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| Module 2: Kitchen and Food Safety (Core) |
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Food
Safety: WebQuest |
| Introduction | Task | Process | Learning Advice | Resources | Evaluation | Conclusion |
| Introduction |
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Food-borne illness is a serious
problem in Canada. Health Canada estimates that about two million Canadians
suffer from a food-borne illness every year. Approximately 30 of these
victims will die from the illness. Of the survivors, 2% to 3% will suffer
chronic health problems. The annual cost of food-borne illness in Canada
is estimated to be over $1 billion (http://www.canfightbac.org/english/mcentre/mkit/bactfoodbornillnes.shtml).
Understanding and practicing safe
food handling techniques will reduce the incidence of food-borne illness.
| Task |
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You are part of a home economics class that will be preparing and serving food for two evening dinner theatre performances to be given by your high school drama group. The class has been divided into groups to tackle the project. Your group has been assigned the task of preventing food-borne illness and ensuring that the dinners will be safely prepared, served and stored. Your group will accomplish this task by educating yourselves and your classmates about kitchen and food safety through the creation of a Food Safety Mini-course.
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The objectives of the mini-course are for you and your classmates |
 to understand food
safety. |
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to identify food-borne
illnesses. |
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to examine the conditions
necessary for food-borne illness to occur. |
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to learn how to prevent
food poisoning. |
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achieve your objectives, you shall |
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1. |
Explain important terms,
including food safety, food-borne illness, food poisoning, food infection,
food intoxication, microbes, pathogens, contamination, cross contamination,
bacteria, Danger Zone, sanitation, and personal hygiene. |
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2. |
Describe
how food can become contaminated and how you can tell if a food is spoiled. |
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3. |
Describe
the symptoms of food poisoning. |
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4. |
Some of the bacteria that may contaminate food include Clostridium botulism(botulism),
Staphylococcus aureaus (staph), Salmonella, Clostridium perfringens,
Escherichia (E) coli 0157:H7, Camplobacter, and Listeria. For
each, identify foods typically involved, symptoms of the illness and the
factors that contribute to the spread of the illness. |
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5. |
Explain how microbes can be controlled or destroyed by controlling certain
conditions: temperature, acidity (pH), moisture, food, oxygen, cleanliness,
sanitation. |
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6. |
Diagram
the Danger Zone. |
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7. |
Describe proper food storage principles and methods. Explain the relationship
between proper food storage and the prevention of food poisoning. |
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8. |
Discuss
the rule "When in doubt, throw it out!" |
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9. |
Explain how each of the following factors play a role in the prevention
of food poisoning: good sanitation, proper food storage, proper thawing and cooking of foods, contamination and cross-contamination, personal hygiene. |
| Process |
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Your group will create and present a "mini-course" for your classmates to learn how to handle food safely. The mini-course will be designed in two parts: |
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| Information In: providing information and learning activities to help your classmates to learn and understand content knowledge | |
| Information Out: opportunities (oral, written, graphic or three dimensional constructions) for your classmates to show that they do understand the content knowledge | |
| Information In: | |
| Create
two or more
presentations (possible formats: PowerPoint, video, web pages, etc.) of relevant
information.
Create at least three
learning activities to accompany the presentations so that
your classmates are actively involved in using the information. |
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| Suggestions for learning activities include | |
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K-W-L activity (students identify what they Know, what they Want
to know, and what they have Learned from the presentation), |
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| completing
fill-in-the-blank notes from the presentation information, |
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| answering
questions, |
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| creating
a concept map of relevant information, |
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| playing
a game, |
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| completing
a quiz. |
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| Information Out: | |
| Design
at least two opportunities for your classmates to demonstrate that
they have mastered the knowledge content. (Designing more than three
opportunities will allow your classmates to choose the "performance
tasks" that they want to complete.)
Each of the opportunities must include a means of evaluating student understanding.
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| Suggestions for opportunities: | Suggestions for evaluation: |
| creating
posters or brochures |
rubric
of required elements and work quality |
| making
crossword puzzles with answer keys |
checklist
of terms to be included; answer key checked for accuracy |
| scripting
and performing a two to three minute skit |
script
checked for accuracy of food safety facts |
| creating
a safe food handling plan for the dinner theatre |
rubric |
| scripting
and creating a 30 second radio or television commercial |
script
checked for accuracy of food safety facts |
| creating
a game (e.g. Trivial Pursuit, Jeopardy) |
game
questions evaluated for accuracy |
Note: all sources used should be cited.
| Learning Advice |
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This is a large task; to work efficiently, create a work plan to make sure that all of the objectives are covered. Divide up the research among the members of your group.
Check out the resources listed below. As well, look for print resources in your classroom and in the resource centre. Contact your local Public Health Inspector for information.
| Resources |
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| Evaluation |
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Food
Safety: Practices and Procedures Web
Quest Rubric
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Distinguished
(4 points) |
Proficient
(3 points) |
Developing
(2 points) |
Incomplete
(0-1 points) |
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Mini-course
"Information In" Presentations and Learning Activities |
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content of presentations |
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content of presentations |
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content of presentations |
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content of presentations |
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learning activities • are designed to, and do, foster active involvement of all students • cover the "Iinformation In" content thoroughly • are varied • effectively promote learning through real understanding |
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learning activities |
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learning activities
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attempt to promote active
involvement |
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learning activities • do not promote active involvement • lack variety • are not designed to promote learning • are too limited or incomplete • fail to promote learning |
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quality • extra effort to create quality presentations and learning activities is evident |
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quality • appropriate effort to create acceptable presentations and learning activities is evident |
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quality • some effort to create acceptable presentations and learning activities is evident |
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quality • little effort to create acceptable presentations and learning activities is evident |
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Mini-course
"Information Out" Performance Tasks |
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are varied and allow for choice • are very engaging and challenging • focus clearly on the content prescribed by the objectives • effectively and accurately show the degree to which the students have mastered the "information in" content • clearly further the students' understanding of the topic |
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provide an acceptable degree of variety |
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the tasks designed are somewhat limited in variety • the tasks are somewhat interesting and challenging • begin to address the content prescribed by the objectives • provide limited indication of the degree to which the students have mastered the "information in" content • do not further the students' understanding of the topic |
• there is no variety in the performance tasks offered
to students • the tasks are neither interesting nor challenging • do not address the content prescribed by the objectives • fail to show the degree to which the students have mastered the "information in" content • may confuse the students' understanding of the topic |
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Approach
to Work
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group
members • consistently work cooperatively • show respect for others and towards equipment • are consistently on-task • come prepared to work |
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group
members • work cooperatively • show respect for others and towards equipment • are usually on-task • come prepared to work |
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group
members • are somewhat uncooperative • show little respect for others and towards equipment • are off-task occasionally • occasionally come prepared to work |
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group
members • behave uncooperatively • show disrespect for others and towards equipment • are consistently off-task • come unprepared to work |
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| Conclusion |
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Upon successful completion of this webquest, you will understand how to effectively ensure food safety by preventing food-borne illnesses. You will know how to safely prepare, serve, and store food to prevent food poisoning. This knowledge will be useful both in the foods lab and in your home.
