markers• Painter’s tape• Food Safety Handout:PreventingContamination DuringFood Preparation

• Food Safety Handout:Using SuitableUtensils WhenHandling Ready-to-Eat Foods

10 minutes Objective 3Describe appropriatestoring techniques forfood and chemicals.

• Activity 3: RefrigeratorShelves

• Activity 4: WindowPane–Separate Foodand Chemicals

• Activity Sheet:Refrigerator Shelves

• Activity Sheet:Refrigerator Shelves,Answer Sheet

• Pens or Pencils• Flip chart paper• Markers• Painter’s tape• Food Safety Handout:Preventing CrossContamination DuringFood Storage

• Food Safety Handout:Storing and UsingChemicals





Time Topic Task Materials5 minutes Wrap Up • Activity 5: Word

Scramble• Activity Sheet: WordScramble

• Activity Sheet: WordScramble, AnswerSheet

• Pens or Pencils

Introduce Lesson.

Say: Research conducted by the U.S. Food and Drug Administration (FDA) shows thatprevention of contamination is one food safety practice that needs improvement in manyfoodservice operations. Cross contamination, or contamination that occurs when onesurface contaminates another, can be controlled by foodservice employees. One way tocontrol contamination is to separate products–for example, separating raw foods fromcooked foods. Another example is storing chemicals in a separate location from food.

Lesson 2 will focus on separating products to minimize the risk of contaminating food.



Say: After this lesson you will be able to:1. Describe ways food can be contaminated in a child care facility.2. List methods to avoid cross contamination.3. Describe appropriate storing techniques for food and chemicals.


Say: Food can become contaminated with harmful microorganisms in a foodservice operation ifproper food handling practices are not followed. It is the responsibility of all employees ina child care operation to follow good food handling practices to minimize the risk thatfood will become contaminated.

Ask:What are some ways that food might become contaminated in your child care operation?


Lesson Plan

Objective 1: Describe ways food can be contaminated in a childcare facility. (15 minutes)



Do: Activity 1: Window Pane–Ways to Contaminate Food

Activity 1: Window Pane–Ways to Contaminate FoodMaterials Needed for Activity 1:

• Two sheets of flip chart paper• Markers, various colors• Painter’s tape

1. Ask participants how food might become contaminated in their child care operation andrecord those ways on one sheet of flip chart paper.

2. Tell participants that these types of contamination can be grouped into four categories. Usingthe example provided below to give you ideas, draw a four-section window pane to illustratethe four types of contamination. Group examples given by participants into the four groups.If an example of each type of contamination has not been given, give one or two examples.• Hand-to-food contamination

� Hands not washed properly� Gloves not used for handling ready-to-eat foods

• Food-to-food contamination� Food stored in refrigerator not wrapped properly� Raw food stored over cooked food

• Equipment/Food contact surface-to-food contamination� Equipment not cleaned and sanitized properly� Rinse temperatures or chemicals not adequate for sanitation

• Chemical-to-food contamination� Chemical residue too high on work surface that touches food� Chemical inadvertently gets spilled into food

3. Talk about ways that each type of contamination can be minimized.



Say:We have identified the four major ways in which food may become contaminated. Mostof these ways are called cross contamination. Cross contamination is defined as thetransfer of harmful microorganisms from a surface to food or from one food to anotherfood. Foodservice workers have the responsibility to take actions that will minimize thepossibility for contamination of food to occur.

Say: Now we will discuss ways that foodservice workers can minimize cross contamination ineach of the four areas.

Do: Activity 2: Gallery Walk–Avoiding Cross Contamination

Objective 2: List methods to avoid cross contamination.(15 minutes)



Window Pane ExampleWays to Contaminate Food

Hand to Food Food to Food

Equipment to Food Chemicals to Food

Activity 2: Gallery Walk–Avoiding Cross ContaminationMaterials Needed for Activity 2:

• Flip chart paper• Markers• Painter’s tape• Food Safety Handout: Preventing Contamination During Food Preparation• Food Safety Handout: Using Suitable Utensils When Handling Ready-to-Eat Foods

1. Divide participants into four groups by using the four types of contamination to count off:hands, food, equipment/food contact surface, and chemical.

2. Ask each group to take one sheet of flip chart paper and write the type of contaminationthey were assigned at the top.

3. Ask each group to write down two or three ways that the type of contamination they havebeen assigned can be avoided in their facility and post their flip chart paper. Allow 2–3minutes to complete this part of the activity.

4. Ask each group to do a gallery walk. To do the gallery walk, each group will rotate aroundthe room until they have viewed the responses of the other three groups. As they rotate, askthem to add any new items that come to mind. Allow 4–6 minutes to complete this part ofthe activity.

5. Do a short overview, bragging on participants’ responses and adding any new ones thatcome to mind.

Say: You have identified some really good methods that foodservice employees can use toavoid cross contamination. It is important that these methods be implemented by allemployees in a child care setting.

Do: Distribute copies of the following Food Safety Handouts Preventing Contamination DuringFood Preparation and Using Suitable Utensils When Handling Ready-to-Eat Foods.

Potential Responses to Activity 2Hand-to-Food

• Handwashing frequency• Handwashing techniques• Wearing gloves when handling ready-to-eat foods• Use appropriate utensils for handling foods: tongs, spoons, tissue paper

Food-to-Food• Storing food properly• Thawing food properly• Separating food during preparation• Separating food during service





Equipment/Food Contact Surface-to-Food• Cleaning and sanitizing properly• Checking concentrations of sanitizing solutions• Using separate cutting boards for different foods• Prepare foods in designated areas• Use designated sinks for handwashing and food preparation• Clean and sanitize equipment between preparation of different foods• Store chemicals away from sanitized equipment and service ware

Chemical-to-Food• Store chemicals in separate areas from food• Store chemicals properly

� Store in original containers� Label containers� Never use food containers for chemicals

• Mix chemicals properly• Check concentration of sanitizing solutions• Use appropriate chemicals

Say: In our last activity, storing food and chemicals properly was identified as one way inwhich we can avoid food contamination. There are four types of storage areas in all food-service operations: dry storage, chemical storage, refrigerated storage, and freezer storage.Sometimes storage space is very limited in child care facilities, so it is extremely importantto use that space wisely.

Often, refrigerator storage space is limited and many types of food are stored in the samerefrigerator. When that occurs, the placement of food in the refrigerator unit is extremelyimportant.

Do: Activity 3: Activity Sheet: Refrigerator Shelves

Activity 3: Activity Sheet: Refrigerator ShelvesMaterials Needed for Activity 3:

• Activity Sheet: Refrigerator Shelves• Pen or pencil for each participant• Flip chart paper with four “refrigerator shelves” drawn• Marker• Painter’s tape• Food Safety Handout: Preventing Cross Contamination During Food Storage

Objective 3: Describe appropriate storage techniques for food andchemicals to ensure proper separation. (10 minutes)

1. Refer participants to the Activity Sheet: Refrigerator Shelves in the Serving Safe Food inChild Care Participant’s Workbook.

2. Ask participants to spend 1–2 minutes matching the foods with the shelf where they shouldbe stored.

3. Draw four “refrigerator shelves” on flip chart paper (4 horizontal quadrants) and numberthem 1 to 4 from top to bottom.

4. Ask participants to tell which foods should be stored on shelves one through four. As theystate the correct items, write them on the correct “shelves” on the flip chart paper.

5. Explain the rationale for which items should be stored on which shelf. Write “No Cook”next to shelf one. Write 145 °F next to shelf two, 160 °F next to shelf three, and 165 °F nextto shelf four. Tell participants that the end-point cooking temperature is higher for the foodsat the bottom, and the temperature will kill pathogens associated with foods on the nexthigher shelf should cross contamination occur.

6. Ask what are other good storage practices to prevent cross contamination? Discuss the needto cover food tightly, label and date food, and rotate inventory to minimize opportunity forbacterial growth.

Do: Distribute copies of the Food Safety Handout, Preventing Cross Contamination DuringFood Storage or refer to the Serving Safe Food in Child Care Participant’s Workbook.

Say: Another important area related to separating during storage is chemicals. There are someimportant practices that will minimize food contamination by chemicals.

Do: Activity 4: Window Pane–Separate Food and Chemicals

Activity 4: Window Pane–Separate Food and ChemicalsMaterials Needed for Activity 4:

• Flip chart paper• Marker• Painter’s tape• Food Safety Handout: Storing and Using Chemicals

1. Draw a vertical line and a horizontal line on the flip chart paper, at the half way point (seeillustration on the window pane example in this activity, separating food and chemicals).

2. Draw a door with a key in the upper left-hand quadrant. Talk about the need to storechemicals away from food and the need to lock chemicals in a cabinet or storeroom to limitaccess to them. Mention the need to only provide keys to individuals who really need to beusing the chemicals.

3. Draw a chemical container with a label in the upper right-hand quadrant. Talk about theneed to keep chemicals in their original containers if at all possible. If they must be movedto another container, the container needs to be clearly labeled with the name of the chemical,the manufacturer’s name and address, and potential hazards of the chemical.



4. Draw manufacturer’s directions and Material Safety Data Sheets (MSDS) in lower left handquadrant. Talk about the need to follow manufacturer’s directions for mixing chemicals andchecking the proper concentration or parts per million (ppm) for sanitizers. Mention theneed to keep current MSDS for all chemicals in case you need information about handlingaccidents with chemicals.

5. In the lower right quadrant, draw a food container with a chemical being poured into it.Draw a circle with a mark through in red on top of the picture to indicate that chemicalsshould never be put into food containers.

Do: Distribute copies of the Food Safety Handout, Storing and Using Chemicals, or refer to theServing Safe Food in Child Care Participant’s Workbook.

Say:We have learned many good food handling practices that can be used every day in a food-service operation to avoid cross contamination. To summarize a few of the key points inthis lesson, I am going to give you a word scramble to complete. You may complete it byyourself or with a partner at your table.




Window Pane ExampleSeparate Food and Chemicals

Locked Storage Areas Label Chemicals

Follow Manufacturer’sDirections

Don’t Use Food Containers

Do: Activity 5: Word Scramble

Activity 5: Word ScrambleMaterials Needed for Activity 5:

• Activity Sheet: Word Scramble• Pencils or pens

1. Distribute activity sheet to each participant. Allow 3 minutes to complete.2. Provide answers.










U.S. Food and Drug Administration. (2004, September 14). FDA report on the occurrence offoodborne illness risk factors in selected institutional foodservice, restaurant, and retail foodstore facility types. Retrieved February 21, 2007, fromhttp://www.cfsan.fda.gov/~dms/retrsk2.html.

