Beruflich Dokumente
Kultur Dokumente
Course Workbook
This project has been funded at least in part with Federal funds from the U. S. Department
of Agriculture, Food and Nutrition Service through an agreement with the National Food
Service Management Institute at The University of Mississippi. The contents of this
publication do not necessarily reflect the views or policies of the U. S. Department of
Agriculture, nor does mention of trade names, commercial products, or organizations
imply endorsement by the U. S. government.
The University of Mississippi is an EEO/TitleVI/Title IX/Section 504/ADA/ADEA Employer.
2009, National Food Service Management Institute,The University of Mississippi
Except as provided below, you may freely use the text and information contained in this
document for non-profit or educational use providing the following credit is included
Suggested Reference Citation:
National Food Service Management Institute. (2009). Serving it safe course workbook.
University, MS: Author.
The photographs and images in this document may be owned by third parties and used
by the University of Mississippi under a licensing agreement. The University cannot,
therefore, grant permission to use these images. For more information, please contact
nfsmi@olemiss.edu.
ii
PURPOSE
The purpose of the National Food Service Management Institute is to improve the
operation of child nutrition programs through research, education and training, and
information dissemination.
MISSION
The mission of the National Food Service Management Institute is to provide information
and services that promote the continuous improvement of child nutrition programs.
VISION
The vision of the National Food Service Management Institute is to be the leader
in providing education, research, and resources to promote excellence in child
nutrition programs.
CONTACT INFORMATION
Headquarters
The University of Mississippi
Phone: 800-321-3054
Fax: 800-321-3061
www.nfsmi.org
ducation and Training Division
E
Information Services Division
The University of Mississippi
6 Jeanette Phillips Drive
P.O. Drawer 188
University, MS 38677-0188
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Table of Contents
Course Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Lesson 1: Food Safety is Top Priority . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Lesson 2: Prevent Foodborne IllnessUnderstanding Microorganisms. . . 17
Lesson 3: Basic Facts about Microorganisms. . . . . . . . . . . . . . . . . . . . . . . . . 50
Lesson 4: A Clean and Sanitary Foodservice Operation . . . . . . . . . . . . . . . . 64
Lesson 5: A Process for Preventing Foodborne Illness . . . . . . . . . . . . . . . . . 79
Lesson 6: Food Safety Programs in Schools . . . . . . . . . . . . . . . . . . . . . . . . . 118
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Course Checklist
Instructions: In the blanks provided, write the date that each assignment
is completed.
Planning
1. _ _____ Set a schedule for completing the course.
2. _ _____ Secure a 3-ring binder to hold your course workbook.
3. _ _____ Gather a pen or pencil and note paper.
Lesson 1
Food safety is one of the basic responsibilities of all foodservice employees. This
lesson focuses on basic food safety hazards that can occur in a foodservice operation,
and how foodservice employees can use good food handling practices to minimize
or eliminate a food safety hazard from occurring.
Lesson 1
2.
3.
5. State the upper and lower temperatures in the temperature danger zone.
Lesson 1
Foodborne Hazards
1. ______ Hepatitis A
2. ______ Staple
3. ______ Norovirus
4. ______ Copper
5. ______ Hair
6. ______ Insecticides
8. ______ Band-aid
9. ______ Fingernail
Lesson 1
Activity Sheet
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Biological Hazards
Introduction
There are three types of hazards that can cause food to be
unsafe: biological hazards, chemical hazards, and physical
hazards. Foodservice employees have the responsibility to
identify and minimize hazards in the food they serve.
Here Are the Facts
Biological hazards occur when bacteria, viruses, molds, yeasts,
or parasites contaminate food. Controlling time and temperature
of food is critical for minimizing biological hazards because
microorganisms grow rapidly in the temperature danger zone
41 F135 F.
Application
Follow good personal hygiene practices identified in the standard operating procedures.
Wear clean uniforms and aprons.
Follow appropriate handwashing practices.
Use gloves for handling ready-to-eat foods.
Purchase food from approved sources.
Require documentation that proves vendors follow a food safety program based on HACCP
principles or good manufacturing practices.
Include food safety requirement on bid specifications.
Follow good receiving practices.
Discard any containers that are dented, bulging, or cracked.
Make sure that all food packaging is intact. If not, discard.
National Food Service Management Institute The University of Mississippi
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Lesson 1
Check and record time and temperatures following monitoring procedures in your
foodservice operation.
Follow procedures to avoid cross contamination.
Wash hands at appropriate times using proper procedures.
Wash fresh produce in clean, running, drinkable water.
Use appropriate utensils for serving food.
Clean and sanitize work surfaces.
Use color-coded cutting boards to minimize cross contamination.
Clean and sanitize equipment between uses.
Check concentration of sanitizing solutions to make sure they are appropriate.
Check temperature of rinse water in high-temperature dishmachines to make sure they are
adequate for sanitizing.
Remember, follow state or local health department requirements.
References
U.S. Department of Agriculture, Food and Nutrition Service, & National Food Service Management Institute.
(2005). HACCP-based standard operating procedures. University, MS: Author.
U.S. Department of Agriculture, Food and Nutrition Service, & National Food Service Management Institute.
(2002; Rev. ed. 2009). Serving it safe (2nd ed.). University, MS: Author.
U.S. Department of Agriculture, Food and Nutrition Service, & National Food Service Management Institute.
(2005). Use disposable gloves properly. Retrieved January 8, 2009, from
http://www.nfsmi.org/documentLibraryFiles/PDF/20080206044501.pdf
U.S. Department of Health and Human Services Public Health Services, Food and Drug Administration. (2005).
FDA food code. Retrieved January 8, 2009, from www.cfsan.fda.gov/~dms/fc05-toc.html
This project has been funded at least in part with Federal funds from the U.S. Department of Agriculture, Food and Nutrition Service through a grant
agreement with The University of Mississippi. The contents of this publication do not necessarily reflect the views or policies of the U.S. Department of
Agriculture, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government. The University of
Mississippi is an EEO/AA/Title VI/Title IX/Section 504/ADA/ADEA Employer.
Lesson 1
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Chemical Hazards
Introduction
There are three types of hazards that can cause a food to be unsafe: chemical hazards, biological
hazards, and physical hazards. Foodservice employees have the responsibility to identify and
minimize hazards in the food they serve.
Here Are the Facts
Chemical hazards occur when a harmful chemical gets into
a food that is then eaten by a person. A variety of chemicals
are used to clean and sanitize the foodservice operation and
to control for pests. Typical hazardous chemicals include
detergents, sanitizers, drying agents, glass cleaners,
deliming agents, and pesticides.
Application
Store chemicals away from food.
Store chemicals in original containers, never in containers
that once stored food.
Make sure labels clearly identify chemical contents of
containers.
Use Material Safety Data Sheets (MSDS) provided by the
manufacturer to ensure chemicals are stored and used
properly.
Keep chemicals in a locked storage area.
Limit access to chemicals to authorized employees.
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Lesson 1
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Physical Hazards
Introduction
There are three types of hazards that can cause a food to be
unsafe: physical hazards, biological hazards, and chemical
hazards. Foodservice employees have the responsibility to
identify and minimize hazards in the food they serve.
Here Are the Facts
Physical hazards occur when a foreign object gets into food
accidentally. Physical contaminants include dirt, hair, nail
polish flakes, insects, broken glass, nails, staples, plastic
fragments, bones, or bits of packaging.
National Food Service Management Institute
The University of Mississippi
2009
Application
12
Lesson 1
Have routine pest control maintenance administered by a licensed pest control operator to
reduce opportunities for pest contamination in food.
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Maintain temperatures at each operational step in the flow of food from receiving to storing.
ReceivingReceive refrigerated foods at 41 F or below, and frozen foods at 32 F or
below.
StoringStore refrigerated foods at 41 F or below, and store frozen foods at 0 F or below.
PreparingLimit the time that food is in the temperature danger zone during preparation.
Batch cooking is the best way to limit time.
CookingCook food to the appropriate temperature for that item.
HoldingHold cold foods at 41 F or below and hot foods at 135 F or above.
ServingServe cold food cold and hot food hot. Keep cold food below 41 F and hot food
above 135 F.
CoolingCool foods as quickly as possible. The FDA Food Code requires that foods be
cooled from 135 F70 F within 2 hours and from 70 F41 F within an additional 4
hours. If food is not cooled from 135 F70 F within 2 hours, the food must be reheated
to 165 F for 15 seconds and the cooling process started over. Take actions to speed the
cooling process such as dividing food into smaller portions, using ice water baths, using an
ice paddle, and stirring.
ReheatingReheat all leftover foods to 165 F for 15 seconds within 2 hours.
TransportingTransport cold foods cold at 41 F or below, and hot foods hot at 135 F or
above.
Lesson 1
15
Lesson 1
References
National Food Service Management Institute. (2009). Serving it safe (3rd ed.).
University, MS: Author.
National Restaurant Association Educational Foundation. (2006). ServSafe
(4th ed.). Chicago: Author.
U.S. Department of Health and Human Services, Food and Drug Administration.
(2005). Food Code. College Park, MD: Author.
U.S. Department of Health and Human Services, Food and Drug Administration.
(2007, March 23). FDA finalizes report on 2006 spinach outbreak.
Retrieved September 10, 2007, from
http://www.fda.gov/bbs/topics/NEWS/2007/new01593.html
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Lesson 2
17
Food safety is one of the basic responsibilities of all foodservice employees. Research
conducted by the U.S. Food and Drug Administration (FDA) shows that basic food
safety practices need to be improved. Active managerial control of foodborne illness
risk factors was recommended by the FDA. Areas identified as most in need of
improvement included employee hand washing, cold holding, date marking of
ready-to-eat foods, and cleaning and sanitizing of food contact surfaces. Thus, three
key areas that need to be improved in order to prevent foodborne illness include
time and temperature control, particularly in the area of hot and cold holding;
prevention of contamination.
