Safety and Hygiene Lessons 1-14 Introduction to Year 9 Food GCSE 3 year course
Lesson 1 Learning Objective: - To understand the need for good personal and kitchen hygiene in all stages of food production. Introduction to Year 9 Food GCSE 3 year course During Year 9 you will be Improving your own practical skills using different materials and techniques Improving knowledge of ingredients used in food products This is done through a number of practical activities which will improve not only your skills but also develop your creativity. Introduction to Year 9 Food GCSE 3 year course Seating plan
Lesson 1 Learning Objective: - To understand the need for good personal and kitchen hygiene in all stages of food production. Introduction to Year 9 Food GCSE 3 year course Seating plan Books purple Name Food Technology Group Room Teacher Food Safety and Hygiene Module
Lesson 1 Learning Objective: - To understand the need for good personal and kitchen hygiene in all stages of food production. Food Safety and Hygiene Module Food Handling Starter:In pairs, look at the picture and circle any personal and kitchen hygiene issues. Consider what you think is good personal hygiene?
Lesson 1 Learning Objective: - To understand the need for good personal and kitchen hygiene in all stages of food production. Activity 1 Consider what you think is good personal hygiene? Watch the Video. Were you correct? Discuss the other points Good personal food hygiene
Lesson 1 Learning Objective: - To understand the need for good personal and kitchen hygiene in all stages of food production. Good personal food hygiene Wear clean protective clothing to prevent your dirt getting onto the food. Clean hands, no nail varnish, short nails. Use an antibacterial handwash. No jewellery. No chewing or smoking near food. Do not touch hair, ears and nose near food. Cover all cuts with blue waterproof dressing. Report any illness.(In the Food industry this is a legal requirement) Make notes in your book Use different preparation areas
Lesson 1 Learning Objective: - To understand the need for good personal and kitchen hygiene in all stages of food production. Good kitchen hygiene Use different preparation areas Good facilities for cleaning and waste disposal Use different coloured boards Activity two Why do we use different coloured boards in food preparation? What colour are the boards andwhat are their uses? Green fruit and vegetables Yellow cooked meats
Lesson 1 Learning Objective: - To understand the need for good personal and kitchen hygiene in all stages of food production. Coloured Boards Red raw meat Blue - fish Green fruit and vegetables Yellow cooked meats White dairy products Also Brown root vegetables Plenary: Activity three Colour in the boards with the correct colour and stick in your book Starter What should I do? Discuss in pairs Prevention
Lesson 2 Learning Objective: To show an understanding of personal and kitchen hygiene by poaching an egg Starter What should I do? Discuss in pairs Prevention What should I do? To prevent hairs and dust falling into food To keep wound clean To prevent electric shocks To prevent someone cutting or stabbing self with tip To prevent tripping over What are the dangers of incorrect storage of food?
Lesson 2 Learning Objective: To show an understanding of personal and kitchen hygiene by poaching an egg What are the dangers of incorrect storage of food? Imagine you have purchased a lasagne from the chilled cabinet of a supermarket at mid day and intend to eat it this evening. Discuss with your partner where might possible food poisoning hazards occur? Task : Use the picture of the fridge to identify where different foods should be stored Why do we have to be careful when using eggs?
Lesson 2 Learning Objective: To show an understanding of personal and kitchen hygiene by poaching an egg Why do we have to be careful when using eggs? What is this? An example of using a poached egg in a dish is Eggs Benedict
Lesson 2 Learning Objective: To show an understanding of personal and kitchen hygiene by poaching an egg An example of using a poached egg in a dish is Eggs Benedict Hollandaise sauce Poached egg Bacon Muffin To understand the making of eggs benedict
Lesson 2 Learning Objective: To understand the making of eggs benedict Eggs benedict or poached egg Ingredients1 slice of bacon 1 English muffin 1 egg Hollandaise sauce 3 egg yolks 1 tblsp lemon juice 1 tblsp cold water 50g butter seasoning To understand the making of eggs benedict
Lesson 2 Learning Objective: To understand the making of eggs benedict Method Grill the bacon. Keep warm. Make hollandaise sauce combine egg yolks. Lemon juice and water with a whisk.Whisk well for 10 secs.Melt the butter in a saucepan.Continue whisking well, and add hot butter in steady stream until mixture thickens (20 seconds) Toast muffin. Poach egg using a saucepan/frying pan or a poacher Finish eggs benedict place bacon on muffin, egg on bacon and pour over hollandaise sauce. Serve hot. To understand the making of eggs benedict
Lesson 2 Learning Objective: To understand the making of eggs benedict Plenary In your book write down 3 precautions will you take when making poached egg on toast For next practical lesson Bring in 1 eggs 1 muffin or slice bread Optional 1 slice of bacon The sauce will be made and be available to put over eggs if required. To demonstrate the making of eggs benedict or poached egg
Lesson 3 Learning Objective: To demonstrate the making of eggs benedict or poached egg Starter: What equipment do you need to poach an egg? How do you make the perfect poached egg? Top tip!!! To demonstrate the making of eggs benedict or poached eggs
Lesson 3 Learning Objective: To demonstrate the making of eggs benedict or poached eggs Method Grill the bacon. Keep warm. Toast muffin. Poach egg. Place bacon on muffin, egg on bacon on a plate. Serve hot. To demonstrate the making of eggs benedict or poached eggs
Lesson 3 Learning Objective: To demonstrate the making of eggs benedict or poached eggs Plenary Complete kitchen hygiene evaluation sheet To understand what causes food spoilage.