Resource List

Reference List



1. Cross contamination can occur whena. Ready-to-eat meats are stored on the top shelf in the refrigerator.b. Hands are washed between tasks.c. Color-coded cutting boards are used.d. A new can of peaches is added to leftover peaches and put on the salad bar.

2. What is the correct order for storing food in a refrigerator going from the top shelf to thebottom shelf?

a. Poultry, ground meat, precooked ham, fresh apples and orangesb. Fresh apples and oranges, ground meat, poultryc. Cupcakes, poultry, ground meatd. Milk, poultry, ground meat

3. Which of the following is an example of hand-to-food contamination?a. Cutting carrots on a cutting board that has been used for cutting meatb. Using a mixing bowl that has not been sanitizedc. Using bare hands to serve unwrapped sandwiches or cookiesd. Storing milk cartons in crates that have not been washed

4. Equipment-to-food cross contamination is most likely to occur whena. Cutting boards have been wiped off, but not sanitized.b. Cutting boards are run through the dishmachine.c. New cutting boards with no nicks or crevices are used.d. Clean cutting boards are used for each food item.

5. The proper use of disposable gloves will minimize the possibility fora. Equipment-to-food contamination.b. Food-to-food contamination.c. Hand-to-food contamination.d. Chemical contamination.





2. What is the correct order for storing food in a refrigerator going from the top shelf to thebottom shelf?


3. Which of the following is an example of hand-to-food contamination?a. Cutting carrots on a cutting board that has been used for cutting meatb. Using a mixing bowl that has not been sanitizedc. Using bare hands to serve unwrapped sandwiches or cookiesd. Storing milk cartons in crates that have not been washed






IntroductionCross contamination is the transfer of bacteria or viruses from hands to food, food to food, orequipment and food contact surfaces to food. Child nutrition employees can minimize oreliminate cross contamination by following the standard operating procedures in their schoolfood safety program.

Here Are the FactsOne of the most common causes of foodborne illness is cross contamination. Cross contamina-tion may occur when 1) a sick employee handles food, 2) raw food contaminates a ready-to-eatfood, 3) food contact surfaces are not cleaned and sanitized properly and come in contact with aready-to-eat food, or 4) equipment is used for multiple foods without cleaning and sanitizingbetween preparing foods.

ApplicationThere are many practices in the standard operating procedures that child nutrition employeescan follow to minimize or eliminate cross contamination.

Hand-to-Food Cross Contamination• Wash hands properly, frequently, and at appropriate times.• Wash hands before putting on single-use gloves and change gloves frequently.• Wear gloves when handling ready-to-eat foods.• Cover cuts, sores, and wounds.• Keep fingernails short, unpolished, and clean.• Avoid wearing jewelry.• Do not allow sick employees to work.

Food-to-Food Cross Contamination• Separate raw animal foods from ready-to-eat foods during receiving, storage, and

preparation.• Separate different types of raw animal foods, such as eggs, fish, meat, and poultry, from

each other except when combined in recipes.• Separate unwashed fruits and vegetables from washed fruits and vegetables and other

ready-to-eat foods.• Place food in covered containers or packages, except during cooling. Store in the

refrigerator or cooler.• Store chemicals away from food.

Food Safety HandoutPreventing Contamination During Food Preparation



87

Equipment and Food Contact Surface-to-Food Cross Contamination• Use only dry, cleaned, and sanitized equipment and utensils for food preparation.• Clean and sanitize work tables, equipment, and cutting boards after each use and before

beginning a new task. For example, after slicing ham, the slicer should be cleaned andsanitized before slicing turkey.

• Clean and sanitize surfaces that are handled often, such as refrigerator and freezer handles.• Maintain a fresh bucket of cleaning solution and a fresh bucket of sanitizing solution in the

work area so that cleaning and sanitizing can be done easily.• Check the concentration of the sanitizing solution to make sure it is at appropriate levels to

sanitize.



88


IntroductionReady-to-eat foods will not be cooked further before serving; it is important to handle themproperly. Foodservice employees must follow appropriate food handling techniques to ensurethat these foods do not become contaminated during preparation, storage, holding, and serviceto customers.

Here Are the FactsBecause ready-to-eat foods will not have further heat treatment to kill microorganisms, specialcare is needed to decrease opportunities for cross contamination. Use of suitable utensils whenhandling ready-to-eat foods is one important way to ensure safety.

ApplicationUse suitable utensils when handling ready-to-eat foods.• Wash hands and exposed parts of the arms properly before preparing or handling food or at

anytime the hands may become contaminated.• Use proper procedures for glove use, including washing hands before putting on gloves.• Use utensils that are clean and sanitized when working with ready-to-eat food. Examples

include the following:� Single-use gloves,� Deli tissue,� Foil wrap,� Tongs, spoodles, spoons, and spatulas.

• Change utensils when they become contaminated.

Monitor use of utensils for handling ready-to-eat foods.• Conduct visual inspections to make sure that guidelines for use of utensils are followed.• Check to make sure that hands are washed at appropriate times.• Check to make sure that utensils and gloves are changed at appropriate times.

Take corrective actions to ensure appropriate use of utensils when handling ready-to-eatfoods.• Replace contaminated utensils with clean and sanitized utensils.

Food Safety HandoutUsing Suitable Utensils When Handling

Ready-to-Eat Foods



89

• Discard ready-to-eat food that has been touched with bare hands.• Record corrective actions taken.



90


IntroductionCross contamination is the transfer of bacteria or viruses from hands to food, food to food, orequipment or food contact surfaces to food. School nutrition employees can minimize oreliminate cross contamination by following the standard operating procedures in their foodsafety program.

Here Are the FactsOne of the most common causes of foodborne illness is cross contamination. Crosscontamination may occur when a sick employee handles food, raw food contaminates aready-to-eat food, food contact surfaces that are not cleaned and sanitized properly come incontact with a ready-to-eat food, or equipment is used for multiple foods without cleaning andsanitizing between preparing foods. Proper food storage also is important in preventingcontamination.

ApplicationThere are many practices in the standard operating procedures that school nutrition employeescan follow to minimize or eliminate cross contamination during food storage.

Hand-to-Food Cross Contamination• Wash hands properly, frequently, and at appropriate times.

Food-to-Food Cross Contamination• Separate raw animal foods such as eggs, fish, meat, and poultry from ready-to-eat foods

such as lettuce, cut melons, and lunch meats during storage.• Separate different types of raw animal foods such as eggs, fish, meat, and poultry from each

other except when combined in recipes.• Store raw animal foods in refrigerators or walk-in coolers by placing the raw animal foods

on shelves in the following order of cooking temperature: whole beef or pork on topshelf, raw ground meats on middle shelf, and poultry on bottom shelf.

• Separate unwashed fruits and vegetables from washed fruits and vegetables and otherready-to-eat foods.

• Place food in covered containers or packages except during cooling and store in therefrigerator or cooler.

• Designate an upper shelf of a refrigerator or walk-in cooler as a “cooling” shelf. Uncovercontainers of food during the initial quick cool-down phase to facilitate cooling.

Food Safety HandoutPreventing Cross Contamination During Food Storage



91

• Store damaged goods in a separate location.

Equipment and Food Contact Surface-to-Food Cross Contamination• Use only dry, cleaned, and sanitized containers for food storage.• Clean and sanitize shelves in the storage unit on a routine basis.• Cover all foods well and label and date them.

Chemicals-to-Food Cross Contamination• Store all chemicals away from food products, preferably in a separate storeroom.• Limit access of chemical storage areas to designated personnel.



92


IntroductionChemicals are used in foodservice operations for a variety of cleaning and sanitizing functions.Foodservice employees must use and store these chemicals properly to minimize the risk offood contamination.

Here Are the FactsChemical hazard is one of the three major types of hazards in a foodservice operation. A food-borne illness can result from a harmful chemical getting into a food that is eaten by a person.

Application

Follow safe practices for handling chemicals.• Know where the Material Safety Data Sheets (MSDS) are stored for any chemical that you

handle. The MSDS are provided by the manufacturer. The MSDS provides information onhow to use the chemical and what to do if someone is exposed to inappropriate quantities ofthe chemical.

• Follow the manufacturer’s directions for mixing, storing, and first aid instructions on thechemical containers or on the MSDS.

• Store all chemicals in a designated secured area away from food and food contact surfacesusing spacing or partitioning.

• Limit access to chemicals by use of locks, seals, or key cards.• Maintain a perpetual inventory of chemicals.• Store only chemicals that are necessary to the operation and maintenance of the kitchen.• Mix, test, and use sanitizing solutions as recommended by the manufacturer and the state or

local health department.• Use the appropriate chemical test kit to measure the concentration of sanitizer each time a

new batch is mixed.• Use chemical containers only for storing the original chemical that came in the container

and not for storing any food or water.• Use only hand sanitizers that comply with the FDA Food Code. Confirm with the

manufacturer that a hand sanitizer complies with the FDA Food Code before using.• Label and store first aid supplies in a container that is located away from food or food

contact surfaces.• Label and store medicines for employees in a designated area and away from food contact

surfaces. Do not store medicines in food storage areas.

Food Safety HandoutStoring and Using Chemicals



93

• Store refrigerated medicines in a covered, leak proof container where they are not accessibleto children and cannot contaminate food.

Take corrective action if chemicals contaminate food or food contact surfaces.• Discard any food that may have been contaminated by chemicals.• Label and properly store any unlabeled or misplaced chemicals.• Discard any chemical that cannot be identified.



94




95

Lesson 2, Activity 3Activity Sheet: Refrigerator Shelves

A. Milk D. Ground Beef

B. Cake E. Raw Carrots

C. Raw Poultry F. Roast Roast



96



97

Lesson 2, Activity 3Activity Sheet: Refrigerator Shelves

Answer Sheet

A. Milk D. Ground Beef

B. Cake E. Raw Carrots

C. Raw Poultry F. Roast

No Cook

145 °F

165 °F

160 °F

A. MilkB. CakeE. Raw Carrots

F. Roast

D. GroundBeef

C. RawPoultry

Roast



98



99

Lesson 2, Activity 5Wrap Up Activity: Word Scramble

Directions: Unscramble the answer to each clue given and write your answer in the boxes tothe right of the scrambled letters. Each box is assigned a number. When you are finishedunscrambling all of the words, fill in the secret message by using the letter corresponding to thenumber provided.