Lesson 2
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Instructions: Write down the ways that food may be contaminated with microorganisms at each step in the flow of food. If it helps, think of one menu item. Identify how that item might get contaminated as it goes from receiving, through service,
as a leftover, or while being transported to a satellite facility.
Step
Receiving
Storing
Preparing
Cooking
Holding
Serving
Cooling
Reheating
Transporting
Lesson 2
Activity Sheet
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Lesson 2
20
Lesson 2
* Use a teaspoon to taste the food. Remove the used teaspoon and
container to the dish room. 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.
Monitoring:
1. A designated foodservice employee will inspect employees when they report
to work to be sure that each employee is following this SOP.
2. The designated foodservice employee will monitor all foodservice employees
to ensure they are adhering 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
by visually observing the employees during all hours of operation. The foodservice
manager will complete the Food Safety Checklist daily. Foodservice employees will
record any discarded food on the Damaged or Discarded Product Log.
The Food Safety Checklist and Damaged or Discarded Product Logs are to be kept
on file for a minimum of 1 year.
Date Implemented: __________________
By: _____________________________
By: _____________________________
By: _____________________________
Source: U.S. Department of Agriculture, Food and Nutrition Service, & National Food Service
Management Institute. (2009). HACCP-based standard operating procedures (SOPs).
University, MS: Author.
National Food Service Management Institute
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Personal Hygiene
Introduction
Good personal hygiene is a basic requirement for
implementing a food safety program. All foodservice
employees must follow the standard operating procedures
for personal hygiene that are written for their foodservice
operation.
Here Are the Facts
Research conducted by the U.S. Food and Drug
Administration shows that poor personal hygiene practices
often are followed in retail foodservice establishments, which
includes elementary schools, hospitals, nursing homes, and
restaurants. Poor personal hygiene is a risk factor that must be
controlled in all types of foodservice operations.
Application
22
Application (continued)
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.
Lesson 2
23
Instructions: As you view the video, Wash Your Hands, look for examples of when
hands were washed and how hands were washed. Record them below.
Lesson 2
Source: National Food Service Management Institute. (2009). Serving it safe training resource.
University, MS: Author.
24
Answers to
After sneezing
Used soap
After cleaning
After taking out the garbage
After handling dirty dishes
Lesson 2
Source: National Food Service Management Institute. (2009). Serving it safe training resource.
University, MS: Author.
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Handwashing
Introduction
Handwashing is the single most important practice in any
foodservice operation. Child nutrition employees can improve
the safety of the food they serve by washing their hands
frequently, correctly, and at the appropriate times.
Here Are the Facts
Foodborne illnesses are transmitted by food handlers that
contaminate food and food contact surfaces. Individuals who
handle food when they have a foodborne illness,
gastrointestinal illness, 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
Food Safety Mini-Posters: Handwashing (2000).
virus and pass that along to others. Handwashing minimizes
the risk of passing along bacteria or viruses that can cause
foodborne illnesses. Follow state or local health department requirements.
Application
It 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 1015
seconds. Rinse thoroughly under warm running water for 510 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.
National Food Service Management Institute The University of Mississippi
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When?
Beginning to work, either at the beginning of
shift or after breaks
Before
When moving from one food preparation
area to another
Putting on or changing gloves
Lesson 2
Handwashing, continued
After
Using the toilet
Sneezing, coughing, or using a handkerchief or
tissue
Touching hair, face, or body
Handling raw meats, poultry, or fish
Wash Your Hands (2004).
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
Remember, follow state or local health department requirements.
References
U.S. Department of Agriculture, Food and Nutrition Service, & National Food Service Management
Institute. (2000). Food safety mini-posters: Hand washing. Retrieved January 8, 2009, from
http://www.nfsmi.org/documentLibraryFiles/PDF/20080211042308.pdf
U.S. Department of Agriculture, Food and Nutrition Service, & National Food Service Management
Institute. (2005). HACCP-based standard operating procedure: Washing hands. Retrieved January
8, 2009, from http://www.nfsmi.org/documentLibraryFiles/PDF/20080213012315.pdf
U.S. Department of Agriculture, Food and Nutrition Service, & National Food Service Management
Institute. (2002; Rev. ed. 2009). Serving it safe (2nd ed.). University, MS: Author.
U.S. Department of Agriculture, Food and Nutrition Service, & National Food Service Management
Institute. (2004). Wash your hands: Educating the school community. University, MS: Author.
U.S. Department of Health and Human Services Public Health Services, Food and Drug Administration.
(2005). FDA food code. Retrieved January 8, 2009, from
http://www.cfsan.fda.gov/~dms/fc05-toc.html
This project has been funded at least in part with Federal funds from the U.S. Department of Agriculture, Food and Nutrition Service through a grant
agreement with The University of Mississippi. The contents of this publication do not necessarily reflect the views or policies of the U.S. Department of
Agriculture, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government. The University of
Mississippi is an EEO/AA/Title VI/Title IX/Section 504/ADA/ADEA Employer.
27
Lesson 2
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Lesson 2
2. Scrub lathered hands and forearms, under fingernails, and between fingers
for at least 10-15 seconds. Rinse thoroughly under warm, running water
for 5-10 seconds.
3. Dry hands and forearms thoroughly with single-use paper towels.
4. Dry hands for at least 30 seconds if using a warm-air hand dryer.
5. Turn off water using paper towels.
6. Use paper towel to open door when exiting the restroom.
9. Follow FDA recommendations when using hand sanitizers. 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 Food Code. Confirm with the
manufacturers 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 hand washing practices of the
foodservice staff during all hours of operation.
2. The designated employee will visually observe that hand washing sinks are
properly supplied during all hours of operation.
Corrective action:
1. Retrain any foodservice employee found not following the procedures in this SOP.
2. Ask employees who are observed not washing their hands at the appropriate
times or using the proper procedure to wash their hands immediately.
Verification and Record Keeping:
The foodservice manager will complete the Food Safety Checklist daily to indicate
that monitoring is being conducted as specified. The Food Safety Checklist is to be
kept on file for a minimum of 1 year.
Date Implemented: __________________
By: _____________________________
By: _____________________________
By: _____________________________
Source: U.S. Department of Agriculture, Food and Nutrition Service, & National Food Service
Management Institute. (2009). HACCP-based standard operating procedures (SOPs).
University, MS: Author.
National Food Service Management Institute
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Lesson 2
Thermometer Description
Advantages/Disadvantages
Bimetallic Stemmed
Used to check internal temperatures of food
Range of 0-220 F
Sensing area is from the tip to a
half-inch past the dimple on the
stem. It is important to insert
the stem to above the dimple to
get an accurate reading.
Advantages
Inexpensive
Readily available
Easy to calibrate
Disadvantages
Not tip sensitivesensing area is
about 2
Temperatures averaged over
sensing area
Not effective for thin foods, such
as hamburger patties
Loses calibration with physical
shock such as dropping
Dial may be difficult to read
Bimetallic Stemmed,
oven-safe meat
Used in muscle meats, such as
roasts, while cooking in oven
Range of 130-190 F
Inserted 2-2 into thickest
part of the muscle
Can remain in meat during the
entire cooking process
Advantages
Monitors safe end-point cooking
temperature so recommendations
are met
Monitors temperatures for quality
of product
Disadvantages
Heat conduction of metal stem
can cause false high readings (especially if inserted close to bone)
Not effective for thin meats
Loses calibration with physical
shock, such as dropping
Advantages
Gives fast readings
Easy to read
Tip sensitivecan measure temperature of thick and thin foods
Disadvantages
Not all models can be calibrated
Lesson 2
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Thermometer Description
Advantages/Disadvantages
Thermocouple
Used with probes of various types:
Immersionmeasures temperature of liquids
Penetrationmeasures internal
temperature of solid or liquid
food
Surfacemeasures surface temperatures, such as griddle tops
Advantages
Digital temperature reading
Tip sensitive
Variety of probes are available
Provides rapid readings
Durable
Disadvantages
May be expensive to calibrate
Accuracy may vary due to signal
or change in voltage
Accuracy seems to vary
proportional to cost
Infrared
Designed to take surface temperatures from up to 4 feet
away
Provides quick check of temperatures at receiving
Remove barriers because glass
and shiny surfaces affect readings
Advantages
Fast
Accurate
Nondestructive, noncontact measurement of temperature
Eliminates cross-contamination
Disadvantages
Cannot measure internal temperatures
Environmental conditions, such
as relative humidity, affect accuracy
Accuracy is affected by surface
emissivity (ability of a surface to
emit heat by radiation; varies by
metal type and surface color and
polish) and shiny surfaces
May be expensive to calibrate
Advantages
Accurate
Easy to use
Fast
Time savingsdoes not require
calibration and sanitizing
National Food Service Management Institute
Lesson 2
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Thermometer Description
Advantages/Disadvantages
Lesson 2
Source: Adapted from National Food Service Management Institute. (2009). Thermometer
Information Resource. University, MS: Author.
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Instructions: Fill in the blanks below to capture the main ideas as you watch the
video, Using Thermometers. Answers appear at the bottom of the handout.
Lesson 2
Source: National Food Service Management Institute. (2009). Serving it safe training resource.
University, MS: Author.
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Lesson 2
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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.
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Lesson 2
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Instructions: Fill in the blanks below to capture the main ideas as you watch the
video, Calibrating Thermometers. Answers appear at the bottom of the handout.