Lesson 4 Learning Objective: To understand what causes food spoilage. Starter:What is food spoilage and what causes it? Discuss in pairs Microorganisms and enzymes cause food spoilage. (NOT GONE OFF)
Lesson 4 Learning Objective: To understand what causes food spoilage. Food Spoilage Foods cannot be stored for a long time before there are changes in taste, texture and colour of the food occurring. Microorganisms and enzymes cause food spoilage. (NOT GONE OFF) In the worst cases this can cause food poisoning. There are 3 types of microorganisms: bacteria, yeasts moulds/fungi To understand what causes food spoilage.
Lesson 4 Learning Objective: To understand what causes food spoilage. Not all microorganisms are harmful many are used in the food industry eg cheese, yogurt, bread and quorn. What others can you think of? To understand how bacteria and moulds cause food spoilage.
Lesson 4 Learning Objective: To understand how bacteria and moulds cause food spoilage. To grow bacteria need What conditions do bacteria need to grow? Multiplying bacteria Pathogens To understand how bacteria and moulds cause food spoilage.
Lesson4 Learning Objective: To understand how bacteria and moulds cause food spoilage. Pathogens Some bacteria can cause food poisoning. These are called pathogens. Some examples are salmonella, campylobacter and E.Coli 0157. Food infected with pathogens may not look, smell or taste bad, but it can cause food poisoning. The pathogens multiply in the stomach or gut of the person who eats the food, causing stomach pain, vomiting and diarrhoea. The salmonella bacteria is sometimes found in raw eggs. Some bacteria produce poisons called toxins.
Lesson 4 Learning Objective: To understand how bacteria and moulds cause food spoilage. Toxins Some bacteria produce poisons called toxins. In this case it is the toxin that makes a person ill, not the bacteria that produced them. Food poisoning usually lasts for one or two days. In some cases, food poisoning can cause very serious illness or even death. The people who are in most danger are babies and toddlers, older people, pregnant women, and people who are already ill. Did you know? Bacteria multiply by dividing. In the right conditions one bacterium could produce several million bacteria within a few hours. To understand how bacteria and moulds cause food spoilage.
Lesson 4 Learning Objective: To understand how bacteria and moulds cause food spoilage. Key Words Pathogen Contaminate Cross contaminate To understand how bacteria and moulds cause food spoilage.
Lesson 4 Learning Objective: To understand how bacteria and moulds cause food spoilage. Copy and complete the sentences below There are critical temperatures which affect bacterial growth
Lesson 4 Learning Objective: To understand how temperature can affect the bacteria and moulds which cause food spoilage There are critical temperatures which affect bacterial growth Look at the thermometer you have been given and match the words and pictures to the correct temperature range Ext : Can you identify any other temperatures you know and what happens at those temperatures think Science! This is 100C the boiling point of water
Lesson 4 Learning Objective: To understand how bacteria and moulds cause food spoilage Answer This is 100C the boiling point of water Did you identify any other temperatures you know? 37Cis also your normal body temperature This is 0C the freezing point of water Now copy and complete the thermometer in your book. Ext Activity - AQA p69 To understand how bacteria and moulds cause food spoilage.