1. Prevents hand-to-food contamination.

A D N H H W G S A N I1 2 3 4 5 6 7 8 9 10 11

2. A food contact surface that can contaminate food.

T T C G N I U D O A B R12 13 14 15 16 17 18 19 20 21 22 23

3. An added protection when handling ready-to-eat foods.

L O V E G S24 25 26 27 28 29

4. Keep them in their original containers.

M I E L S H C A C30 31 32 33 34 35 36 37 38

5. Separate from dirty hands, work surfaces, and equipment.

O F O D39 40 41 42

Secret Message:2 27 20 9 4 30 22 26 7 38 35 40 3 14 6 33 34 17 36 15 16 41 10



100



101

Lesson 2, Activity 5Wrap Up Activity: Word Scramble

Answer Sheet

Directions: Unscramble the answer to each clue given and write your answer in the boxes tothe right of the scrambled letters. Each box is assigned a number. When you are finishedunscrambling all of the words, fill in the secret message by using the letter corresponding to thenumber provided.

1. Prevents hand-to-food contamination.

A D N H H W G S A N I H a n d W a s h i n g1 2 3 4 5 6 7 8 9 10 11

2. A food contact surface that can contaminate food.

T T C G N I U D O A B R C u t t i n g B o a r d12 13 14 15 16 17 18 19 20 21 22 23

3. An added protection when handling ready-to-eat foods.

L O V E G S G l o v e s24 25 26 27 28 29

4. Keep them in their original containers.

M I E L S H C A C C h e m i c a l s30 31 32 33 34 35 36 37 38

5. Separate from dirty hands, work surfaces, and equipment.

O F O D F o o d39 40 41 42

Secret Message: A v o i d C r o s s C o n t a m i n a t i o n2 27 20 9 4 30 22 26 7 38 35 40 3 14 6 33 34 17 36 15 16 41 10



102

Lesson 3Preparation Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .105Lesson Introduction and Learner Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .107Lesson-at-a-Glance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .109Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .111Resource List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .119References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .119Pre- and Post-Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .121Answers to Pre- and Post-Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .123

Food Safety HandoutsUsing Thermometers in Child CareCalibrating Thermometers in Child CareCooking FoodsReheating Foods

HandoutsUsing Thermometers in Child Care Video Viewing GuideUsing Thermometers in Child Care Video Viewing Guide, Answers for TrainersCalibrating Thermometers in Child Care Video Viewing GuideCalibrating Thermometers in Child Care Video Viewing Guide, Answers for TrainersThermometer Calibration Log

Lesson Directory

Serving Safe Food in Child CareTrainer’s Guide Lesson 3: Cook



Serving Safe Food in Child CareLesson 3: Cook Trainer’s Guide





Lesson Tasks Done

Gather materials.

Material needed:

Activity 1: Using Thermometers in Child Care video clip• DVD player and monitor• DVD: Using Thermometers in Child Care (Episode 2)• Speakers or sound system• Handout: Using Thermometers in Child Care Video Viewing Guide• Using Thermometers in Child Care Video Viewing Guide, Answersfor Trainers

• Food Safety Handout: Using Thermometers in Child Care

Activity 2: Use Ice Water Method for Thermometer Calibration• Bimetallic stemmed thermometers (one for each participant, ifavailable)

• 2-quart liquid measure• Ice, crushed• Cold water• Calibration tool or wrench• Food Safety Handout: Calibrating Thermometers in Child Care

Activity 3: Calibrating Thermometers in Child Care video clip• DVD player and monitor• DVD: Calibrating Thermometers in Child Care (Episode 1)• Speakers or sound system• Handout: Calibrating Thermometers in Child Care Video ViewingGuide

• Calibrating Thermometers in Child Care Video Viewing Guide,Answers for Trainers

• Food Safety Handout: Calibrating Thermometers• Handout: Thermometer Calibration Log




Lesson Tasks DoneActivity 4: Identify Cooking Temperatures

• Flip chart paper• Markers• Painter’s tape• Temperature Signs: 140 °F, 145 °F, 160 °F, 165 °F• Index cards with menu items written on them• Food Safety Handout: Cooking Foods

Wrap Up Activity: Myth or Fact?• Index cards with “Myth or Fact?” written at the top and one state-ment from the list below written on each card. Use blue index cardsfor half the items and yellow index cards for the other half.



Handouts for Lesson 3 are included in the Serving Safe Food in ChildCare Participant’s Workbook. If the workbook is not provided toparticipants, make copies of handouts for Lesson 3.

Make copies of the Pre- and Post-Assessment (if Lesson 3 is used alone).

Set up room with flip chart paper for activities.

On training day:


On the instructor’s table have the following:• Handouts (3) (if Serving Safe Food in Child Care Participant’sWorkbook is not provided)

• Food Safety Handouts (4) (if Serving Safe Food in Child CareParticipant’s Workbook is not provided)

• Pencils• Pre-Assessment copies (if Lesson 3 is presented alone)• Post-Assessment copies (if Lesson 3 is presented alone)

Lesson 3 will focus on cooking. When food is cooked properly, any bacteria present are killed.Different types of foods have different end-point temperatures for cooking. Thermometers arethe tools needed to check cooking temperatures, and thermometers need to be accurate to verifythat appropriate cooking temperatures are met.


1. Demonstrate how to use a food thermometer..2. Demonstrate how to calibrate a thermometer.3. Know appropriate cooking temperatures for food.4. Describe the process for reheating food.




Lesson-at-a-Glance







15 minutes Objective 1Demonstrate how touse a foodthermometer.

• Activity 1: UsingThermometers in ChildCare video clip

• Handout: UsingThermometers in ChildCare Video ViewingGuide

• Using Thermometers inChild Care VideoViewing Guide, Answersfor Trainers

• DVD: UsingThermometers in ChildCare (Episode 2)

• Food Safety Handout:Using Thermometers inChild Care

10 minutes Objective 2Demonstrate how tocalibrate athermometer.

• Activity 2: Use IceWater Method forThermometerCalibration

• Bimetallic stemmedthermometer

• 2-quart liquid measure• Ice, crushed• Cold water• Calibration tool orwrench

• Food Safety Handout:CalibratingThermometers in ChildCare





Time Topic Task MaterialsObjective 2(continued)Demonstrate how tocalibrate athermometer.

• Activity 3: CalibratingThermometers in ChildCare video clip(Episode 1)

• Handout: CalibratingThermometers in ChildCare Video Viewing Guide

• Calibrating Thermometersin Child Care VideoViewing Guide, Answersfor Trainers

• DVD: CalibratingThermometers in ChildCare (Episode 1)

• Food Safety Handout:Calibrating Thermometersin Child Care

• Handout: ThermometerCalibration Log

15 minutes Objective 3Know appropriatecooking temperaturesfor food.

• Activity 4: IdentifyCooking Temperatures

• Flip chart paper• Markers• Painter’s tape• Temperature Signs: 140 °F,145 °F, 160 °F, 165 °F

• Index cards with menuitems written on them

• Food Safety Handout:Cooking Foods

5 minutes Objective 4Describe the processfor reheating food.

• Food Safety Fact Sheet:Reheating Foods

10 minutes Wrap Up • Wrap Up Activity:Myth or Fact?

• Index cards with “Myth orFact?” written at the topand one statement from thelist below written on eachcard. Use blue index cardsfor half the items andyellow index cards for theother half.

Introduce Lesson.

Say: Cooking is an important step to ensure the safety of food. When food is cooked properly,bacteria are killed. Different types of foods have different end-point temperatures forcooking. Thermometers are the tools needed to check cooking temperatures, andthermometers need to be accurate to verify that appropriate cooking temperatures are met.When we talk about temperatures in child care, please be aware that some of thetemperature guidelines are different than those for other types of foodservice operations.Since child care settings are more similar to homes and they serve a vulnerable population,USDA recommends following the consumer-based Food Safety and Inspection Service(FSIS) temperatures in child care. For example, the temperature danger zone is 40 °F to140 °F in child care and the recommended cooking temperature for ground beef is 160 °F.

NOTE: For more information go to www.fsis.usda.gov/PDF/Kitchen_Companion.pdf.



Say: After this lesson you will be able to:1. Demonstrate how to use a food thermometer.2. Demonstrate how to calibrate a thermometer.3. Know appropriate cooking temperatures for food.4. Describe the reheating process.


Objective 1: Demonstrate how to use a food thermometer.(15 minutes)


Lesson Plan



Say: Cooking food to the appropriate internal temperature is very important for food safety. Wemust take food temperatures to make sure that we cook food properly to kill bacteria. Totake temperatures, we need to have appropriate thermometers and use them properly. Wewill watch a short video clip on using thermometers.

Do: Activity 1: Using Thermometers in Child Care video clip.

Activity 1: Using Thermometers in Child Care video clip (15 minutes)Materials Needed for Activity 1:

• DVD player and monitor• DVD, Using Thermometers in Child Care (Episode 2)• Speakers or sound system• Handout: Using Thermometers in Child Care Video Viewing Guide• Using Thermometers in Child Care Video Viewing Guide, Answers for Trainers

1. Distribute copies of the Using Thermometers in Child Care Video Viewing Guide.2. Ask participants to fill out the viewing guide while they watch the video clip.3. Show video.4. Discuss major points on the viewing guide.

Do: Refer participants to the Food Saftey Handout, Using Thermometers in Child Care.

Say: If cooking is so important for food safety, what happens if the temperatures taken are notaccurate? Let’s use an example. The USDA FSIS guidelines specify that chicken must becooked to an internal temperature of 165 °F. That recommendation is based onscience–that is the temperature at which bacteria most often associated with poultry aredestroyed. Let’s say that the cook takes the temperature of chicken and records that shecooked it to 165 °F. When the thermometer is checked, it measures 8 ºF higher than theactual temperature. This means that the chicken was only cooked to 157 °F, a temperaturethat is too low to kill the harmful bacteria.

This example points out the need for foodservice employees to use only accuratethermometers for taking food temperatures. To make sure that the thermometers areaccurate, they need to be calibrated. The two most common types of thermometers youwill have in your child care center are bimetallic stemmed thermometers and digitalthermometers (thermistors).

Do: Activity 2: Use Ice Water Method for Thermometer Calibration OR Activity 3: UsingThermometers in Child Care video clip

Objective 2: Demonstrate how to calibrate a food thermometer.(10 minutes)



Activity 2: Use Ice Water Method for Thermometer CalibrationMaterials Needed for Activity 2:

• Bimetallic stemmed thermometers (one for each participant, if available)• 2-quart liquid measure• Ice, crushed• Cold water• Calibration tool or wrench• Food Safety Handout: Calibrating Thermometers in Child Care

1. Demonstrate how to calibrate a thermometer.2. Have each participant practice calibrating his/her thermometer.3. Distribute Food Safety Handout: Calibrating Thermometers in Child Care.

Activity 3: Calibrating Thermometers in Child Care video clip (10 minutes)Materials Needed for Activity 3:

• DVD player and monitor• DVD, Calibrating Thermometers in Child Care (Episode 1)• Speakers or sound system• Handout, Calibrating Thermometers in Child Care Video Viewing Guide• Calibrating Thermometers Video Viewing Guide, Answers for Trainers• Food Safety Handout: Calibrating Thermometers in Child Care

1. Distribute copies of the Calibrating Thermometers in Child Care Video Viewing Guide.2. Show video clip on calibrating thermometers from Calibrating Thermometers in Child Care.3. Review responses to the video viewing guide.