Lesson 2
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
What were the steps used to calibrate the thermometer using the ice water method?
1.
3. Stir ________________________________________.
6. Let the thermometer stay in the ice water mixture for _________ seconds.
(Answers: Tools and supplies: container, ice, cold water, thermometer, calibration tool
or wrench; 1) container; 2) water; 3) ice and water mixture; 4) one; 5) thermometer,
sensing area; 6) 30, 7) calibration tool)
Source: National Food Service Management Institute. (2009). Serving it safe training resource.
University, MS: Author.
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Lesson 2
Equipment/
Ingredients
Quantity
Directions
2-quart measure
Crushed ice
To fill container
Cold water
To fill container
Thermometer
Calibration tool
or wrench
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Calibrating Thermometers
Introduction
Food temperatures must be checked throughout the food preparation process, and the
thermometers used must be accurate. Child nutrition employees are responsible for checking
the accuracy of thermometers and calibrating them if they are not accurate.
Here Are the Facts
Thermometers that are not accurate will give misleading information. For example, if you use
a thermometer that registers 10 F higher than the actual temperature, you would cook ground
beef to 145 F rather than 155 F. That would be inadequate cooking to make sure the ground
beef is safe to serve. If the thermometer registers too low, you could easily overcook food.
Application
It is important for child nutrition employees to know when and how to calibrate bimetallic
stemmed and digital (that can be calibrated) thermometers. Follow state or local health
department 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.
National Food Service Management Institute The University of Mississippi
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Lesson 2
Note: The boiling point of water is about 1 F lower for every 550 feet above sea level. If you
are in high altitude areas, the temperature for calibration should be adjusted. For example, if
you were at 1100 feet above sea level, the boiling point of water would be 210 F.
2
40
Documenting Calibration
Each time thermometers are calibrated, the
process should be documented. The food
safety program should include a form for
documenting the calibration process of
each thermometer.
Lesson 2
References
U.S. Department of Agriculture, Food and Nutrition Service, & National Food Service
Management Institute. (2005). HACCP-based standard operating procedure: Thermometer
calibration log. Retrieved January 8, 2009, from
http://www.nfsmi.org/documentLibraryFiles/PDF/20080213013307.pdf
U.S. Department of Agriculture, Food and Nutrition Service, & National Food Service
Management Institute. (2005). HACCP-based standard operating procedure: Using and
calibrating thermometers. University, MS: Author.
U.S. Department of Agriculture, Food and Nutrition Service, & National Food Service
Management Institute. (2005). Thermometer information resource. University, MS: Author.
This project has been funded at least in part with Federal funds from the U.S. Department of Agriculture, Food and Nutrition Service through a grant
agreement with The University of Mississippi. The contents of this publication do not necessarily reflect the views or policies of the U.S. Department of
Agriculture, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government. The University of
Mississippi is an EEO/AA/Title VI/Title IX/Section 504/ADA/ADEA Employer.
41
Thermometer
Being
Temperature
Calibrated
Reading
Corrective
Action
Initials
Lesson 2
Activity Sheet
Manager
Initials/Date
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Cross-Contamination
Matching Game
4. The can opener was used to open canned tuna to make tuna
salad sandwiches for a class picnic. The blade of the can opener
had visible signs of food particles.
Lesson 2
Activity Sheet
(Answers: 1) E, 2) H, 3) F, 4) E, 5) F, 6) F, 7) H, 8) E, 9) E, 10) E)
Source: National Food Service Management Institute. (2009). Serving it safe training resource.
University, MS:Author.
National Food Service Management Institute
43
Instructions: Read the following scenario. Then make notes to indicate what you
think the manager should do in response.
Lesson 2
Scenario:
The school nutrition managers worst nightmare is coming to life. The sixth-grade
class went on a field trip, and the cafeteria furnished reimbursable lunches to
students who ordered them. The lunches were packed and picked up that
morning and put on the bus. The children ate lunch around noon.
When the students returned to their classroom around 2 oclock, a couple of
them complained of nausea, headaches, and achy muscles. Some students were
vomiting and had to call parents to go home. Concerned that this could have
been caused by the lunch, the teacher tells the principal, who immediately comes
to the school nutrition managers office. He decides to call the local public health
department because two or more students have reported the same symptoms,
and all ate the school lunches packed for the field trip.
What should the manager do?
Source: National Food Service Management Institute. (2009). Serving it safe training resource.
University, MS: Author.
44
1. Be calm and cooperate with the health department. There may be many
plausible explanations for the symptoms that the student/students are experiencing,
and they may have nothing to do with food served in the cafeteria. Remaining
calm will help you respond rationally and systematically to the situation. So,
dont panic but calmly approach the situation based on what you have been
taught to do.
Lesson 2
45
Lesson 2
Source: National Food Service Management Institute. (2009). Serving it safe training resource.
University, MS: Author.
46
Lesson 2
References
National Food Service Management Institute. (2009). Serving it safe (3rd ed.).
University, MS: Author.
National Restaurant Association Educational Foundation. (2006). ServSafe
(4th ed.). Chicago: Author.
U.S. Department of Health and Human Services, Food and Drug Administration.
(2005). Food Code. College Park, MD: Author.
U.S. Food and Drug Administration. (2004, September 14). FDA report on the
occurrence of foodborne illness risk factors in selected institutional
foodservice, restaurant, and retail food store facility types. Retrieved
February 21, 2007, from http://www.cfsan.fda.gov/~dms/retrsk2.html
47
Lesson 3
48
Lesson 3
49
Illness/Bacteria
Symptoms
Botulism
Clostridium botulinum
Home-canned foods
Improperly processed
foods
Sausages and meats
diarrhea or
Canned low-acid
constipation;
foods, such as some
vegetables
weakness;
Untreated garlic in oil
dizziness;
double vision or blurred Leftover, unrefrigerated
foil-wrapped baked
vision;
potatoes
difficulty speaking, swal Sauted onions in
lowing, breathing; and
butter sauce
paralysis.
Symptoms begin
18-36 hours after eating
contaminated food and
include
Campylobacteriosis
Campylobacter jejuni
Unpasteurized milk
Symptoms begin 2-5 days
after eating contaminated
and dairy products
food, can last 7-10 days, and Raw poultry
include
Raw beef
diarrhea (watery or
Nonchlorinated or
bloody),
fecal-contaminated
water
fever,
Prevention
Discard damaged cans.
Do not use home-canned
foods in a foodservice
establishment.
Do not mix and then
store oil and garlic.
Follow rules for time
and temperature control.
Saut onions as needed;
do not saut and then
store unrefrigerated for
later use.
Do not store leftover
baked potatoes in foil
wrapping. Unwrap and
chill correctly.
Chill foods properly.
Lesson 3
Prevention
Escherichia coli
O157:H7
Listeriosis
Listeria monocytogenes
Lesson 3
Illness/Bacteria
Symptoms
51
Prevention
muscle aches,
diarrhea or vomiting,
headaches,
stiff neck,
confusion,
loss of balance, and
convulsions.
Ice cream
Raw vegetables
Raw and cooked poultry
Raw meat and fish
Prepared and chilled
ready-to-eat foods
Deli meats, luncheon
meats, hot dogs
Soft cheese such as
feta, Brie, Mexican-style
cheeses
Clostridium
perfringens
In intestinal tracts of
humans and animals
Cooked meat and poultry
Gravy
Beans
Salmonellosis
Salmonella spp.
Lesson 3
Illness/Bacteria
Symptoms
Shigellosis
Shigella spp.
stomach cramps,
headache,
nausea,
fever,
diarrhea,
vomiting, and
severe dehydration (infants and elderly).
Prevention
dressing
Cake mixes
Cream-filled desserts
and toppings
Peanut butter
Cocoa and chocolate
Sliced fresh fruits and
vegetables such as
melons, strawberries,
tomatoes
Raw sprouts
In intestinal tract of
humans and polluted
water; spread by flies
and food handlers
Meat salads
Potato and pasta salads
Lettuce and other raw
vegetables
Milk and dairy products
Ready-to-eat foods
Lesson 3
Illness/Bacteria
Symptoms
53
Staphylococcus
aureus
Prevention
Practice good personal
hygiene.
Cover burn, cut, or
wound with waterproof
bandage and wear disposable gloves.
Follow hand washing
guidelines.
Follow procedures to
avoid cross-contamination.
Cook all foods to correct internal temperature and test with a
thermometer.
Hold food at 41 oF or
below or at 135 F or
above.
Cool foods properly.
Lesson 3
Illness/Bacteria
Symptoms
Adapted from: National Food Service Management Institute. (2009). Serving it safe (3rd ed.).
University, MS: Author.
54
Instructions: Use these additional scenarios to practice thinking about foods that
may be involved in foodborne illnesses. Possible responses follow the scenarios.
Lesson 3
Scenario 1
Brenda and John attended a hamburger fry at the local parka fundraiser for a
local charity. At the time they ate their hamburgers, Brenda mentioned to John
that they looked a little rare but they sure did taste good. Three days later, both
Brenda and John were experiencing severe cramping and bloody diarrhea. What
type of foodborne illness would you suspect?
Scenario 2
It was cooks choice day at the local school, so the cook decided to clean out
the freezer and found some turkey and gravy that had been cooked earlier in the
school year. She decided to make up some mashed potatoes, and serve the reheated turkey and gravy over the potatoes. The next day, she got a call from the principals office telling her that over 20 children were absent that day, and many of the
calls indicated that children had severe diarrhea and abdominal cramps. What
bacteria might be the culprit?