Lesson 4 Learning Objective: To understand how bacteria and moulds cause food spoilage. The practical next lesson is to make a panini or sandwich with a filling of either coronation chicken Or prawn cocktail What do these two fillings contain? Why have these two fillings been chosen? Discuss. Extension: Find out when and why coronation chicken was first made. These are called High Risk Foods.
Lesson 5 Learning Objective:- To understand the safety controls for making Paninis These are called High Risk Foods. Why are they high risk foods and what others can you name? High Risk Foods a food which is an ideal medium for the growth of bacteria or mould. Eg Meat, fish, soups, gravy, rice Chemical contamination:-
Lesson 5 Learning Objective: Learning Objective: To understand what is meant by a control check and demonstrate the making ofa panini following a safety and hygiene check list Physical contamination:- objects falling in to food metal, glass, packagingmaterials etc. Chemical contamination:- cleaning chemicals such as bleach, getting in to food Natural contamination: Poisonous plants and berries, undercooked food, food which is spoiled or past its sell by date Lesson 5 Learning Objective:To understand what is meant by a control check and demonstrate the making ofa panini following a safety and hygiene check list Control Checks In order to prevent hazards occurring in food production, manufacturers have to check the standards of a food product. These are called Control Checks. They can do this by: Visual checks Physical contamination checks Time checks Temperature checks Metal Detectors Biological and chemical contamination checks Use a white board for the bread
Lesson 5 Learning Objective: To understand what is meant by a control check and demonstrate the making ofa panini following a safety and hygiene check list Making a Filled Panini Watch the demo of how to make a filled panini Make a list of the stages you need to undertake. You will need tocomplete the table below on the worksheet. Stage Safetycheck Hygiene Slice the panini in half Check the date on the packet Use a white board for the bread Chop the chicken finely and place in a bowl Visual check chicken is cooked and in date Use yellow board to chop on Homework WorksheetGCSE ques on chicken and rice Next lesson you need to bring in
Learning Objective:To understand what is meant by a control check and demonstrate the making ofa panini following a safety and hygiene check list Next lesson you need to bring in OR Coronation chicken 1 Panini roll or 2 slices bread Shredded Chicken from a chicken breast 1/2 tbsp Mayo Mild curry powder to taste 1/4 tsp Cinnamon Ground Black Pepper 1 tsp Mango chutney sultanas - as many as you fancy NB. For Tikka you can use Cumin, chilli and Paprika with curry powder Prawn Cocktail 1 Panini roll or 2 slices bread Butter, for spreading 1 tbsp mayonnaise 2 tsp tomato ketchup A few drops of Tabasco sauce 75g (3oz) cooked peeled prawns Handful of mixed lettuce leaves Black pepper How to prevent this problem
Lesson 5 Homework Chicken and Rice Question Worksheet Results of different control checks on a chicken curry and rice product show the following problems. Complete the table below to show two causes of each problem how each problem may be prevented. Problem Causes How to prevent this problem The chicken is moist and pink inside. An insect is found in the rice before cooking. Plenary: Which safety and hygiene rules were very easy to practise?
Lesson 6 Learning Objective: To demonstrate the making ofa panini following a safety and hygiene checklist Starter: Why is a safety and hygiene checklistuseful to follow when making a panini with a filling that is a high risk food? FPT Make Panini Plenary:Which safety and hygiene rules were very easy to practise? Which rules gave you more problems? Grade yourself out of 10 for the preparation of your panini. Starter: What does it mean to preserve food ?
Lesson 7 Learning Objective:To understand the most common ways to preserve food Starter:Whatdoes it mean to preserve food ? Removal of Liquid Changing Temperature Adding a Preservative Removing Air Modified atmospheric packaging Jamming Drying Canning Dehydration Chilling Pickling Jamming Freezing Salting Use the worksheet with the words above to give at least two examples and explain each process if you can. Removal of liquid Drying eg dried peas and beans
Lesson 7 Learning Objective: To understand the most common ways to preserve food Here are some examples Removal of liquidDryingegdried peas and beans Dehydration egpacket soups Jamming egjams. marmalade Alteration of temperatureCanning egtinned fruit, chopped tomatoes Freezing egmeat, pizza, vegetables Chilling egcream, milk Removal of airModified atmosphere packaging eg meat, ready meals Addition of a preservativeJamming(sugar)eg. jam Pickling (vinegar acid)eg onions Salting(Salt)egfish Essential Rules for Reheating Foods Safely
Lesson 7 Learning Objective To understand the most common ways to preserve food Essential Rules for Reheating Foods Safely Ensure frozen foods are fully defrosted Follow the reheating instructions on commercially prepared products All foods need to be reheated to 72C Ensure that the core Temperature of high risk foods and dense foods are at 72C by using a food probe. TASK :Copy the rules above and explain the reason for each one Extension :Many products state that they must be cooked from frozen eg pizza, fish pie. Why is this? The storage instructions for canned soup state:
Lesson 7 Learning Objective To understand the most common ways to preserve food GCSE Question The storage instructions for canned soup state: Pour unused soup into a non-metallic container. Store in a cool, dry place. Once opened eat within 2 days. Explain the reasons for this advice. (4 marks) Starter: What is the difference between CHILLING and FREEZING?