Ask: How often should you calibrate your thermometers?

Say: Thermometers should be calibrated frequently–ideally on a daily basis. Each time thethermometers are dropped, they must be calibrated, too. Using the same thermometer totake temperatures of very cold and very hot foods may require the thermometer to need tobe calibrated more frequently.

Do: Distribute Food Safety Handout: Calibrating Thermometers in Child Care (if not done aspart of Activity 2).

Say: Each time you calibrate a thermometer, it is recommended that you record or documentthat you have calibrated it. You may have a thermometer calibration record that you use inyour operation or you may use the documentation form that was developed by the NationalFood Service Management Institute (NFSMI).

Do: Hand out a copy of the Thermometer Calibration Log.



Say: Cooking foods to the correct internal temperature will destroy existing bacteria, eventhough it may not kill toxins or bacterial spores. The key to cooking is to reachrecommended temperatures within the appropriate time frame.

Do: Draw a large thermometer with hash marks at 5 °F intervals.

Say: There are four important temperatures that we must remember for cooking food: 165 °F,160 °F, 145 °F, and 140 °F.

Do: Mark the four temperatures on the thermometer. As you give examples of foods that requireeach of the end-point cooking temperatures, note some examples next to the temperature.

Say: There are several examples of food items that require each of these cooking temperatures:

165 °F–Poultry, stuffing, stuffed meats, stuffed pasta, casseroles, leftovers160 °F–Ground meats, such as hamburger, ground pork, or sausage; egg dishes; pork;

fresh (uncooked) ham;145 °F–Fresh beef, veal, or lamb140 °F–Ready-to-eat foods taken from a commercially processed, hermetically sealed

package; vegetables (frozen or canned); precooked ham (to reheat)

Say: The final cooking temperature is based on the temperature that is needed to destroy thebacteria that is most likely to be associated with the product. Also, keep in mind that thereis a time related to that temperature–the product must be heated to that temperature for atleast 15 seconds.

Do: Activity 4: Identify Cooking Temperatures

Activity 4: Identify Cooking TemperaturesMaterials Needed for Activity 4:

• Flip chart paper• Markers• Painter’s tape• Temperatures signs: 140 °F, 145 °F, 160 °F, 165 °F• Index cards with menu items written on them• Food Safety Handout: Cooking Foods

Objective 3: Know appropriate cooking temperatures for food.(15 minutes)



1. Post the four temperature signs on the wall.2. Cover the thermometer that was just used to illustrate cooking temperatures.3. Distribute one index card with a menu item written on it to each participant. Index cards

will list one of the following foods per card: canned green beans, frozen chicken patties,taco filling, leftover lasagna, frozen broccoli, pork roast, sausage, chicken noodle casserole,lamb chops, hamburger patties, uncooked ham, roast beef, sloppy Joes, canned corn, leftoverchili, stuffed pasta shells, roasted turkey, canned chicken noodle soup, corn dogs, and chili.

4. Ask participants to tape their menu item under the end-point cooking temperature that isappropriate for their menu items.

5. Go to each temperature sign and discuss the menu items that are in each group, movingitems to other categories as needed.

Responses for Activity 4:

Do: Distribute Food Safety Handout: Cooking Foods.

Say: Let’s look at the food safety handout. There are several statements that relate to monitoringcooking temperatures.

Note to trainer: Read a statement and then ask why the statement is true.

• Check food temperatures with a clean, sanitized, and calibrated thermometer.� Why?

� To avoid cross contamination� To make sure the proper end-point cooking temperature is reached

• Avoid inserting the thermometer into pockets of fat or near bones when taking internaltemperatures.� Why?

� Fat and bone may get hotter than the meat beside it, resulting in an inaccuratecooking temperature for the actual meat.



140 °F 145 °F 160 °F 165 °FCanned green beansFrozen chicken patties(precooked)

Frozen broccoliCanned cornCanned chickennoodle soup

Corn dogs

Roast beefLamb chops

SausageTaco fillingSloppy JoesHamburger pattiesChiliPork roastHam (uncooked)

Frozen chicken patties(if not precooked)Leftover lasagnaChicken noodlecasseroleLeftover chiliStuffed pasta shellsRoasted turkey

• Take at least two internal temperatures from each batch of food..� Why?

� Food does not cook evenly. For example, a casserole will be hotter at the edgesthan in the middle. Meat cooks from the outside in, so the outer parts of meat willbe hotter than the middle.

• Insert the thermometer into the thickest part of the food.� Why?

� The thickest part of the food will be the last to reach the recommended end-pointcooking temperature.

• Record the temperature and the time that the temperature was checked.� Why?

� It is important to document cooking temperatures. Documentation shows thatappropriate food handling practices are being followed.

If a temperature is taken and it does not meet the standard, the typical corrective action isto continue cooking until the appropriate temperature is reached.

Say: Once food is cooked to the appropriate end-point cooking temperature, it is important tohold it at 140 °F or warmer until the food is served to children. To ensure that food is heldat appropriate temperatures, food should be cooked as close to serving time as possible andfood should be kept warm in warming cabinets or ovens.

Say: Reheating is the process of heating a previously cooked food or a leftover. Reheating mustbe done to the appropriate temperature, and it must be done quickly. The rule for reheat-ing is that food must be heated to 165 °F for 15 seconds within 2 hours.

The goal is to take the food through the temperature danger zone as quickly as possible.

There are a couple of other guidelines to keep in mind when reheating:1. Never mix leftover foods with fresh food.2. Use refrigerated leftovers within one week–if they are held at 40 °F or below.

Do: Distribute Food Safety Handout: Reheating Foods.

Objective 4: Describe the process for reheating food. (5 minutes)



Say: Cooking, or the heat processing of food, is very important for food safety. We will wrap upthis lesson on cooking by playing a little game–Myth or Fact?

Do:Wrap Up Activity: Myth or Fact?

Wrap Up Activity: Myth or Fact?Materials Needed for Wrap Up Activity: Myth or Fact?:

• Index cards with “Myth or Fact?” written at the top and one statement from the list belowwritten on each card. Use blue index cards for half the items and yellow index cards forthe other half.

1. Distribute one “Myth or Fact?” card to each participant.2. Ask the individuals with blue index cards to stand in a line with the individuals with theyellow index cards facing them.

3. Ask the individuals with the blue cards to hold up their card and the person across from themwill tell them if the statement is a Myth or a fact. Rotate until all participants have read eachblue card.

4. Ask the individuals with the yellow cards to hold up their card and the person across fromthem will tell them if the statement is a Myth or a fact.

5. Review as many of the statements as time permits.

Wrap Up Activity: Myth or Fact

Statements:1. A bimetallic stemmed thermometer is tip sensitive.2. An infrared thermometer is good to use for taking temperatures at receiving.3. A tip-sensitive thermometer is good for taking temperatures of thin products such as ahamburger patty or a chicken patty.

4. Thermometers do not need to be calibrated more often than weekly.5. Crushed ice with water is used for calibrating thermometers.6. The ice-point method is the only acceptable way to calibrate a thermometer.7. Thermometers should be calibrated if they are dropped.8. Ground meat must be cooked to 160 °F.9. Poultry needs to be cooked to 160 °F.10. Pre-cooked entrees need to be cooked to 145°F.11. Leftovers should be reheated to 165 °F.12. Leftovers should be reheated to 165 °F for within 2 hours.13. Casseroles should be cooked to 165 °F.14. Vegetables should be cooked to 140 °F.15. Temperatures of casseroles should be taken in 2–3 different locations in the casserole.




16. Temperatures of meat with bones should be taken in the muscle of the meat away from thebone.

Answers to Myth or Fact Statements

1. A bimetallic stemmed thermometer is tip sensitive.Myth, it has a sensing area from the tipto the dimple.

2. An infrared thermometer is good to use for taking temperatures at receiving. Fact3. A tip-sensitive thermometer is good for taking temperatures of thin products such as ahamburger patty or a chicken patty. Fact

4. Thermometers do not need to be calibrated more often than weekly.Myth, if they aredropped or used for measuring temperature extremes, they need to be calibrated morefrequently.

5. Crushed ice with water is used for calibrating thermometers. Fact6. The ice-point method is the only acceptable way to calibrate a thermometer.Myth,thermometers also can be calibrated with boiling water.

7. Thermometers should be calibrated if they are dropped. Fact8. Ground meat must be cooked to 160 °F. Fact9. Poultry needs to be cooked to 160 °F.Myth, poultry needs to be cooked to 165 ºF.10. Pre-cooked entrees need to be cooked to 145 °F.Myth, they need to be cooked to 140 ºF.11. Leftovers should be reheated to 165 °F.Myth, they must be reheated to that temperature

for 15 seconds.12. Leftovers should be reheated to 165 °F. Fact13. Casseroles should be cooked to 165 °F. Fact14. Vegetables should be cooked to 140 °F. Fact15. Temperatures of casseroles should be taken in 2–3 different locations in the casserole. Fact16. Temperatures of meat with bones should be taken in the muscle of the meat away from the

bone. Fact





U.S. Department of Agriculture, Food and Nutrition Service, & National Food ServiceManagement Institute. (2005). HACCP-based standard operating procedures. University,MS: Author.

National Food Service Management Institute. (2005). Thermometer information resource.University, MS: Author.

U.S. Department of Agriculture Food Safety and Inspection Service. (2008). KitchenCompanion: Your safe food handbook. Retrieved August 5, 2010, fromwww.fsis.usda.gov/PDF/Kitchen_Companion.pdf.




U.S. Department of Agriculture Food Safety and Inspection Service. (2008). KitchenCompanion: Your safe food handbook. Retrieved August 5, 2010, fromwww.fsis.usda.gov/PDF/Kitchen_Companion.pdf.

Resource List

Reference List



1. Which of the following statements about taking food temperatures is TRUE?a. A bimetallic stemmed thermometer is best for taking temperatures of hamburgerpatties.

b. Infrared thermometers can be used for taking cooking temperatures.c. Thermometers rarely need to be calibrated.d. Temperatures should be taken in multiple locations for foods such as casseroles.

2. Which of the following statements about thermometer calibration is TRUE?a. Thermometers should be calibrated each time they are dropped.b. Thermometers should be calibrated at least monthly.c. Thermometers do not need to be calibrated because they are guaranteed to beaccurate.

d. Cold water calibration is the only acceptable method.