Scenario 3
Judy and Ashley ate lunch at a local restaurant. The fruit plate looked so good that
they both ordered one. A variety of fruits were served in a cantaloupe half, with
the rind on. The next morning, Ashley called Judy and told her that she was not
feeling well. Judy was surprised because she, too, was feeling illwith a fever,
stomach cramps, and a headache. They wondered if it could have been something they ate. What do you think it could have been?
Scenario 4
The state school nutrition group met for their annual meeting at a large,
convention hotel. They had planned a nutritious luncheon of fresh spinach salad
topped with fresh oranges, grilled chicken with a mango salsa, green beans, and
angel food cake with sherbet. Within 12-15 hours, nearly half the group had
become ill, and one elderly member was severely ill. The incident was reported
to the health department. As it turned out, the employee who had prepared all
of the fresh spinach salads was a carrier of bacteria that was confirmed by a fecal
culture. What type of foodborne illness could this be?
55
Lesson 3
Scenario 5
The state school nutrition group met for their regional meeting at a state lodge.
There was no caterer there, but a member knew of a caterer who lived about
75 miles away who was absolutely wonderful. The caterer prepared a large array
of food items, and presented a beautiful luncheon buffet. By the end of the day,
nearly 1/3 of the participants were vomiting and nauseated. As it turned out,
the caterer did not have adequate transportation containers to maintain food
temperatures of cold and hot food items. What type of foodborne illness would
you suspect?
Possible Responses
Scenario 1. E. coli 0157:H7 is the most likely cause of the illness. Rationale:
Symptoms are consistent with E. coli (severe cramping and bloody diarrhea); the
onset was between 3 and 8 days; and individuals ate undercooked hamburger meat.
Scenario 2. Perfringens foodborne illness is likely the cause. Rationale: Symptoms are consistent with Perfringens (severe diarrhea and abdominal cramps); the
onset was between 8 and 24 hours; and the food involved was a leftover turkey and
gravy product that might not have been cooled properly or reheated properly.
Scenario 3. Salmonellosis is likely the cause. Rationale: Symptoms are consistent
with Salmonellosis (fever, stomach cramps, headache); the onset was between 6 and
48 hours; and they had eaten fresh cantaloupe that still had the rind.
Scenario 4. Shigellosis is the most likely foodborne illness. Rationale:The onset
of the illness is between 12 to 15 hours; fresh spinach salad and fresh fruit salsa
were on the menu; and a foodservice worker who prepared the salad tested positive
as a carrier of a specific bacteria.
Scenario 5. Staphylococcal foodborne illness is most likely. Rationale:The onset
of the symptoms was rapid; symptoms are consistent with Staphylococcal poisoning;
and temperature maintenance was inadequate.
Source: National Food Service Management Institute. (2009). Serving it safe training resource.
University, MS: Author.
National Food Service Management Institute
56
Instructions: In Lesson 3, you will learn about six factors that influence bacterial
growth. Use the space below to make notes about each factor that influences
bacterial growth.
Lesson 3
Food
Acidity
Time
Temperature
Oxygen
Moisture
57
Instructions: Read the case study below and identify all the ways that this school
nutrition staff has controlled conditions to prevent the growth of microorganisms.
Write the number of the condition from the list below beside the sentence
describing a condition. Answers appear at the end of the activity.
1. Food
4. Time
2. Acidity
5. Oxygen
3. Temperature
6. Moisture
Lesson 3
Background: Veronica prepares, serves, and is the cashier for breakfast in a small elementary school. Students go through the line and basically serve themselves. This
morning, the ham biscuits were on the baking pan brought to the serving line. They
were pre-wrapped, and the children picked them up as they passed down the line.
Veronica had finished cashiering and was counting money when some students
arriving on a late bus came for their breakfast.
1. ______ There were no wrapped ham biscuits left, but Veronica quickly washed
her hands, put on gloves, and served unwrapped ham biscuits from the warmer.
2. ______ After breakfast, Gene was assigned to clean the service line, which he
did, then sanitized it with a bleach solution. Later that morning Gene set up
all three service lines for lunch. He checked to see that the heating units were
working properly.
3. ______ Each of the cooks used recipes to prepare the assigned menu items.
One of the cooks was assigned to prepare skinless chicken breasts to marinate
overnight for Chicken Fajitas (USDA Recipes for Schools D-40) to be served the
next day. One of the ingredients in the marinade was white vinegar.
4. ______ The internal temperature of cooked foods was checked.
5. ______ Foods that were to be held for service were placed in a hot holding
cabinet with the temperature set to 135 F.
6. ______ Mary was assigned to check temperatures every 30 minutes for foods
being held in holding cabinets and on the service line.
7. ______ Any food that was not at or above 135 F was to be pulled and reheated
to 165 F for 15 seconds.
58
Lesson 3
8. ______ Spaghetti sauce was leftover so it was chilled in shallow pans using the
correct cooling procedure, then tightly covered, labeled with name and date,
and stored in the freezer.
9. ______ Right after lunch, a delivery was made. The delivery was checked and
then stored immediately.
(Answers 1) 1; 2) 1, 3; 3) 2; 4) 3; 5) 3; 6) 3, 4; 7) 3, 4, 8) 3, 4; 9) 3, 4)
Source: National Food Service Management Institute. (2009). Serving it safe training resource.
University, MS: Author.
59
Instructions: Identify the foods on your menu that you think need improved
handling in order to prevent foodborne illness. For example, you may need to be
sure to wash fresh produce more carefully whether or not it will be peeled or cooked.
Review the conditions for growth of microorganisms and list below changes that need
to be made to improve control of the conditions. Controlling the conditions of food,
temperature, and time will be your highest priorities. After noting the changes, indicate who will be responsible for making the changes and a target date.
Change to Be Made
Who Is Responsible
Lesson 3
When
Food
Temperature
Time
Source: National Food Service Management Institute. (2009). Serving it safe training resource.
University, MS: Author.
National Food Service Management Institute
60
Lesson 3
References
National Food Service Management Institute. (2009). Serving it safe (3rd ed.).
University, MS: Author.
National Restaurant Association Educational Foundation. (2006). ServSafe (4th
ed.). Chicago: Author.
U.S. Department of Health and Human Services, Food and Drug Administration.
(2005). Food Code. College Park, MD: Author.
61
Lesson 4
62
Lesson 4
63
Yes
No Corrective Action
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
Food Preparation
Yes
Lesson 4
No Corrective Action
__________________
__________________
64
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
Hot Holding
Yes
No Corrective Action
__________________
__________________
__________________
__________________
__________________
__________________
Cold Holding
Yes
Lesson 4
No Corrective Action
__________________
__________________
__________________
65
Yes
No Corrective Action
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
Yes
No Corrective Action
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
Yes
Lesson 4
Refrigerator, Freezer,
and Milk Cooler
No Corrective Action
__________________
__________________
__________________
66
__________________
__________________
__________________
__________________
__________________
Yes
No Corrective Action
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
__________________
Large Equipment
Yes
Lesson 4
No Corrective Action
__________________
__________________
__________________
__________________
__________________
67
Yes
No Corrective Action
__________________
__________________
__________________
__________________
__________________
Pest Control
Yes
Lesson 4
No Corrective Action
__________________
__________________
__________________
68
Instructions: Read the scenario below. Then read the list of observations. In the
column to the right of each observation, write the change you would recommend to
correct the problem.
Lesson 4
You began the new school year at Red Oak High School after several years as
manager in another school in the district. During the week before school started,
you noticed evidence of pests, including cockroaches and flies. Although the
school had been closed for the summer, you found out from the principal that the
pest control company serviced the school regularly. You decided that you would
work with foodservice staff to make changes to help prevent infestations. Your first
task was to walk around the kitchen and observe where and why the pests were in
the kitchen. Below are observations you made.
Your Observation
Recommended Change
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
Source: National Food Service Management Institute. (2009). Serving it safe training resource.
University, MS: Author.
69
Lesson 4
Answers to
2. Unscreened back door does not fit securely when closedHave maintenance
repair the door to make it more secure (add weather stripping, etc.)
3. One bag of rice in storeroom broken and spilledClean up rice and discard.
Make sure that all items are stored at least 6 off the floor. Consider using food
storage containers for bagged items such as rice.
4. Cases of cans stored in cardboard cartonsRemove all cans from the cardboard
cases upon receiving and discard. Mark all cans with date of delivery. Record
reference numbers from box on invoice if necessary.
5. Pipes from steam-jacketed kettle have space around themHave maintenance
fill openings around pipes to prevent entry by pests.
6. Garbage cans not covered at any time of the dayKeep garbage cans covered as
much as possible.
7. Loading dock is clean in the middle but sides are dirtyHave staff completely
clean the entire loading dock area and begin a routine cleaning program for
that area.
8. Bins of flour and sugar were left half full over the summerBins should have
been emptied, cleaned, and sanitized for the summer. Food left in the bins
should be discarded and the bins cleaned and sanitized.
9. The grease trap had not been cleaned and the 3-compartment sink drain had
overflowed and the overflow had dried during the summer. An unpleasant odor
was obvious.Clean the grease traps and put that on the routine cleaning
schedule. Have maintenance clean the sink drain and make sure it is
unclogged.
10. Material Safety Data Sheets were not available for the cleaning chemicals used in
the kitchen.Contact the person who purchases the chemicals and obtain a
copy of the MSDS for each chemical used. Prepare a notebook or file for them.
Teach all employees about the procedure for using chemicals, how to use the
MSDS, and where the MSDS are located.
Source: National Food Service Management Institute. (2009). Serving it safe training resource.
University, MS: Author.
