using servsafe in the classroom[2]

7/25/2019 Using ServSafe in the Classroom[2]

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Food Safety and ServSafe InThe Classroom

Presented by:Molly GoldreichBethany Ringer

andHolly Hunts PhD, CFCS


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Why Teach Food Safety

Centers for Disease Control

Each year foodborne diseases in the UScause

76,000,000 illnesses

325,000 hospitalizations

5,000 deaths

In 2000 2.1 million people died fromdiarrhoeal diseases world wide

Hungry for lunch?


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Illness Cases Hospitalizations Deaths

Bacterial 5,204,934

45,826 1,458

Campylobacter

2,453,926 13,174 124

Salmonella 1,412,498 16,430 582

Parasitic 2,541,316 12,010 827

Giardia 2,000,000 5,000 10

Viral 38,629,641 181,177 433

Norwalk 23,000,000

50,000 310

Rotavirus 3,900,000 50,000 30

YUCKY USA FACTS


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Where does FCS come in?

What better place to teach young people(future food industry employees) aboutfood safety than a food lab in your

classrooms?

Captive audience

Teachable age


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Where does FCS come in? (cont.)

Opportunity to work cooperatively withScience and Health Enhancementteachers on common topic area

ServSafe Certified FCS teachers

Mark of distinction

Can instruct and certify students

Improve local food service work force


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Why ServSafe?

Here are the top ten reasons why1. The standard in food safety training

and certification from the National

Restaurant Association

2. The latest information in food safety

3. Created by the Food industry for theFood industry


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Why ServSafe (cont.)?

4. Requirements that hit home

Improved wages for students

5. Training that works where it counts

6. Messages that are rigorous and

relevant


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Why ServSafe (cont.)?

7. More options than ever

8. Best-in-class means lessons that last

9. More than 2 million strong and

growing

10. The strongest commitment on every

level


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Students will learn how to:

Stay current with the 2005 FDA Food Codeupdates

Understand complicated foodborne pathogeninformation through simplified microbiologycharts

Avoid risks with expanded information on

HACCP

Practice protection with expanded informationon produce management


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Students will learn how to:

Share training in the operation with thenew "Take it Back" sections

Keep local jurisdictional requirements athand with the new "How This Relates toMe" tool

Learn from experience with segment-specific, real world scenarios that bringlessons to life


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ServSafe Resources

www.servsafe.com

Download posters, quizzes, and

activities

Teachers Guides and Manuals

CD ROM

PowerPoint

Electronic Jeopardy Game

MSU Student Web-Site

MSU Extension Service
http://www.servsafe.com/http://www.servsafe.com/


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What we are giving to you

Games we have created - up on the web readyfor you to print off and use

Toxin (like Taboo)

Tower of toxins (like Jenga)Fact or Bologna (true/false)

Wheel of Food (like Wheel of Fortune)

Food Feud (like Family Feud)

No Reservations Board GameWe will be playingthis one


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In additionour web-site

Games

Instructions and game pieces

ServSafe

National Restaurant AssociationExtension resources

Other Resources

FightBacFoodsafety.gov

Centers for Disease Control

FDA


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Possible Teaching Models

Local extension agent do the ServSafetraining in your classroom.

Borrow materials already purchased byothers.

Do the on-line ServSafe course

Do a modified ServSafe course


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Three Levels of ServSafe

Level 1: Should be used by all FCSteachers at all levels No special training

10 True/False questionsLevel 2: Appropriate for RIGOR,RELEVANCE, RELATIONSHIP, CAREER

75% or better to pass 90% or better to become an instructor

Level 3: Special train the trainer


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No Reservations Game

Two, three or four may play. Choose one player to act asbanker to take care of money and cards. HealthInspector cards are shuffled and placed face down onthe game board. Other cards are arranged according to

the spaces marked in the game board graphic side up.Each player is given a colored playing piece and$2,500.00 to start. The player to the right of the bankergoes first, and so on.

Start at Payday. Roll the die and move your playing

piece the number of spaces shown on the die. Alwaysfollow the arrows. If you are passing through a spacewhich has 2 arrows, go either way. If you land on aspace with 2 arrows, go either way on your next move.


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AND NOW FOR SOMETHING

COMPLETELY DIFFERENT


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LETS HAVE SOME FUN WITH

A PURPOSEBeading

Everyone will make 2 pairs of earrings

One pair you will take home with you

One pair will be donated to the Womens

Shelter in Billings

Step By Step Instructions

We will be helping you too!


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THE PURPOSE

Bring this activity to your school throughFCCLA

Community service project

Fundraising

Chapter and individual events


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Community Service

Chapter Service Project (Display andManual)

Domestic Abuse Shelter

Foster Care Services

Special Needs Homes

Retirement Homes

Local Womens Prison

School Administrative Assistants/WomenSchool Nurses.


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Fundraising

Have an Earring Party!!!!

Invite friends over to make earrings

Make earrings and sell them

Earrings cost about 25 cents to make and they cansell up to $25.

http://www.jewelry-

making.com/dropearrings.html
http://www.jewelry-making.com/dropearrings.htmlhttp://www.jewelry-making.com/dropearrings.htmlhttp://www.jewelry-making.com/dropearrings.htmlhttp://www.jewelry-making.com/dropearrings.htmlhttp://www.jewelry-making.com/dropearrings.html


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Chapter and Individual Events

Star Events

Chapter Service

Entrepreneur

Fashion Design

Power of One

Speak Out for FCCLA

Take the Lead


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Other Ideas

Recruitment Opportunities


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STEP 1

Put your selected beads on one ofthe headpins.


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STEP 2

With the flat end of the headpin pointing down, hold thewire as close to the beads as possible with the thin endof the needle nose pliers.


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STEP 3

With your thumb, bend the end of the headpin to a 90 degree angle.

If the wire is too stiff to bend with your thumb, you might insteadplace the pliers 2-3 mm above the beads, then turning the pliers,make the 90 degree bend.


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STEP 4

Cut the end of the wire if it is too long for your loop. Thesize of the loop will depend upon the diameter of theneedle nose pliers, and your preference. A larger loopmay be easier at first. 7-10mm may be a good length


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STEP 5

Follow steps 1-5 on the second earringnow so that you can cut the ends to the

same length


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STEP 6

With the edge of the wire squeezed between needlenose pliers, turn the pliers half a turn to begin a loop.


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STEP 7

At this point, for a better grip, I usually release the pliersand turn them back (a half turn) to the position where Ihad started the loop. Now finish the loop with anotherhalf turn. The loop might still have a gap at this point but

you can finish that in step 10


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STEP 8

With flat pliers you can straighten the loop,if needed, so that the earring is onestraight line.


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STEP 9

Now you need to re-open the loop sideways withflat pliers. Hold the pliers on the end of the loopand bend it to side just enough to allow the

earwire or earpost to slip on.


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STEP 10

Slip the earhook or earpost on and close the loop in thesame way that you just opened it but now you can alsopress the end of the loop closed at the same time.


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STEP 11

You are done. Put them on!

using servsafe in the classroom[2]

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