3. What is the recommended final cooking temperature for poultry based on USDA’s FoodSafety and Inspection Service guidance?

a. 135 °Fb. 145 °Fc. 155 °Fd. 165 °F

4. What is the recommended cooking temperature for canned vegetables based on USDA’sFood Safety and Inspection Service guidance?

a. 140 °Fb. 145 °Fc. 155 °Fd. 165 °F

5. Which of the following statements about reheating leftover foods is MOST ACCURATE?a. Reheat to 155 °Fb. Reheat to 165 °F within 1 hourc. Reheat to 165 °Fd. Reheat to 165 °F within 2 hours








3. What is the recommended final cooking temperature for poultry based on USDA’s FoodSafety and Inspection Service guidance?

a. 135 °Fb. 145 °Fc. 155 °Fd. 165 °F


a. 140 °Fb. 145 °Fc. 155 °Fd. 165 °F

5. Which of the following statements about reheating leftover foods is MOST ACCURATE?a. Reheat to 155 °F for 20 secondsb. Reheat to 165 °F for 20 seconds within 1 hourc. Reheat to 165 °F for 15 secondsd. Reheat to 165 °F for 15 seconds within 2 hours




IntroductionThermometers are essential tools in any foodservice operation, and are necessary to implement afood safety program. Child nutrition employees need to know how to use thermometers to checkfood temperatures.

Here Are the FactsThermometers are designed for different uses and different temperature ranges. Food thermome-ters need to measure temperatures between 0 °F and 220 °F. Thermometers needed to checkfood temperatures include the following:

• Thermistor or thermocouple with a thin probe• Bimetallic stemmed thermometer• Oven-safe bimetallic thermometers• Equipment thermometers

Application

How to Use Thermometers• Clean and sanitize thermometers before each use.• Wash the stem of the thermometer, and sanitize by dipping stem into sanitizing solution or

wiping with a sanitizing wipe. Allow to air dry.• Store food thermometers in an area that is clean and where they are not subject to

contamination.• Check and change batteries in digital thermometers on a routine basis.

How to Take TemperaturesMeasure the internal temperature of food by inserting the stem of the thermometer into thethickest part of the food being sure to cover the sensor. Wait for the dial or digital indicator tostabilize at desired temperature for about 15 seconds. Take temperatures based on the type offood.• Meats

� Roasts—insert thermometer in the middle of the roast avoiding any bones.� Poultry—insert thermometer at the thickest part avoiding any bones.� Casseroles—check temperature in the center and at several other points.� Thin meats, such as hamburger patties—use a thermistor or probe that is tip sensitive to

check temperatures.

Food Safety HandoutUsing Thermometers in Child Care



125

• Milk—open a carton and insert thermometerat least 2 inches into the milk.

• Packaged foods—insert the thermometer between two packages without puncturing thepackages.

Recording TemperaturesWhen food temperatures are taken, they should be recorded on the production record or on aseparate cooking and reheating log.



126


IntroductionFood temperatures must be checked throughout the food preparation process, and thethermometers used must be accurate. Child nutrition employees are responsible for checking theaccuracy of thermometers and calibrating them if they are not accurate.

Here Are the FactsThermometers that are not accurate will give misleading information. For example, if you usea thermometer that registers 10 °F higher than the actual temperature, you would cook groundbeef to 170 °F rather than 160 °F. That would be inadequate cooking to make sure the groundbeef is safe to serve. If the thermometer registers too low, you could easily overcook food.

ApplicationIt is important for child nutrition employees to know when and how to calibrate bimetallicstemmed and digital (that can be calibrated) thermometers. Follow state or local healthdepartment requirements.

How to Take Temperatures

When?Thermometers are sensitive and can lose calibration. It is important to calibrate them:• Weekly,• When they are dropped,• More often if specified by local policy.

How?There are two methods that can be used to calibrate thermometers.

Ice Water Method1. Fill a 2-quart measure with ice.2. Add water to within 1 inch of top of container.3. Stir mixture well.4. Let sit for one minute.5. Place thermometer in container so that the

sensing area of stem or probe is completelysubmerged over the dimple.

6. Keep the thermometer from touching sides orbottom of container.

Food Safety HandoutCalibrating Thermometers in Child Care



127

Thermometer Information Resource (2005).

7. Let thermometer stay in ice water for 30 seconds or until the dial stops moving.8. Place the calibration tool on the hex adjusting nut and rotate until the dial reads 32 °F, while

in ice water.9. Some digital stemmed thermometers (thermistors) and thermocouples have a reset button

that should be pushed.10. Repeat process with each thermometer.

Boiling Water Method1. Fill a saucepan or stockpot with water.2. Bring water to a rolling boil.3. Place thermometer in the container so that the sensing area of the stem or probe is

completely submerged over the dimple.4. Do NOT let the thermometer stem/probe touch

sides or bottom of container.5. Let thermometer stay in the boiling water for

30 seconds or until the dial stops moving.6. Place the calibration tool on the hex adjusting

nut and rotate until the thermometer dial reads212 °F, while in boiling water.

7. Some digital thermometers (thermistors) andthermocouples have a reset button thatshould be pushed.

8. Repeat process with each thermometer.

Note: The boiling point of water is about 1 °F lower for every 550 feet above sea level. If youare in high altitude areas, the temperature for calibration should be adjusted. For example, if youwere at 1100 feet above sea level, the boiling point of water would be 210 °F.

Documenting CalibrationEach time thermometers are calibrated, the process should be documented. The food safetyprogram should include a form for documenting the calibration process of each thermometer.



128

Thermometer Information Resource (2005).


IntroductionCooking is a critical control point, or a point at which reaching proper temperatures can helpensure that a food is safe to eat. Cooks must know the proper temperatures for cooking food,monitor end-point cooking temperatures, and record cooking temperatures.

Here Are the FactsThe appropriate temperature for cooking foods is based on temperatures that will kill bacteriaassociated with that specific food. That is why, for example, poultry products have a highercooking temperature than beef. It is important to know the temperature requirements for menuitems used in your foodservice operation.

ApplicationThere are four key internal temperatures in child care.

140 °F Ready-to-eat foods taken from a commercially processed, hermetically sealedpackage; vegetables (frozen or canned); precooked ham (to reheat)

145 °F Fresh beef, veal, or lamb160 °F Ground meats, such as hamburger, ground pork, or sausage; egg dishes;

pork; fresh (uncooked) ham165 °F Poultry, stuffing, stuffed meats, stuffed pasta, casseroles, leftovers

Monitor cooking temperatures.• Check food temperatures with clean, sanitized, and calibrated thermometer.• Avoid inserting the thermometer into pockets of fat or near bones when taking internal

temperatures.• Take at least two internal temperatures from each batch of food.• Insert thermometer into the thickest part of the food, which usually is in the center.• Record the temperature and the time the temperature was checked.

Take corrective action if appropriate temperatures are not met, which usually means thatcooking is continued until the temperature at the thickest part of the food product isappropriate.

Food Safety HandoutCooking Foods



129




130

IntroductionReheating is a critical control point, or a point at which reaching proper temperatures can helpensure that a food is safe to eat. Cooks must know the proper temperature for reheating food,monitor the reheating process, and record temperatures of reheated foods.

Here Are the FactsThe USDA FSIS guidelines require that all leftover foods or foods that have a precooked orleftover food as an ingredient be reheated to 165 °F for 15 seconds..

Application

Reheat foods using proper procedures.• Reheat the following foods to 165 °F:

� Any food that has been cooked and cooled, and will be reheated for hot holding,� Leftovers reheated for hot holding,� Products made from leftovers, such as soup or casseroles,� Precooked, processed foods that have been previously cooled.

• Reheat foods rapidly. When reheating food, the total time the temperature of the food isbetween 40 °F and 140 °F cannot exceed 2 hours.

• Serve reheated food immediately or place in appropriate hot holding unit.

Monitor reheating process.• Check food temperatures with a clean, sanitized, and calibrated thermometer.• Take at least two internal temperatures from each batch of food that is reheated.• Insert thermometer into the thickest part of the food, which usually is in the center.• Record the temperature and the time the temperature is checked.

Take corrective action if appropriate temperatures of the food are not met.• Continue reheating until required temperature is reached, up to a maximum of 2 hours.• Discard food if reheating temperature is not met within 2 hours.

Food Safety HandoutReheating Foods



131




132



Lesson 3, Activity 1Using Thermometers in Child Care Video Viewing Guide

Directions: As you view the video, Using Thermometers in Child Care listen and record theanswers to the following questions.

1. What types of thermometers did you see used in the video?

__________________, ___________________, _________________,

__________________, ___________________.

2. What temperatures were recommended for the following foods:

Ready-to-eat foods ___________

Pork ___________

Ground beef ___________

Poultry ___________

Soups/Casseroles ___________

Reheated foods ___________

3. When taking temperatures of roasts, it is important to insert the thermometer in the

___________________ of the roast, and to avoid putting the thermometer next to

___________________, ____________________, or __________________.

4. It is important to document temperatures. When you do, you should include the _________,

________________, ______________, and _________________.

5. Thermometers should be properly ______________, _________________, and

_______________.


133



134



135

Lesson 3, Activity 1Using Thermometers in Child Care Video Viewing Guide


1. What types of thermometers did you see used in the video?

__________________, ___________________, _________________,

__________________, ___________________.

2. What temperatures were recommended for the following foods:

Ready-to-eat foods ___________

Pork ___________

Ground beef ___________

Poultry ___________

Soups/Casseroles ___________

Reheated foods ___________

3. When taking temperatures of roasts, it is important to insert the thermometer in the

___________________ of the roast, and to avoid putting the thermometer next to

___________________, ____________________, or __________________.

4. It is important to document temperatures. When you do, you should include the _________,

________________, ______________, and _________________.

5. Thermometers should be properly ______________, _________________, and

_______________.


infrared bimetallic stemmed digital

thermocouple single use

140 °F (discuss the fact that it is 140 °F for child careand 135ºF for retail foodservice)

(discuss the fact that it is 160 °F for child careand 155 ºF for retail foodservice)

160 °F

160 °F

165 °F

165 °F

165 °F

center

bone gristle fat

date

time temperature initials

cleared sanitized

stored



136



137

Lesson 3, Activity 3Calibrating Thermometers in Child Care Video Viewing Guide

Directions: As you view the video, Calibrating Thermometers in Child Care listen and recordthe answers to the following questions.

What tools or supplies did you observe being used?

1. _____________________________________________

2. _____________________________________________

3. _____________________________________________

4. _____________________________________________

5. _____________________________________________

What were the steps used to calibrate the thermometer using the ice water method?