National Food Service Management Institute
70
Lesson 4
Compartment 2. The function of the second sink is rinsing. Clean, hot water
(110 F) should be placed in the second compartment and used to rinse away traces
of food, debris, and detergent. The water should be changed if it gets too cold or
shows signs of food, debris, or detergent.
Compartment 3. The function of the third compartment is for sanitizing.
Sanitizing can be done with a chemical sanitizing solution or with hot water. The
most common sanitizer used in schools is chemicals, but there are schools that use
hot water. If you use a chemical sanitizing solution, the concentration, or ppm, will be
the same as we learned for sanitizing other surfaces. If you use hot water, the water
should be maintained at 171 F or above. Items should be submersed in the hot
water at least 30 seconds for adequate sanitizing.
Source: National Food Service Management Institute. (2009). Serving it safe training resource.
University, MS: Author.
71
Lesson 4
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Manual Dishwashing
Introduction
Manual 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
proper dishwashing procedures and monitor to ensure that
sanitizing is done.
Here Are the Facts
Dishwashing is a three-step process: wash, rinse, and sanitize.
Sanitizing can be done with the use of either hot water at the
Food Safety Mini-Posters: Pot Sink (2000).
proper temperature or chemical sanitizers at the appropriate
concentrations. 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 manufacturers instructions regarding the use and cleaning of equipment.
Follow manufacturers 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 at the
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 manufacturers label or by immersing in hot water at or above
171 F for 30 seconds. Test the chemical sanitizer concentration using an
appropriate test strip.
National Food Service Management Institute The University of Mississippi
1
72
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.
Lesson 4
73
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Mechanical Dishwashing
Introduction
Dishmachines 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 the
machine is working properly to ensure proper sanitation.
Here Are the Facts
Dishwashing is a three-step process: wash, rinse, and sanitize. Sanitizing can be done with the
use of either hot water at the proper temperature or chemical sanitizers at the appropriate
concentrations. 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 manufacturers
instructions.
Follow manufacturers 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 plate
is correct. Refer to information on the data plate to determine wash, rinse, and sanitizing
(final) rinse temperatures; sanitizing solution concentrations; and water pressures, as
applicable.
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.
74
Lesson 4
75
Lesson 4
References
National Food Service Management Institute. (2009). Serving it safe (3rd ed.).
University, MS: Author.
National Restaurant Association Educational Foundation. (2006). ServSafe
(4th ed.) Chicago: Author.
U.S. Department of Health and Human Services, Food and Drug Administration.
(2005). Food Code. College Park, MD: Author.
76
Lesson 5
77
Lesson 5
Food Safety Fact Sheet: Holding Hot Foods. . . . . . . . . . . . . . . . . . . . . . . . . . 105
Video Viewing Guide: Cooling Food. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
Food Safety Fact Sheet: Cooling Foods. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108
Food Safety Fact Sheet: Reheating Foods . . . . . . . . . . . . . . . . . . . . . . . . . . . 110
Food Safety Fact Sheet: Transporting Foods. . . . . . . . . . . . . . . . . . . . . . . . . 112
Activity Sheet: Concepts Important for Employee Training . . . . . . . . . . . . 114
Resources and References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
78
Lesson 5
Lesson 5 focuses on the process for preventing foodborne illness. After completing this
lesson, you will be able to
1. Describe how purchasing relates to food safety.
2. Describe food safety practices that should be followed when receiving food.
3. Describe safe food handling practices for dry, refrigerated, and frozen storage.
4. Describe safe food handling practices when preparing food.
5. Describe safe methods for thawing frozen food.
6. Describe food safety guidelines for cooking foods.
7. State appropriate internal cooking temperatures for foods often
prepared in schools.
8. State appropriate holding temperatures for hot and cold foods.
9. Describe food safety guidelines for serving food.
10. List steps for the safe cooling of food.
11. Describe the reheating process for food.
79
Purpose: To ensure that all food is received fresh and safe when it enters the
foodservice operation and to transfer food to proper storage as quickly as possible
Lesson 5
80
1. Inspect the delivery truck when it arrives to ensure that it is clean, free of putrid
odors, and organized to prevent cross-contamination. Be sure refrigerated foods
are delivered on a refrigerated truck.
Lesson 5
Monitoring:
81
Record the temperature and the corrective action on the delivery invoice or on the
Receiving Log. The foodservice manager will verify that foodservice employees are
receiving products using the proper procedure by visually monitoring receiving practices
during the shift and reviewing the Receiving Log at the close of each day. Receiving
Logs are kept on file for a minimum of 1 year.
Date Implemented: __________________
By: _____________________________
By: _____________________________
By: _____________________________
Lesson 5
Source: U.S. Department of Agriculture, Food and Nutrition Service, & National Food Service
Management Institute. (2009). HACCP-based standard operating procedures (SOPs).
University, MS: Author.
National Food Service Management Institute
82
Receiving Decisions
Instructions: Decide whether to accept or reject various items during the receiving
process. Describe why you made the decision. Keep in mind that the situations
described could affect food safety but there are other considerations in receiving
not discussed in this lesson.
Accept Reject
Lesson 5
Activity Sheet
Why?
83
Instructions: Read the case study below and respond to the questions.
Lesson 5
The delivery truck arrived with a variety of foodsfrozen foods, fresh produce
and bags of fresh-cut produce, and some dry foods. Because it was almost serving
time, Mary, the employee who was receiving, was in a rush to receive and store
the foods. At the same time, the dairys delivery person arrived with the milk for
the remaining days of the week.
Mary quickly signed for the first shipment after glancing over the invoice and the
purchase order. She noticed that dirt was on the milk cases and even on many
milk cartons. She thought about rejecting the milk but felt she should not bother
the manager who was meeting with an auditor. She decided to accept the milk
and wash the cartons. Mary accepted the milk and gave a stern warning to the
delivery person.
She moved the dry foods into the storeroom for later storage, after lunch. She
loaded the frozen and refrigerated foods on one cart and pushed it into the
walk-in refrigerator to sort it later when she had time. She then took time to
wash the dirty milk cartons in cold water to remove the soil before storage in
the refrigerator. She did not tell the manager about the dirty milk cartons.
What did Mary do correctly?
84
Lesson 5
Source: National Food Service Management Institute. (2009). Serving it safe training resource.
University, MS: Author.
National Food Service Management Institute
85
Sample Invoice
Lesson 5
Activity Sheet
Custom Foods
2818 S. Foodway Drive
Orange City, ST 99292
416-978-3452
INVOICE
Storage
Type
Quantity Quantity
Ordered Delivered
Back
Order
Product
Number
M3651
10 boxes 10 boxes
M3659
1 case
1 case
V4590
2 boxes 2 boxes
P6900
1 lug
1 lug
P6978
Tomatoes, 5 x 6 lug
1 box
1 box
P6914
Oranges, 88 ct.
1 case
1 case
D1234
4 bags
4 bags
M9887
3 bags
3 bags
M9888
1 case
1 case
R7890
Eggs, case
1 case
1 case
R8799
1 case
1 case
R8792
4 cases
4 cases
R1000
5 cases
5 cases
R1001
1 case
1 case
C2997
Product Description
Unit Price
Extension
Source: National Food Service Management Institute. (2008). Serving it safe training resource. University, MS: Author.
National Food Service Management Institute
86
Answers to
Sample Invoice
Lesson 5
Activity Sheet
Custom Foods
2818 S. Foodway Drive
Orange City, ST 99292
416-978-3452
INVOICE
Storage
Type
Quantity Quantity
Ordered Delivered
Freezer
M3651
Freezer
10 boxes 10 boxes
M3659
Freezer
1 case
1 case
V4590
P6900
Refrigerator 1 lug
1 lug
P6978
Tomatoes, 5 x 6 lug
Refrigerator 1 box
1 box
P6914
Oranges, 88 ct.
Dry
1 case
1 case
D1234
Dry
4 bags
4 bags
M9887
Dry
3 bags
3 bags
M9888
Refrigerator 1 case
1 case
R7890
Eggs, case
Refrigerator 1 case
1 case
R8799
Refrigerator 1 case
1 case
R8792
Refrigerator 4 cases
4 cases
R1000
Refrigerator 5 cases
5 cases
R1001
1 case
C2997
Dry
1 case
Back
Order
Product
Number
Product Description
Unit Price
Extension
Source: National Food Service Management Institute. (2008). Serving it safe training resource. University, MS: Author.
National Food Service Management Institute
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Lesson 5
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Storing Foods
Introduction
Proper storing of food will help maintain food quality and safety. Employees who store food
play an important role in a foodservice operation by following proper storing practices.
Here Are the Facts
Food is a perishable product so it is important to store it at
the appropriate temperature for an appropriate time. Dry
storage areas should be maintained at 5070 F,
refrigerated storage areas should be maintained at 41 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.
Food Safety Mini-Posters: Storeroom Basics (2000).
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.
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Meat Alternate-Vegetable-Grains/Breads
Ingredients
Main Dishes
25 servings
Weight
Measure
50 servings
Weight
Measure
Water
1 gal 1 qt
Salt
1 tsp
2 tsp
1 qt
2 qt
12 oz
Vegetable oil
2 gal 2 qt
1 lb 8 oz
cup
cup
1 lb 10 oz
2 qt 2 cups
3 lb 4 oz
1 gal 1 qt
7 oz
1 cups
14 oz
3 cups
1 lb 3 oz
1 qt
2 lb 6 oz
2 qt
1 tsp
2 tsp
White vinegar
cup
cup
Granulated garlic
1 tsp
2 tsp
1 tsp
2 tsp
Dried basil
1 tsp
2 tsp
Sugar
2 tsp
1 Tbsp 1 tsp
Salt
1 tsp
2 tsp
tsp
1 tsp
Vegetable oil
1 cup
2 cups
D-14
Lesson 5
Instructions
1. Boil water and salt in a stock pot.
2. Cook pasta in boiling water until
tender but still firm (al dente),
about 10 minutes. Drain and
toss with vegetable oil in a large
bowl. Cool to room temperature,
stirring occasionally.