Lesson 8 Learning Objective:To demonstrate the most popular ways to extend the storage life of food Starter: What is the difference between CHILLING and FREEZING? Look at p.70 in the AQA Book and read the section How do freezing and chilling affect food Products Can you answer the question above now? What happens to products under these conditions? How long can they last ? SHELF LIFE Which is better Chilling or Freezing? To find out which is best we are going to make some Pasta Bake.
Lesson 8 Learning Objective To demonstrate the most popular ways to extend the storage life of food To find out which is best we are going to make some Pasta Bake. We will then chill one portion for three days and freeze one portion for three days. Then we will compare the two. Teacher Demo Pasta Bake Where are products stored in a fridge? Using the picture of the fridge from the previous lesson label the areas 1-4 in your book and show what should go in each area. Ingredients 25g butter 20g flour 200ml milk 100g pasta shapes+ extras NB Before you start this put your pasta on to boil
Lesson 9 Learning Objective To demonstrate the roux method of making sauce NBBefore you start this put your pasta on to boil Top Tip Use a Whisk Making a Roux sauce Melt 25g butter in a saucepan over a low heat Add 20g flour and whisk briskly. Cook for 1 min stirring all the time Add 200ml milk gradually a little at a time whisking all the time As soon as the sauce thickens remove the saucepan from the heat This sauce is a basic white sauce to which you can add otheringredients eg 50g cheese for cheese sauce Starter: What are these tools and why are they useful?
Lesson 10 Learning Objective: To understand the safe reheating of food, be able to use a food probe and the best method for preserving a pasta bake Starter:What are these tools and why are they useful? Use a temperature probe to check it has been thoroughly reheated,
Lesson 10 Learning Objective: To understand the safe reheating of food, be able to use a food probe and the best method for preserving a macaroni cheese Using the Pasta Bake we made before take the defrosted sample and reheat it in a microwave. Use a temperature probe to check it has been thoroughly reheated, What temperature must it reach? TASK: Write down the rules for using a temperature probe correctly Lesson 10 Learning Objective: To understand the safe reheating of food, be able to use a food probe and the best method for preserving a macaroni cheese 2 a) Explain why food probes are used in a test kitchen. (2 marks) (b)Give three instructions that need to be followed when using a food probe. Instruction Instruction Instruction (3 marks) TEST - GCSE questions on Safety and Hygiene
Lesson 11 Learning Objective: TEST - GCSE questions on Safety and Hygiene Lesson 12 Learning Objective: To identify the foods typical of the season and plan the making of a product using seasonal food What foods are in season now? What type of soup could I make?
Lesson12 Learning Objective: : To identify the foods typical of the season and plan the making of a product using seasonal food - What foods are in season now? What type of soup could I make? Demo of seasonal soup TASK : Make a list of the ingredientsyou need for making the soup. Make a list of the equipment you need for making the soup. Make a list of the skills you will use for making the soup Homework : Complete the testing table and bring it to the next lesson
Learning Objective:To identify the foods typical of the season and make of a product using seasonal food FPT Seasonal Soup Homework : Complete the testing table and bring it to the next lesson Why do we use Sensory Testing?
Lesson 14 Learning Objective: Sensory Testing and how a rating test is used Why do we use Sensory Testing? What criteria did you use for your soup? Think of at least 5 different criteria. This is where the criteria go Tester 1 Tester 2 Tester 3 In a Rating test you score each attribute out of 5 Ill in the table for your soup Now draw a product profile for your soup eg
Lesson 14 Learning Objective: Sensory Testing and how a rating test is used Now draw a product profile for your soup eg What does this profile show? What improvements are needed to the product?