1. Fill a ___________________ with crushed ice.

2. Add _________________ to within 1 inch of the top of container.

3. Stir ________________________________________.

4. Let sit for _________ minute.

5. Place ______________________ in container so that the _____________________ iscompletely submerged.

6. Let the thermometer stay in the ice water mixture for _________ seconds.

7. Place the ___________________________ on the hex adjusting nut and rotate until thethermometer reads 32 °F.




138



139

Lesson 3, Activity 3Calibrating Thermometers in Child Care Video Viewing Guide


What tools or supplies did you observe being used?

1. _____________________________________________

2. _____________________________________________

3. _____________________________________________

4. _____________________________________________

5. _____________________________________________

What were the steps used to calibrate the thermometer using the ice water method?

1. Fill a ___________________ with crushed ice.

2. Add _________________ to within 1 inch of the top of container.

3. Stir ________________________________________.

4. Let sit for _________ minute.

5. Place ______________________ in container so that the _____________________ iscompletely submerged.

6. Let the thermometer stay in the ice water mixture for _________ seconds.

7. Place the ___________________________ on the hex adjusting nut and rotate until thethermometer reads 32 °F.


Container

Ice

Cold Water

Thermometer

Calibration tool or wrench

container

water

ice and water mixture

one

thermometer sensing area

30

Calibration tool



140



141

Lesson 3 HandoutThermometer Calibration Log

Instructions: Foodservice employees will record the calibration temperature and correctiveaction taken, if applicable, on the Thermometer Calibration Log each time a thermometer iscalibrated. The foodservice manager will verify that foodservice employees are using andcalibrating thermometers properly by making visual observations of employee activities duringall hours of operation. The foodservice manager will review and initial the log daily. Maintainthis log for a minimum of 1 year.

Source: National Food Service Management Institute. (2008). Thermometer information resource. University, MS:Author

DateThermometer

BeingCalibrated

TemperatureReading

CorrectiveAction Initials Manager

Initials/Date



142

Lesson 4Preparation Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .145Lesson Introduction and Learner Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .147Lesson-at-a-Glance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .149Lesson Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .151Resource List . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .157References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .157Pre- and Post-Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .159Answers to Pre- and Post-Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .161

Food Safety HandoutsTemperature Danger ZoneStoring FoodsControlling Time and Temperature During PreparationThawing FoodsHolding Cold Foods

HandoutsFood Safety Temperature Danger Zone Poster

Lesson Directory

Serving Safe Food in Child CareTrainer’s Guide Lesson 4: Chill



Serving Safe Food in Child CareLesson 4: Chill Trainer’s Guide






Material needed:

Activity 1: Temperature Danger Zone• Painter’s tape• Food Safety Temperature Danger Zone Poster• Food Safety Handout: Temperature Danger Zone

Activity 2: Teach Back on Methods for Maintaining Cold FoodTemperatures

• Flip chart paper• Markers• Painter’s tape• Food Safety Handout: Storing Foods• Food Safety Handout: Controlling Time and Temperature DuringPreparation

• Food Safety Handout: Thawing Foods• Food Safety Handout: Holding Cold Foods

Wrap Up Activity• Flip chart paper• Markers of various colors• Scissors• Painter’s tape• Clear tape






Food safety handouts for Lesson 4 are included in the Serving Safe Foodin Child Care Participant’s Workbook. If the Serving Safe Food in ChildCare Participant’s Workbook is not provided to participants, make copiesof the food safety handouts for Lesson 4.

The Food Safety Temperature Danger Zone Poster for Lesson 4 is includedin the Serving Safe Food in Child Care Participant’s Workbook. If theServing Safe Food in Child Care Participant’s Workbook is not providedto participants, make copies of the food safety handouts for Lesson 4.

Make copies of the Pre- and Post-Assessment (if Lesson 4 is used alone).

Set up room.

On training day:



• Food Safety Temperature Danger Zone Poster (1) (if Serving SafeFood in Child Care Participant’s Workbook is not provided)

• Pencils• Pre-assessment copies (if Lesson 4 is presented alone)• Post-assessment copies (if Lesson 4 is presented alone)

Lesson 4 will focus on chilling foods–or keeping cold foods cold. The temperature danger zonewill be described so that participants will see the importance of keeping food cold. Chillingfoods is important at several points in the foodservice operation: storing, preparing, and coldholding.


1. Know the temperature danger zone for food.2. Describe methods for maintaining food temperatures at storing, preparing, and cold holdingof food.

3. Describe the process for cooling food and handling leftovers.




Lesson-at-a-Glance







10 minutes Objective 1Know the temperaturedanger zone for food.

• Activity 1: TemperatureDanger Zone

• Painter’s tape• Food Safety TemperatureDanger Zone Poster(8 ½ x 11 in.)

• Food Safety Handout:Temperature DangerZone

15 minutes Objective 2Describe methodsfor maintaining foodtemperatures at storing,preparing, and coldholding of food.

• Activity 2: Teach Backon Methods forMaintaining Cold FoodTemperatures

• Flip chart paper• Markers• Painter’s tape• Food Safety Handout:Storing Foods

• Food Safety Handout:Controlling Time andTemperature DuringPreparation

• Food Safety Handout:Thawing Foods

• Food Safety Handout:Holding Cold Foods

15 minutes Objective 3Describe the processfor cooling food andhandling leftovers.

• Flip chart paper• Markers• Painter’s tape





Time Topic Task Materials5 minutes Wrap Up • Wrap Up Activity • Flip chart paper

• Scissors• Markers of variouscolors

• Painter’s tape• Clear tape

Introduce Lesson.

Say: Lesson 4 will focus on chilling–or keeping cold foods cold. Chilling foods is important atseveral points in the foodservice operation: storing, preparing, and cold holding. Today, wewill talk about the importance of chilling, and methods for cooling food properly.



Say: After this lesson you will be able to:1. Know the temperature danger zone for food.2. Describe methods for maintaining food temperatures at storing, preparing, and coldholding of food.

3. Describe the process for cooling food and handling leftovers.


Say: One of the important ways that we control the growth of microorganisms is by controllingtime and temperature. The Temperature Danger Zone is the temperature range in whichbacteria grow rapidly. The temperature danger zone is 40 °F to 140 °F.

The U.S. Department of Agriculture’s (USDA) Food Safety and Inspection Service’s BeFood Safe campaign uses a temperature danger zone of 40 °F to 140 °F for consumers andday care homes. It is important to follow the guidance of your local health department.Institutional foodservice operations, such as schools and restaurants, follow the USDAFSIS or state codes.

Lesson Plan


Objective 1: Know the temperature danger zone for food.(10 minutes)



Our goal in foodservice is to keep food out of the temperature danger zone as much aspossible, and when it is not possible to keep food out of the temperature danger zone, welimit the time that foods are at that temperature.

Do: Activity 1: Temperature Danger Zone

Activity 1: Temperature Danger ZoneMaterials Needed for Activity 1:

• Painter’s tape• Food Safety Temperature Danger Zone Poster• Food Safety Handout: Temperature Danger Zone

1. Post the Food Safety Temperature Danger Zone Poster.2. Point out to participants that the temperature danger zone is between 40 °F and 140 °F.3. Discuss the importance of the temperature danger zone:

a. Bacteria grow rapidly in the temperature danger zone.b. It is important to minimize the time that food is in the temperature danger zone.

Ask:What are some ways that we can keep food out of the temperature danger zone?

Potential Responses for Activity 1

Do: Distribute Food Safety Handout: Temperature Danger Zone.



40 °F or below 140 °F or above

• Receive refrigerated foods at 40 °F orbelow

• Maintain refrigerator temperatures at 40 °For below

• Maintain milk coolers at 40 °F or below• Prepare salads, deli sandwiches, and otherfoods in batches

• Serve cold food at 40 °F or below• Store cold foods appropriately at serviceareas� Refrigerators� Milk coolers� Refrigerated serving lines� Ice around food� Ice packs

• Cook food to appropriate temperatures• Cook food in batches near serving time• Hold food in holding cabinets or insulatedcontainers at 140 °F or above

• Serve food from heated serving lines

Say: Here is a short food safety handout about the temperature danger zone. You can read it tohelp you remember what we have talked about today. Remember, the temperature dangerzone is an important concept that you will use every day when you work with food.

There are many steps in a foodservice operation where the temperature of cold food needs to bemaintained: receiving, storing, preparing, and cold holding. At the receiving step, the tempera-ture of cold foods is checked. If the temperature is too high–in the temperature danger zone–thefood is rejected at delivery. That step is fairly straight forward. Now, let’s look at storing,preparing, and cold holding steps to see what we need to do to maintain cold temperatures.

Do: Activity 2: Teach Back on Methods for Maintaining Cold Food Temperatures

Activity 2: Use Ice Water Method for Thermometer CalibrationMaterials Needed for Activity 2:

• Flip chart paper• Markers• Painter’s tape• Food Safety Handout: Storing Foods• Food Safety Handout: Controlling Time and Temperature During Preparation• Food Safety Handout: Thawing Foods• Food Safety Handout: Holding Cold Foods

1. Divide participants into four groups by naming off four foods that require cold temperaturecontrol (milk, green salad, sandwich, fruit juice).

2. Assign each group one of the four Food Safety Handout: Storing Foods, Controlling Timeand Temperature During Preparation, Thawing Foods, or Holding Foods.

3. Give each group one sheet of flip chart paper with the title of the food safety handout writtenon it and a marker.

4. Ask each group to review the food safety handout it was given and identify four to six keyconcepts that the group believes is important to use in a child care facility.

5. Ask participants to list the key concepts on the sheet of flip chart paper.6. Allow 5 minutes for group discussion.7. Ask participants to count the letters in their middle name. The person with the most letterswill be the group spokesperson.

8. Ask each group to post its flip chart paper and review the key concepts with all participants.

Objective 2: Describe methods for maintaining food temperaturesat storing, preparing, and cold holding of food. (15 minutes)



Say:We have covered quite a few methods for keeping foods chilled at storing, preparing, andcold holding. Keep in mind the old adage, “Keep cold foods cold and hot foods hot,” andthat means keeping them out of the temperature danger zone.

Remember, never let raw meat, poultry, eggs, cooked food, or fresh cut fruits and vegeta-bles sit at room temperature more than two hours before putting them in the refrigerator orfreezer (1 hour when the temperature is above 90 °F).

Say: One of the most common causes of foodborne illness is improper cooling of cooked foods.Because bacteria are everywhere, even after food is cooked to a safe internal temperature,they can be reintroduced to the food and then reproduce. For this reason, leftovers must beput in shallow containers for quick cooking and refrigerated within two hours. Cooling is astep that may not occur frequently, or may not be done at all, in some child care centers. Ifcooling is done, temperature control is extremely important.

Ask:What are some ways to speed up cooling of food?

Note to trainer: List these cooling methods on a flip chart page and post.