3. Cook broccoli in steamer for
2-3 minutes until just tender.
Quickly cool in ice water and drain.
4. In a bowl, combine cooled pasta,
broccoli, carrots, and cheese. Mix
thoroughly. Spread 2 lb 15 oz
(approximately 1 qt 2 cups)
into each pan (9 x 13 x 2). For
25 servings, use 2 pans. For
50 servings, use 4 pans.
5. In a bowl, whisk together mustard,
vinegar, granulated garlic, chives,
basil, sugar, salt, and pepper.
Continue to whisk while slowly
adding oil.
6. Pour dressing over pasta and
vegetables and mix thoroughly.
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Meat Alternate-Vegetable-Grains/Breads
Main Dishes
25 servings
Weight
Measure
Ingredients
50 servings
Weight
Measure
D-14
Lesson 5
Instructions
7. Cool to 41 F within 4 hours.
Refrigerate until ready to serve.
Portion with No. 8 scoop ( cup).
Servings
Yield
25 Servings:
50 Servings:
Edited 2004
Volume
25 Servings: 3 quarts cup
50 Servings: 1 gallon 2 quarts
5 lb 14 oz
11 lb 12 oz
Food as
Purchased for
25 Servings
50 Servings
Broccoli
2 lb
4 lb
Carrots
9 oz
1 lb 2 oz
216
Saturated Fat
Protein
8.86 g
Cholesterol
3.06 g
7 mg
Iron
0.96 mg
Calcium
178 mg
Carbohydrate
15.10 g
Vitamin A
2262 IU
Sodium
263 mg
Total Fat
13.63 g
Vitamin C
22.2 mg
Dietary Fiber
1.8 g
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Examples of safe handling practices for preparing Pasta Toss with Vegetables D-14
from USDA Recipes for Child Care appear below.
Prevent Contamination
Lesson 5
Source: National Food Service Management Institute. (2009). Serving it safe training resource.
University, MS: Author.
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Lesson 5
This project has been funded at least in part with Federal funds from the U.S. Department of Agriculture, Food and Nutrition Service through a grant
agreement with The University of Mississippi. The contents of this publication do not necessarily reflect the views or policies of the U.S. Department of
Agriculture, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government. The University of
Mississippi is an EEO/AA/Title VI/Title IX/Section 504/ADA/ADEA Employer.
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Application
Follow safe practices when handling fresh fruits and vegetables.
Wash hands using the proper procedure before handling fresh fruits and vegetables.
Wash, rinse, sanitize, and air dry all food contact surfaces, equipment, and utensils that will
be in contact with fresh produce. This includes cutting boards, knives, and sinks. Always use
sinks designated for food preparation.
Follow manufacturers instructions for proper use of chemicals. For example, using
sanitizers at too high a concentration may cause contamination of the produce.
Wash all raw fruits and vegetables thoroughly before combining with other ingredients,
including the following:
Unpeeled fresh fruit and vegetables that are served whole or cut into pieces
Fruits and vegetables that are peeled and cut to use in cooking or served
ready-to-eat
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Follow safe practices when handling fresh fruits and vegetables, continued
Wash fresh produce vigorously under cold running water or by using chemicals that comply
with the FDA Food Code or your state or local health department. It is not
recommended to rewash packaged fruits and vegetables labeled as being previously
washed and ready-to-eat.
Remove any damaged or bruised areas of the fruits and vegetables.
Label, date, and refrigerate fresh-cut items.
Serve cut melons within 7 days if held at 41 F or below.
Do NOT serve raw seed sprouts to highly susceptible populations such as preschool-age
children.
Lesson 5
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Thawing Food
Instructions: A list of frozen food items to be thawed appears below. Place the
number of the appropriate thawing method(s) next to each food item. You will use
methods more than once. Some items may have more than one acceptable method.
Whole Turkey
Hamburger Patties
Roast Beef
Frozen Eggs
Pizza
Chili
Soup
Frozen Vegetables
Chicken Nuggets
Lasagna
Casserole
Sausage Patties
Lesson 5
Activity Sheet
1= Refrigerator
2 = Running water
3 = Part of cooking
4 = Microwave oven
Source: National Food Service Management Institute. (2009). Serving it safe training resource.
University, MS: Author.
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Answers to
Thawing Food
Lesson 5
Activity Sheet
Whole Turkey
1
Hamburger Patties
1 or 3
Roast Beef
1
Frozen Eggs
1 (in original container)
Pizza
3
Chili
1 or 3
Soup
1 or 3
Frozen Vegetables
3
Chicken Nuggets
3
Lasagna
1 or 3
Casserole
1 or 3
Sausage Patties
1 or 3
Source: National Food Service Management Institute. (2009). Serving it safe training resource.
University, MS: Author.
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Thawing Foods
Introduction
Thawing frozen food correctly is important for keeping food safe to
eat. The FDA Food Code states that the temperature of food should
not exceed 41 F during the thawing process. Cooks must plan
ahead so that they can use an appropriate method for thawing.
Here Are the Facts
Freezing food keeps most bacteria from multiplying, but it does not
kill them. If food is allowed to enter the temperature danger zone of
41 F135 F, bacteria will grow rapidly. There are four acceptable
methods for thawing food: in a refrigerator, under cold running
water, in a microwave, or as part of the cooking process.
Temperature Mini-Poster (2008).
Application
Use good production planning to determine the quantity of food needed and when food should be
thawed in advance. Indicate preparation such as thawing that needs to be done on the daily
production 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 41 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 a
large 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 41 F.
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Use one of the four safe methods when thawing frozen foods, continued
Foods that will be cooked should never be allowed to rise above 41 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.
Lesson 5
U.S. Department of Health and Human Services, Food and Drug Administration, & National Food
Service Management Institute. (2002; Rev. ed. 2009). Serving it safe (2nd ed.). University, MS:
Author.
U.S. Department of Agriculture, Food and Nutrition Service, & National Food Service Management
Institute. (2008). Temperature mini-poster. Retrieved January 8, 2009 from
http://www.nfsmi.org/documentLibraryFiles/PDF/20080214085046.pdf
U.S. Department of Health and Human Services Public Health Services, Food and Drug Administration.
(2005). FDA food code. Retrieved January 8, 2009, from http://www.cfsan.fda.gov/~dms/fc05-toc.html
This project has been funded at least in part with Federal funds from the U.S. Department of Agriculture, Food and Nutrition Service through a grant
agreement with The University of Mississippi. The contents of this publication do not necessarily reflect the views or policies of the U.S. Department of
Agriculture, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government. The University of
Mississippi is an EEO/AA/Title VI/Title IX/Section 504/ADA/ADEA Employer.
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Cooking Foods
Introduction
Cooking is a critical control point, or a point at which reaching proper temperatures can help
ensure 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 Facts
The appropriate temperature for cooking foods is based on
temperatures that will kill bacteria associated with that
specific food. That is why, for example, poultry products
have a higher cooking temperature than beef. It is important
to know the temperature requirements for menu items used
in your foodservice operation.
Application
Cook foods to the appropriate end-point temperature.
145 F for 15 seconds
Beef, pork, and seafood
155 F for 15 seconds
Ground products containing beef, pork, or fish
Fish nuggets or sticks
Cubed or Salisbury steaks
Thermometer Information Resource (2005).
165 F for 15 seconds
Poultry
Stuffed beef, pork, or seafood
Pasta stuffed with beef, eggs, pork, or seafood such as lasagna or manicotti
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Lesson 5
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 41 F and the last temperature taken was 41 F or below and taken within the last
2 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.
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 41 F.
Record corrective actions taken.
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106
Instructions: Fill in the blanks below to capture the main ideas as you watch the
video, Cooling Food. Answers appear at the bottom of the handout.
Lesson 5
1.
_________________________________________________
2.
_________________________________________________
3.
_________________________________________________
4. _________________________________________________
5. _________________________________________________
6. _________________________________________________
7. _________________________________________________
(Answers: Cooling techniques include: use batch cooking; put food in shallow
containers uncovered; put food on top shelf in back of the refrigerator; use a quick
chill unit, such as a blast chiller; pre-chill ingredients and containers; use an ice bath;
use an ice paddle)
Source: National Food Service Management Institute. (2009). Serving it safe training resource.
University, MS: Author.
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Cooling Foods
Introduction
Cooling is a critical control point, or a point at which reaching proper temperatures within an
appropriate time period can help ensure that a food is safe to eat. Cooks must know the proper
temperatures for cooling food, monitor the temperature of food as it cools, and record cooling
temperatures.
Here Are the Facts
Food has to go through the temperature danger zone (41 F135 F) during the cooling process.
Bacteria grow rapidly in the temperature danger zone, so the times that food can be at that
temperature has to be minimized to limit bacterial growth. Important cooling temperatures and
times include the following:
1. Hot food must be cooled from 135 F70 F within 2 hours.
2. Hot food must be cooled from 70 F41 F in an additional 4 hours.
3. Foods at room temperature (70 F) must be cooled to 41 F within 4 hours.
Application
Cool foods to the appropriate temperature within the appropriate time.
Select a rapid cooling method to speed the cooling process.
