Food-borne Illnesses Teacher Resources

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Use this instructional activity to have your charges consider the differences between food spoilage and food-borne illnesses including the differentiation of food infections and food intoxication, including characteristics of each. Some excellent blackline masters are included in this interesting plan.
Students discover how to inhibit food borne illnesses by practicing safe food-handling techniques. Among topics they examine are the advantages and disadvantages of using wooden or plastic cutting boards. After studying for the test, students obtain food handler's permits from their local health department.
Students use a Department of Health Inspection Form to evaluate a kitchen/food prepartion facility as individuals or teams. They research prevention of food born illness during food storage and food preparation including Hazard Analysis and Critical Control Point System concepts.
Students read a series of statements made by students about the hazards and benefits of various foods. They distinguish the "facts: from "opinions" in the dialogue, summarize the facts in a short paragraph, and write an essay expressing their own view and conclusions drawn about the food, food-borne illness, and nutrition issues, using citations as necessary.
Students experience and visualize first hand the importance of proper hand washing through a hand washing experiment with different temperatures of water and with a different length of time to wash. They prevent food-borne illness and contamination.
Students examine the causes and symptoms of food-borne illnesses and ways to prevent them.  In this nutrition lesson students work in teams to investigate a type of food-borne illness and present a scenario about it. 
Students study food borne illnesses and what foods are more likely to carry them.  In this investigative lesson students examine harmful bacteria. 
High schoolers apply Glo-Germ to their hands to see the amount of germs on their skin. As a class, they watch a demonstration on how to properly watch their hands to prevent the spread of disease. To end the activity, they are introduced to the rules of sanitation and guidelines to prevent food-borne illnesses.
Students examine strategies and guidelines to prevent food-borne illnesses and contamination through proper handwashing, handling of foods, and food preparation. They review fact sheets on food-borne illnesses, and watch and discuss video, "Food Safety."
Identify methods that prevent food-borne illnesses and contamination. National Standard 14.4.1 Identify food-borne illness Identify types of food-borne illness and their symptoms: botulism, e-coli, hepatitis, salmonella, staphylococci Explain pre
Students recognize that safe food preparation is important to good health.  In this food safety activity, students participate in an activity students separate, clean, chill, and cook food safely. Students use Glo Germ to find where germs would be.
Students research information on bacterium and their relationship to food borne diseases. In this science lesson plan, students complete internet research to construct and analyze the growth cure of common bacterium and food-borne illnesses.
Students brainstorm hazards in the kitchen, and categorize them. They develop a checklist that could be used by an inspector to evaluate a home economics foods laboratory. They create a recipe while using proper lab and safety procedures.
Students identify the benefits of eating a nutritious breakfast. In this nutrition activity, students read food labels to identify foods that are low in sugar. Students create a healthy breakfast by using eggs and low-fat cheese.
Learners experience and visualize the importance of proper hand-washing techniques (in the area of food preparation) through a hand-washing experiment with different temperatures of water and with different lengths of time in washing.
Fourth graders visualize firsthand the importance of proper handwashing by using Glo-Germ - an assimilated germ source, varying temperatures of water and length of washing time as observed under a dark light.
Students create brochures that inform their families how to prepare and store food to prevent food-borne illnesses. They research food safety facts and proper food-handling techniques on the internet.
Ninth graders identify and explain the appropriate use and care of basic kitchen equipment. They assess their skill level to determine to what extent to cover the basics in kitchen equipment, microwave cooking, abbreviations, terminology, equivalents, substitution, measuring, recipe size adjustments, safety, first-aid, food sanitation and food-borne illness.
Seventh graders engage in a instructional activity that investigates the sources of Food Borne Illness. The practices of prevention are covered in the instructional activity. Various foods are looked at for the nutritional value and evaluated for the practices needed to consume the food without contributing to the problem of the illness.
Students explore the rules to food safety and how to keep foods from growing bacteria. In this food illness lesson students view a demonstration about bacteria complete a food safety test online.

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