• Place food in pans no more than 2” deep.• Place food in a bowl nested in ice or ice water.• Stir food with an ice paddle.• Use ice as an ingredient (such as soup).

Say: Many child care operations have a policy not to serve leftovers to children. If you do useleftovers, here are some guidelines for handling leftovers:• Discard any food left out at room temperature for more than 2 hours (one hour if thetemperature is above 90 °F).

• Place leftovers into shallow containers and immediately put in the refrigerator or freezerfor rapid cooling.

• Use cooked leftovers within 4 days.

Objective 3: Describe the process for cooling food and handlingleftovers. (15 minutes)



In this lesson, we have discussed the importance of chilling food. Now that you are “cool,” Iwant you to wrap up this lesson by making a quilt!

Wrap Up ActivityMaterials Needed for Wrap Up Activity:

• Two sheets of flip chart paper per teamNote to trainer: As an alternative, you could use one sheet of flip chart paper anddistribute different colors of paper to participants.

• Scissors• Painter’s tape• Clear tape• Markers of various colors for each team

1. Provide each team of six individuals with two blank sheets of flip chart paper.Note to trainer: Teams should be no smaller than four to six. If you have a small number ofparticipants in the seminar, do this activity as a single group. It will be easier to assemble the“quilt” if the groups have an even number of participants.

2. Ask each team to post one of the sheets of flip chart paper on the wall.3. Ask each team to cut the second sheet of flip chart paper into the number of quilt pieces asmembers on the team (or use one piece of colored paper). Each group member will receiveone piece of the quilt.

4. Instruct each team member to turn his/her quilt block into a visual representation of one keyconcept learned in the lesson on chilling using the markers provided.

5. Ask group members to assemble their quilt on the blank piece of flip chart paper on the wall.6. Ask each team to briefly share the key concepts learned from this lesson.






U.S. Department of Agriculture, Food and Nutrition Service, & National Food ServiceManagement Institute. (2005). HACCP-based standard operating procedures. University,MS: Author.


U.S. Department of Agriculture, Food Safety and Inspection Service. (n.d.). Be food safe.Available at http://www.fsis.usda.gov/Be_FoodSafe/.





Resource List

Reference List



1. Which of the following temperatures represents the temperature danger zone?a. 35 ºF–141 ºFb. 50 ºF–70 ºFc. 40 ºF–140 ºFd. 50 ºF–140 ºF

2. What is the recommended holding temperature for cold milk?a. 36 °F or belowb. 40 °F or belowc. 41 °F or belowd. 45 °F or below

3. What is the maximum time that cooked leftovers may be used?a. 3 daysb. 4 daysc. 5 daysd. 7 days

4. Leftovers should be discarded if they were held at room temperature for more thana. ½ hour.b. 1 hour.c. 1 ½ hours.d. 2 hours.




1. Which of the following temperatures represents the temperature danger zone?a. 35 ºF–141 ºFb. 50 ºF–70 ºFc. 40 ºF–140 ºFd. 50 ºF–140 ºF









162

IntroductionThe temperature danger zone is the temperature range in which microorganisms grow quicklyand sometimes reach levels that can make people ill. School nutrition employees must maintainappropriate temperatures throughout the food process, from receiving, until the food is served tochildren. Temperature control is a key component of a school food safety program.

Here Are the FactsThe USDA FSIS identifies the temperature danger zone as 40 °F–140 °F.

The saying “Keep hot food hot and cold food cold” is based on the importance of keeping foodout of the temperature danger zone. In other words, cold foods must be kept at 40 °F or belowand hot foods must be kept at 140 °F or above. It is important to limit the amount of time thatfoods served cold or hot are in the range of 40 °F to 140 °F.

ApplicationRemember to:• Cook, hold, serve, and chill foods at proper temperatures.• Use a clean, sanitized, and calibrated thermometer to take food temperatures.• Record temperatures.• Maintain temperature logs.

Maintain temperatures at each operational step in the flow of food from receiving to storing.• Receiving—Receive refrigerated foods at 40 °F or below, and frozen foods at 32 °F or

below.• Storing—Store refrigerated foods at 40 °F or below, and store frozen foods at 0 °F or

below.• Preparing—Limit the time that food is in the temperature danger zone during preparation.

Batch cooking is the best way to limit time.• Cooking—Cook food to the appropriate temperature for that item.• Holding—Hold cold foods at 40 °F or below and hot foods at 140 °F or above.• Serving—Serve cold food cold and hot food hot. Keep cold food below 40 °F and hot food

above 140 °F.• Cooling—Cool foods as quickly as possible. The USDA FSIS guidelines requires that foods

be cooled from 140 °F–70 °F within 2 hours and from 70 °F–40 °F within an additional 4hours. If food is not cooled from 140 °F–70 °F within 2 hours, the food must be reheatedto 165 °F for 15 seconds and the cooling process started over. Take actions to speed the

Food Safety HandoutTemperature Danger Zone



163

cooling process such as dividing food into smaller portions, using ice water baths, using anice paddle, and stirring.

• Reheating—Reheat all leftover foods to 165 °F for 15 seconds within 2 hours.• Transporting—Transport cold foods cold at 40 °F or below, and hot foods hot at 140 °F or

above.



164


IntroductionProper storing of food will help maintain food quality and safety. Employees who store foodplay an important role in a foodservice operation by following proper storing practices.

Here Are the FactsFood is a perishable product so it is important to store it at the appropriate temperature for anappropriate time. Dry storage areas should be maintained at 50–70 °F, refrigerated storage areasshould be maintained at 40 °F or below, and frozen storage areas should be maintained at 0 °F –-10 °F.

Application

Follow good storage practices.• Keep storage areas clean.• Store all food and supplies at least 6 inches off the floor.• Keep food in original containers or labeled containers approved for food storage.• Label all food with the name and delivery date.• Use the First In, First Out (FIFO) method of inventory rotation. Dating products and storing

new products behind old products will make FIFO easier.• Store chemicals in a separate area from foods, preferably in a locked room or cabinet.• Check products for damage or spoilage, and discard products that show signs of damage or

spoilage.• Avoid cross contamination.• Store ready-to-eat foods in the refrigerator separately from raw foods. If multiple products

are stored in one refrigerator, place them in the following order:Highest shelf Cooked and ready-to-eat foods

Whole meatGround meat

Lowest shelf Poultry

Monitor storage practices.• Check storage areas for cleanliness.• Check product expiration dates.• Check temperatures of all storage

areas a minimum of once a day.• Record the temperatures and the time temperatures are taken for all storage areas.

Food Safety HandoutStoring Foods



165

Take corrective action if appropriate storage practices are not followed.• Clean storage areas.• Discard foods that are past the expiration date.• Report to the supervisor if storage areas are not at the appropriate temperature.



166


IntroductionPreparation is an important step in the flow of food. Foodservice employees can use good foodhandling practices during preparation to ensure that food temperatures are controlled and thetime that foods are in the temperature danger zone is minimized.

Here Are the FactsThe temperature danger zone, between 40 °F and 140 °F, is the temperature range in whichbacteria grow most rapidly.

Application

Limit the time that foods are in the temperature danger zone during preparation.• Pre-chill ingredients for cold foods, such as sandwiches, salads, and cut fruits, to 40 °F or

below before combining with other ingredients.• Prepare foods as close to serving times as the menu will allow.• Prepare food in small batches. For example, when assembling deli sandwiches, remove only

enough meat and cheese to prepare 25 sandwiches. Return the sandwiches to the refrigeratorand then remove enough meat and cheese to prepare another 25 sandwiches.

• Limit the time for preparation of any batches of food so that the ingredients are not at roomtemperature for more than 30 minutes before cooking, serving, or returning to therefrigerator.

• Chill all cold foods as quickly as possible.

Monitor the time and temperatures of foods during preparation.• Use a clean, sanitized, and calibrated thermometer (preferably a thermocouple) to check

temperatures.• Take at least two internal temperatures from each pan of food at various stages of

preparation.• Monitor the amount of time that food is in the temperature danger zone. It should not exceed

4 hours.

Take corrective action to make sure that time andtemperature are maintained during preparation.• Begin the cooking process immediately after preparation for any foods that will be served

hot.• Cool rapidly any ready-to-eat foods or foods that will be cooked at a later time.

Food Safety HandoutControlling Time and Temperature During Preparation



167

• Return ingredients to the refrigerator if the anticipated preparation time is expected toexceed 30 minutes.

• Discard food held in the temperature danger zone for more than 4 hours.



168


IntroductionThawing frozen food correctly is important for keeping food safe to eat. The USDA FSISguidelines state that the temperature of food should not exceed 40 °F during the thawingprocess. Cooks must plan ahead so that they can use an appropriate method for thawing.

Here Are the FactsFreezing food keeps most bacteria from multiplying, but it does not kill them. If food isallowed to enter the temperature danger zone of 40 °F–140 °F, bacteria will grow rapidly. Thereare four acceptable methods for thawing food: in a refrigerator, under cold running water, in amicrowave, or as part of the cooking process.

ApplicationUse good production planning to determine the quantity of food needed and when food shouldbe thawed in advance. Indicate preparation such as thawing that needs to be done on the dailyproduction record.

Use one of the four safe methods when thawing frozen foods.1. Thaw frozen food in the refrigerator at a temperature at or below 40 °F.

• Place packages of frozen food in a pan so that juices cannot drip on other foods.• Change the drip pan when liquid is visible in the pan.• Allow adequate time for thawing. A small quantity of food may thaw in one day, while alarge product such as a turkey may take several days.

2. Thaw frozen food completely submerged under clean, drinkable running water.• The water temperature should be 70 °F or below.• The water should be at sufficient velocity as to agitate and float off loose particles in an

overflow.• Ready-to-eat foods should never be allowed to rise above 40 °F.• Foods that will be cooked should never be allowed to rise above 40 °F for more than

4 hours, including thawing and cooking time or thawing and chilling time.3. Thaw frozen food in a microwave oven only if it will be cooked immediately.4. Thaw frozen food as part of the cooking process. This method typically is used for products

such as frozen patties, nuggets, pizza, lasagna, chili, soup, and vegetables.

Food Safety HandoutThawing Foods



169

Monitor thawing process for frozen foods.• Check temperature of food during the thawing process using an infrared thermometer or a

calibrated stemmed thermometer.� For thawing as part of the cooking process, temperatures should be checked as they

would be for cooking. Food should be heated to the end-point cooking temperaturewithin 2 hours.

� For refrigerator thawing, check the temperature at the end of the thawing process. If therefrigeration unit is working properly, the food will never exceed 40 °F.

� For microwave thawing, food should be cooked immediately and temperature checked atthe end of the cooking process, which should not exceed 2 hours.