Place food in shallow containers no more than 4 inches deep and uncovered on the top shelf
in the back of a walk-in or reach-in cooler.
Use a quick-chill unit such as a blast chiller.
Place the container of food in an ice water bath and stir.
Add ice as an ingredient at the end of cooking.
Separate food into smaller or thinner portions.
Pre-chill ingredients used for making bulk items such as salads.
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Lesson 5
Take corrective actions if the temperature and time requirements are not met.
Reheat cooked, hot food to 165 F for 15 seconds and begin the cooling process again using
a different cooling methods when food is
Above 70 F and 2 hours or less into the cooling process.
Above 41 F and 6 hours or less into the cooling process.
Discard cooked, hot food immediately when the food is
Above 70 F and more than 2 hours into the cooling process.
Above 41 F and more than 6 hours into the cooling process.
Use a different cooling method for prepared ready-to-eat foods when the food is above
41 F and less than 4 hours into the cooling process.
Discard prepared ready-to-eat foods when the food is above 41 F and more than 4 hours
into the cooling process.
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Reheating Foods
Introduction
Reheating is a critical control point, or a point at which
reaching proper temperatures can help ensure 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 Facts
The FDA Food Code requires that all leftover foods or foods
that have a precooked or leftover food as an ingredient be
reheated to 165 F for 15 seconds within 2 hours.
Application
Reheating
Foods
Reheat leftover
foods to 165 F
for 15
165
seconds.
Hol
F
C/
/Off
On
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Transporting Foods
Introduction
Many school foodservice operations prepare food at one site
and transport it to another site for service. The transporting
process adds to the complexity of a foodservice operation
and provides another step in the flow of food that must be
performed correctly to ensure temperature maintenance and
to minimize cross contamination.
Here Are the Facts
Transporting adds time to holding food. The FDA Food
Code requires that all hot foods be maintained at 135 F
or above and that all cold foods are maintained at 41 F to
minimize opportunities for bacterial growth. Proper equipment
and processes must be in place so that proper temperatures
are maintained and there is no cross contamination.
Application
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Concepts Important
for Employee Training
Instructions:
Lesson 5
Activity Sheet
(Answers: 1) CC, TC; 2) CC; 3) TC; 4) TC; 5) TC; 6) TC; 7) CC; 8) TC; 9) CC; 10) CC, TC;
11) CC, TC; 12) TC, 13) CC).
Source: National Food Service Management Institute. (2008). Serving it safe training resource.
University, MS: Author.
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Lesson 5
References
National Food Service Management Institute. (2009). Serving it safe (3rd ed.).
University, MS: Author.
National Restaurant Association Educational Foundation. (2006). ServSafe
(4th ed.). Chicago: Author.
U.S. Department of Health and Human Services, Food and Drug Administration.
(2005). Food Code. College Park, MD: Author.
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Lesson 6
117
The Serving It Safe training has provided basic food safety information that
employees need to apply in a foodservice operation. Lesson 6 will focus on the
basic requirements for a food safety program based on HACCP principles. A
comprehensive written food safety program brings together all of the basic food
safety practices that emphasize good food safety and prevention of foodborne
illness. It focuses on three key areas: time and temperature control, personal
hygiene, and prevention of contamination.
Lesson 6
2. Use the Process Approach to categorize menu items into three categories:
no cook, same day service, and complex.
There are other programs, such as Developing a School Food Safety Program,
designed to provide more depth about developing and implementing a food safety
program for schools. Knowledge gained from completing the Serving It Safe course
will prepare participants for moving on to the next steps of implementing a food
safety program in their schools.
118
Instructions: Take a look at the standard operating procedure (SOP) for Cooking
Potentially Hazardous Foods on pages 122123. Look for each section listed in the
left column below. Then make notes to indicate key points in the SOP related to
each section.
Lesson 6
Purpose statement
Indicates why the standard
operating procedure is important
and how it fits into the food safety
program.
Instructions
Provide a step-by-step description
of procedures that should be
followed.
Monitoring
Describes the process of checking
to make sure that an operation is
following standard operating
procedures and meeting important
times and temperatures for food.
Documenting temperatures and
times is part of the monitoring
process.
Corrective actions
Lists specific, pre-planned actions
that must be taken if a standard
operating procedure is not followed
or if a time and temperature is not
met.
For example, if a cooking temperature is not met, additional cooking
would be needed.
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Lesson 6
Verification
Describes procedures to confirm
that a food safety program is
working according to plan.
The supervisor or kitchen manager
plays an important role in verification by checking to make sure
that monitoring and documentation
is done.
The verification process will identify changes that need to be made
in the food safety program so that it
will be effective.
Record Keeping
Is needed to document monitoring
and corrective actions taken.
Records should be retained for one
year (or longer if required by your
state).
120
Answers to
Monitoring
Describes the process of checking
to make sure that an operation is
following standard operating
procedures and meeting important
times and temperatures for food.
Documenting temperatures and
times is part of the monitoring
process.
Corrective actions
Lists specific, pre-planned
actions that must be taken if a
standard operating procedure is
not followed or if a time and
temperature is not met.
For example, if a cooking temperature is not met, additional cooking
would be needed.
Lesson 6
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Lesson 6
122
Lesson 6
Purpose: To prevent foodborne illness by ensuring that all foods are cooked to
the appropriate internal temperature
Scope: This procedure applies to foodservice employees who prepare or
serve food.
Key Words: Cross-contamination, temperatures, cooking
Instructions:
1. Train foodservice employees on using the procedures in this SOP. Refer to the
NFSMI SOP: Using and Calibrating Thermometers.
2. Follow state or local health department requirements.
3. If a recipe contains a combination of meat products, cook the product to the
highest required temperature.
4. If state or local health department requirements are based on the Food Code,
cook products to the following temperatures.
a. 145 F for 15 seconds
Seafood, beef, and pork
Eggs cooked to order that are placed onto a plate and immediately served
b. 155 F for 15 seconds
Ground products containing beef, pork, or fish
Fish nuggets or sticks
Eggs held on a steam table
Cubed or Salisbury steaks
c. 165 F for 15 seconds
Poultry
Stuffed fish, pork, or beef
Pasta stuffed with eggs, fish, pork, or beef (such as lasagna or manicotti)
d. 135 F for 15 seconds
Fresh, frozen, or canned fruits and vegetables that are going to be held
on a steam table or in a hot box
123
Lesson 6
Monitoring:
2. Avoid inserting the thermometer into pockets of fat or near bones when taking
internal cooking temperatures.
3. Take at least two internal temperatures from each batch of food by inserting
the thermometer into the thickest part of the product, which usually is in the
center.
4. Take at least two internal temperatures of each large food item, such as a turkey,
to ensure that all parts of the product reach the required cooking temperature.
Corrective action:
1. Retrain any foodservice employee found not following the procedures in
this SOP.
2. Continue cooking food until the internal temperature reaches the required
temperature.
Verification and Record Keeping:
Foodservice employees will record product name, time, the two temperatures/times,
and any corrective action taken on the Cooking and Reheating Temperature Log.
Foodservice manager will verify that foodservice employees have taken the
required cooking temperatures by visually monitoring foodservice employees and
preparation procedures during the shift and reviewing, initialing, and dating the
temperature log at the close of each day. The Cooking and Reheating Temperature
Log is to be kept on file for a minimum of 1 year.
By: _____________________________
By: _____________________________
By: _____________________________
Source: U.S. Department of Agriculture, Food and Nutrition Service, & National Food Service
Management Institute. (2009). HACCP-based standard operating procedures (SOPs).
University, MS: Author.
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Safety Program
Instructions: Fill in the blanks below to capture the main ideas as you watch the
video, Developing a Food Safety Program.
2. Draw what happens to the temperatures for foods in each of the three
process categories.
135 F __________________________________________
41 F __________________________________________
No Cook
Same Day Service
Complex
Lesson 6
125
Answers to
Safety Program
Instructions: Fill in the blanks below to capture the main ideas as you watch the
video, Developing a Food Safety Program.
2. Draw what happens to the temperatures for foods in each of the three
process categories.
135 F __________________________________________
41 F __________________________________________
No Cook
Same Day Service Complex
Lesson 6
Source: National Food Service Management Institute. (2009). Serving it safe training resource.
University, MS: Author.
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No Cook Process
Introduction
The process approach simplifies developing a food
safety program by placing menu items into either the
no cook, same day service, and complex preparation
processes based on the number of times the food passes
through the temperature danger zone. Foodservice
employees must monitor foods at various steps in the
flow of food for each process and must control
temperatures to ensure food safety.
Developing A School Food Safety Program Participant
Workbook (2006).
Menu items in the no cook process do not make a complete trip through the temperature danger
zone. These are items such as deli sandwiches and salads that are prepared and served cold. It is
important to follow standardized recipes. If an ingredient is changedfor example cooking
eggs on site rather than using precooked eggsthe item can change from a no cook item to a
complex food preparation item. The no cook flow chart shows points at which temperature
control is very important and points at which monitoring and recordkeeping are needed.
Application
Follow standard operating procedures to control hazards for no cook menu items.
Purchase foods from approved sources.
Receive foods properly.
Store foods properly, including separating food from chemicals.
Use good personal hygiene.
Follow proper handwashing practices.
Prevent cross contamination.
Follow standardized recipes.
Limit time food is held in the temperature danger zone.
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Lesson 6
Control time and temperature of no cook menu items during cold holding.
Hold no cook menu items at 41 F or below.
Limit the time that no cook menu items are in the temperature danger zone.
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Complex Process
Introduction
The process approach simplifies developing a food safety program by placing menu items into
three broad preparation processes based on the number of times the food passes through the
temperature danger zone. These processes are no cook, same day service, and complex.