� For thawing in running water, check the temperature of the food every 30 minutes.• Check food temperatures with a clean, sanitized, and calibrated thermometer.• Check the water temperature with a clean, sanitized, and calibrated thermometer if cold

running water is used for thawing.• Record the temperature and the time the temperature is checked.

Take corrective action if appropriate thawing temperature of the food is not met.• If water temperature is warmer than 70 °F from the tap, use another thawing method.• Record corrective actions taken.



170


IntroductionHolding is a point at which maintaining proper temperatures can help ensure that a food is safeto eat. Cooks and servers must know the proper temperature for holding food, monitor theholding process, and record temperatures of foods during holding.

Here Are the FactsThe USDA FSIS guidelines require that all cold foods be maintained at 40 °F or below. Whentemperatures of food are above 40 °F, they are in the temperature danger zone—temperaturesat which bacteria grow rapidly. Research has shown that inadequate cold holding temperaturesare a problem in many foodservice operations.

Application

Hold cold foods at 40 °F or below.• Pre-chill ingredients for items to be served cold.• Schedule food production to minimize the time that food is maintained on the serving line.• Use batch preparation for cold items to minimize the time that ingredients and completed

foods are at room temperature.

Monitor holding process for cold foods.• Check temperature of all cold holding units by placing a calibrated thermometer in the

warmest part of the holding unit. The unit should be 40 °F or below.• Check internal temperatures of cold food with a clean, sanitized, and calibrated

thermometer.• Take at least two internal temperatures from each batch of food during holding.• Insert thermometer into the thickest part of the food, which usually is in the center.• Record the temperature, the date, and the time the temperature was taken.

Take corrective action if appropriate holding temperature of cold food is not met.• Rapidly chill food using an appropriate cooling method if the temperature is found to be

above 40 °F and the last temperature taken was 40 °F or below and taken within the last2 hours.� Place food in shallow containers (no more than 4 inches deep) and uncovered on the top

shelf in the back of the walk-in or reach-in cooler.� Use a quick chill unit, such as a blast chiller.� Stir the food in a container placed in an ice water bath.� Separate food into smaller or thinner portions.

Food Safety HandoutHolding Cold Foods



171

• Repair or reset holding equipment before returning the food to the unit, if applicable.• Discard food if it cannot be determined how long the food temperature was above 40 °F.• Record corrective actions taken.



172



173

140 °F60 °C

40 °F4 °C

Dan

ger

Zone



174

Preparation Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .177Lesson-at-a-Glance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .179Food Safety Facts Game . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .181Pre- and Post-Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .185Answers to Pre- and Post-Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .189

Directory

Serving Safe Food in Child CareTrainer’s Guide Conclusion



Serving Safe Food in Child CareConclusion Trainer’s Guide






Material needed:

Scantron forms (one for each participant)

Post-Assessment (one copy for each participant)

Pencils (one for each participant)

Serving Safe Food in Child Care Participant’s Workbook (one for eachparticipant)

Food Safety Facts Game• Two bells• Four category signs

� Splish, Splash� Parting Ways� What’s Cookin?� The Big Chill

• Point value signs for each category (four each of the values below)� 10� 20� 30� 40� 50

Flip chart paper

Markers

Painter’s tape

Certificates of Completion






Make copies of Post-Assessment.

Set up room.

On training day:

Place pencils on tables (one for each participant).


On the instructor’s table have the following:• Scantron forms• Post-Assessment• Painter’s tape• Certificates of Completion

Lesson at a Glance



Time Topic Task MaterialsSet Up Lesson Preparation • Set up classroom. • See Preparation

Checklist.20 minutes Wrap Up of 4-Hour

Training• Food Safety FactsGame

• 2 bells• 4 category signs• Value point signs foreach category

10 minutes Post-Assessment • Administer the Post-Assessment.

• Post-Assessment

5 minutes Certificates ofCompletion

• Distribute Certificatesof Completion.

• Certificates ofCompletion

5 minutes Conclude • Thank participants.

The Food Safety Facts game has been designed as a review of the information covered in thefour lessons in the Serving Safe Food in Child Care seminar. To prepare for the game,instructors should:

• Prepare four category signs� Splish, Splash� Parting Ways� What’s Cookin?� The Big Chill

• Prepare point value signs for each category (four each of the values below)� 10� 20� 30� 40� 50

• Post the four category signs across the top, with the point value signs underneath, asshown below.

1. Divide participants into two teams by counting off.2. Ask each team to total the number of years of experience that all team members haveworking in child care. The team with the least number of years will select the first question.

3. Each team will select one member to begin, and questions will rotate among team members.4. Questions will be read aloud by the instructor. A bell will be located between the teams (ortwo bells could be used, one for each team) and the first person who “rings” in will be giventhe first chance to answer the question. If the person answers the question incorrectly, theother team will be allowed to answer.

5. The team member who answers the question correctly will select the next category andquestion amount.

6. Keep score on a sheet of flip chart paper. Teams may select their own team name, if desired.

Questions for the game are given below by category and amount. Correct responses are given inbold.

Food Safety Facts Game



Splish, Splash Parting Ways What’s Cookin? The Big Chill10 10 10 1020 20 20 2030 30 30 3040 40 40 4050 50 50 50

Splish, Splash10 How should foodservice employees maintain their fingernails? Keep them trimmed

short, and avoid wearing artificial nails or nail polish.20 What is the order in which steps should be taken to prepare food contact surfaces for

food preparation?Wash, Rinse, Sanitize30 What are the two methods for sanitizing? Hot water or chemical sanitizer40 What is the proper way to scrub during the handwashing process? Using soap, lather

hands and forearms, under fingernails, and between fingers for 10–15 seconds50 What are the functions of paper towels in handwashing? Dry hands, turn off faucets,

and open doors

Parting Ways10 What is it called when bacteria from one surface are transferred to food? Cross

contamination20 Where should chemicals be stored? Away from food, ideally in a locked cabinet or

closet30 What are two ways to avoid hands from contaminating food? Handwashing, glove use,

use of utensils40 Which food should be stored on the lowest shelf in the refrigerator? Pudding cups, raw

ground beef, or raw poultry Poultry50 What are the four types of contamination (or sources of contamination)? Hands, food,

food contact surfaces/equipment, and chemicals

What’s Cookin’?10 Which of the following foods should be cooked to 140 °F? Canned green beans,

hamburger patties, or chicken noodle casserole Canned green beans20 What is the temperature to which leftovers should be reheated? 165 °F30 What is the type of thermometer that is most often used to check food temperatures?

Bimetallic stemmed thermometer40 What should be done to thermometers to make sure they give accurate temperature

readings? Calibration50 Where should temperatures be taken in food products such as roasts or casseroles? In

the center

Food Safety Facts Game, continued



The Big Chill10 What is the temperature for holding cold foods? 40 °F or below20 What are the two temperatures that indicate either end of the temperature danger zone?

40 °F and 140 °F30 Why is it important to keep food out of the temperature danger zone? Because bacteria

multiply very quickly at temperatures in the temperature danger zone.40 What is batch preparation? Preparing small amounts of foods at one time to limit the

time that they are in the temperature danger zone.50 What are the rules for 2-step cooling of food? Cool food from 140 °F to 70 °F within

two hours; cool from 140 °F to 40 °F in a total of 6 hours

Food Safety Facts Game, continued






3. Which statement about the proper set up of a three-compartment sink is TRUE?a. Prepare sanitizing solution daily.b. Use any water temperature for mixing detergent and sanitizer.c. Set up compartments to rinse, wash, and sanitize.d. Set up compartments to wash, rinse, and sanitize.

4. When using a chemical dishmachine, which of the following statements is TRUE?a. Chemical solution concentrations are different than those used for manual sanitizing.b. Sanitizing solution should be tested at the end of a rinse cycle.c. Testing of sanitizing solution is not necessary because the dishmachine is servicedroutinely.



6. What is the correct order for storing food in a refrigerator–going from the top shelf to thebottom shelf?





7. Which of the following is an example of hand-to-food contamination?a. Cutting carrots on a cutting board that has been used for cutting meat.b. Using a mixing bowl that has not been sanitized.c. Using bare hands to serve unwrapped sandwiches or cookies.d. Storing milk cartons in crates that have not been washed.







12. What is the recommended final cooking temperature for poultry based on the USDA FSISguidelines?

a. 135 °Fb. 145 °Fc. 155 °Fd. 165 °F

Pre- and Post-Assessment, continued




a. 140 °Fb. 145 °Fc. 155 °Fd. 165 °F


15. Which of the following temperatures represents the temperature danger zone?a. 35 °F–140 °Fb. 50 °F–70 °Fc. 40 °F–140 °Fd. 50 °F–140 °F




Pre- and Post-Assessment, continued






3. Which statement about the proper set up of a three-compartment sink is TRUE?a. Prepare sanitizing solution daily.b. Use any water temperature for mixing detergent and sanitizer.c. Set up compartments to rinse, wash, and sanitize.d. Set up compartments to wash, rinse, and sanitize.

4. When checking external temperature gauges of high temperature dishmachines, which of thefollowing temperatures should be reached:

a. 150 ºF wash cycle, 180 ºF final rinse.b. 150 ºF wash cycle, 160 ºF final rinse.c. 140 ºF wash cycle, 171 ºF final rinse.d. 140 ºF wash cycle, 180 ºF final rinse.

5. When using a chemical dishmachine, which of the following statements is TRUE?a. Chemical solution concentrations are different than those used for manual sanitizing.b. Sanitizing solution should be tested at the end of a rinse cycle.c. Testing of sanitizing solution is not necessary because the dishmachine is servicedroutinely.






7. What is the correct order for storing food in a refrigerator–going from the top shelf to thebottom shelf?


8. Which of the following is an example of hand-to-food contamination?a. Cutting carrots on a cutting board that has been used for cutting meat.b. Using a mixing bowl that has not been sanitized.c. Using bare hands to serve unwrapped sandwiches or cookies.d. Storing milk cartons in crates that have not been washed.







Answers to Pre- and Post-Assessment, continued



13. What is the recommended final cooking temperature for poultry based on the USDA FSISguidelines?

a. 135 °Fb. 145 °Fc. 155 °Fd. 165 °F


a. 140 °Fb. 145 °Fc. 155 °Fd. 165 °F


16. Which of the following temperatures represents the temperature danger zone?a. 35 °F–140 °Fb. 50 °F–70 °Fc. 40 °F–140 °Fd. 50 °F–140 °F


18. When cooling food, it is important that the temperature be cooled to 40 °F withina. 1 hour.b. 2 hours.c. 3 hours.d. 4 hours.




The National Food Service Management InstituteThe University of Mississippi

P.O. Drawer 188University, MS 38677-0188

www.nfsmi.org

©2010 National Food Service Management InstituteThe University of Mississippi

ET84-10(TG)

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