Foodservice employees must monitor foods at various steps in the flow of food through the
foodservice operation for each process and must control temperatures to ensure food safety.
Here Are the Facts
Menu items in the complex process go through the
temperature danger zone, during cooking, cooling,
and when foods are reheated. Examples of these items
will vary in different schools but may include turkey
roasts, taco meat or chili, and leftovers. It is important
to note that the same menu items may be grouped into
different processes depending on how the item is
prepared and the available equipment. For example,
chili could be a complex item in one foodservice
operation and a same day service process item in
another operation.
The complex food preparation process include foods that require time and temperature control
and have been cooled. The complex menu item flow chart shows points at which temperature
control is very important and points at which monitoring and recordkeeping are needed.
131
Application
Follow standard operating procedures to control
hazards for complex menu items.
Purchase foods from approved sources.
Receive foods properly.
Store foods properly, including separating food from
chemicals.
Use good personal hygiene.
Follow proper handwashing practices.
Prevent cross contamination.
Limit time food is held in the temperature danger zone.
Use sanitized, calibrated thermometer to take food temperatures.
Verify food temperatures during cooking, cooling,
reheating, and hot holding.
Serve food so that there is no bare hand contact. Use
appropriate utensils, deli paper, or single-use gloves.
Restrict ill employees from working with food.
Lesson 6
Control time and temperature of complex menu items during cooking, cooling, reheating,
and hot holding.
Cook same day service menu items to the appropriate end-point cooking temperatures. For
example, chicken should be cooked to 165 F for 15 seconds and hamburger patties should
be cooked to 155 F for 15 seconds.
Cool food properly.
Cool food from 135 F70 F in 2 hours.
Cool food from 70 F41 F in an additional 4 hours.
Use immediate and appropriate corrective actions when cooling guidelines are not met.
132
2
Lesson 6
U.S. Department of Agriculture, Food and Nutrition Service, & National Food Service Management
Institute. (2006). Developing a school food safety program: Participants workbook. University,
MS: Author.
U.S. Department of Agriculture, Food and Nutrition Service, & National Food Service Management
Institute. (2005). HACCP-based standard operating procedure: Cooking and reheating
temperature log. Retrieved January 8, 2009, from
http://www.nfsmi.org/documentLibraryFiles/PDF/20080213012437.pdf
U.S. Department of Agriculture, Food and Nutrition Service, & National Food Service Management
Institute. (2002; Rev. ed. 2009). Serving it safe (2nd ed.). University, MS: Author.
U.S. Department of Health and Human Services Public Health Services, Food and Drug
Administration. (2005). FDA food code. Retrieved January 8, 2009, from
http://www.cfsan.fda.gov/~dms/fc05-toc.html
This project has been funded at least in part with Federal funds from the U.S. Department of Agriculture, Food and Nutrition Service through a grant
agreement with The University of Mississippi. The contents of this publication do not necessarily reflect the views or policies of the U.S. Department of
Agriculture, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government. The University of
Mississippi is an EEO/AA/Title VI/Title IX/Section 504/ADA/ADEA Employer.
133
Lesson 6
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Food Safety
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Application
Sort menu items based on similarity of the preparation process. Menu items within the
same group share the same potential hazards.
No cook menu items are kept cold from preparation through service.
Same day menu items are prepared hot and served hot on the same day.
Complex menu items are prepared hot, cooled, and possibly reheated.
Indicate the menu groupings as part of your food safety plan.
Use a menu grouping form to show categories.
Write the category number on each recipe card or production record.
National Food Service Management Institute The University of Mississippi
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134
Follow standard operating procedures for all menu items prepared in your foodservice
operation.
Purchase foods from approved sources.
Receive foods properly.
Store foods properly.
Use good personal hygiene.
Follow proper handwashing practices.
Limit time food is held in the
Verify food temperatures.
temperature danger zone.
Lesson 6
Monitor and record time and temperatures of food throughout the flow of food.
For no cook menu items, monitor temperatures at receiving, storing, and holding.
For same day service menu items, monitor temperatures at receiving, storing, cooking, and
hot holding.
For complex menu items, monitor temperatures at receiving, storing, cooking, cooling,
reheating, and hot holding.
Control time and temperature of food at appropriate steps in the flow of food.
For no cook menu items, control temperatures during cold holding.
For same day service menu items, control temperatures during cooking and hot holding.
For complex menu items, control temperatures during cooking, cooling, reheating, and hot
holding.
Remember, follow state or local health department requirements.
References
U.S. Department of Agriculture, Food and Nutrition Service, & National Food Service
Management Institute. (2006). Developing a school food safety program: Participants
workbook. University, MS: Author.
U.S. Department of Agriculture, Food and Nutrition Service, & National Food Service
Management Institute. (2005). HACCP-based standard operating procedures. Retrieved
January 8, 2009, from
http://www.nfsmi.org/documentLibraryFiles/PDF/20080207024226.pdf
U.S. Department of Agriculture, Food and Nutrition Service, & National Food Service
Management Institute. (2002; Rev. ed. 2009). Serving it safe (2nd ed.). University, MS:
Author.
U.S. Department of Health and Human Services Public Health Services, Food and Drug
Administration. (2005). FDA food code. Retrieved January 8, 2009, from
http://www.cfsan.fda.gov/~dms/fc05-toc.html
This project has been funded at least in part with Federal funds from the U.S. Department of Agriculture, Food and Nutrition Service through a grant
agreement with The University of Mississippi. The contents of this publication do not necessarily reflect the views or policies of the U.S. Department of
Agriculture, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Government. The University of
Mississippi is an EEO/AA/Title VI/Title IX/Section 504/ADA/ADEA Employer.
135
Process Category
Menu Item
No Cook
Same Day
Lesson 6
Activity Sheet
Complex
Egg Patty
Milk
Nachos with Meat and Cheese
Stacked Turkey with Swiss on Bun
Seasoned Corn
Baked Potato Wedges
Breakfast Pizza
Hot Dogs
Lettuce
Spaghetti Sauce
Tacos
Bean Burritos
Cole Slaw
Baked Beans
French Toast Sticks
Sliced Baked Turkey
Mashed Potatoes
Green Garden Salad
Tuna Salad Sandwiches
BBQ Pork Sandwich
Scrambled Eggs
Fresh Apple
Hot Rolls
Source: National Food Service Management Institute. (2009). Serving it safe training resource.
University, MS: Author.
National Food Service Management Institute
136
Answers to
Process Category
Menu Item
No Cook
Egg Patty
Milk
X
X
Seasoned Corn
Breakfast Pizza
Hot Dogs
Lettuce
Complex
Same Day
Spaghetti Sauce
Tacos
Bean Burritos
Cole Slaw
Baked Beans
Lesson 6
Activity Sheet
Mashed Potatoes
Scrambled Eggs
Fresh Apple*
Hot Rolls*
*Time and temperature control is not needed for this food item.
Source: National Food Service Management Institute. (2009). Serving it safe training resource.
University, MS: Author.
National Food Service Management Institute
137
Food Flow
Instructions: Use the chart below to think through the process of preparing menu
items in the three categories of the Process Approach. Think about which steps are
included for each category. Place an X in the boxes to mark steps that are included
for each food item. Write data to show where data should be recorded. Write
thermometer to show where to take temperatures.
Process Steps:
No Cook Process:
Chef Salad
Lesson 6
Activity Sheet
Complex Process:
Roast Turkey
1. Receive
2. Store
3. Prepare
4. Cold Hold
5. Cook
6. Cool
7. Reheat
8. Hot Hold
9. Serve
Source: National Food Service Management Institute. (2009). Serving it safe training resource.
University, MS: Author.
National Food Service Management Institute
138
Answers to
Process Steps:
Food Flow
No Cook Process:
Chef Salad
Complex Process:
Roast Turkey
1. Receive
X- data,
temperature
X- data,
temperature
X- data,
temperature
2. Store
X- data,
temperature
X- data,
temperature
X- data,
temperature
X- data,
temperature
X- data,
temperature
3. Prepare
Lesson 6
Activity Sheet
4. Cold Hold
5. Cook
6. Cool
X- data,
temperature
7. Reheat
X- data,
temperature
8. Hot Hold
9. Serve
X- data,
temperature
(cold holding)
X- data,
temperature
(hot holding)
X- data,
temperature
(hot holding)
Source: National Food Service Management Institute. (2009). Serving it safe training resource.
University, MS: Author.
National Food Service Management Institute
139
Date
Lesson 6
140
Lesson 6
References
Child Nutrition and WIC Reauthorization Act of 2004, P.L. No. 108-265, 204, 118
Stat. 204. (2004).
National Food Service Management Institute. (2005). Components of a
comprehensive food safety program. University, MS: Author. Available from
National Food Service Management Institute Web site, www.nfsmi.org
National Food Service Management Institute. (2009). Serving it safe (3rd ed.).
University, MS: Author.
National Restaurant Association Educational Foundation. (2006). ServSafe
(4th ed.). Chicago: Author.
U.S. Department of Agriculture, Food and Nutrition Service. (2005, June). Guidance
for School Food Authorities: Developing a school food safety program based on
the process approach to HACCP principles. Retrieved February 12, 2007, from
http://www.fns.usda.gov/cnd/Lunch/Downloadable/HACCPGuidance.pdf
U.S. Department of Agriculture, Food and Nutrition Service, & National Food
Service Management Institute. (2006). Developing a school food safety
program: Participants workbook. University, MS: Author.
U.S. Department of Health and Human Services, Food and Drug Administration.
(2005). Food code. College Park, MD: Author.
141