Keep Foods Safe for Every Body

Transcription

1 Keep Foods Safe for Every Body Unit Facilitator s Guide Length of Lesson: 1 hour Unit Objectives As a result of this lesson, individuals will: Increase use of safe food handling practices. Participate in at least 30 minutes of moderate physical activity every day. Evaluation Healthy Choices for Every Body involves teaching numerous lessons over a period of time. Participants should be evaluated using the Kentucky Nutrition Education Program Reporting System (WebNEERS) Data Entry Forms before the first lesson, after the seven required lessons are completed, and upon graduation from the program. Entry/exit forms used to collect data include Client Enrollment Form, Client s 24-Hour Diet Recall, Behavior Checklist and Kentucky Specific Additional Questions.

2 Planning Checklists Materials List Presentation Materials: Keep Foods Safe for Every Body (available in English and Spanish) for flipchart or projector/laptop set-up Icebreaker supplies (will vary depending on activity selected) Food Demonstration food, supplies and materials (will vary depending on recipe selected) Activity supplies: Meat thermometer Hamburger patty food model Perishable and nonperishable food examples from food models Grocery bag Handouts/Publications (available in English and Spanish): NEP 211: Keep Foods Safe for Every Body: Be Food Safe NEP 211A: Keep Foods Safe for Every Body: Food Spoiler Alert NEP 211B: Keep Foods Safe for Every Body: Keep it Clean NEP 211C: Keep Foods Safe for Every Body: Hot Tips for Meat Safety NEP 211D: Keep Foods Safe for Every Body: Plan to Can Selected food demonstration recipe Pineapple Pork Prior to Lesson Check the 24-Hour Food Recall Record and the nutrition analysis. Does the participant s diet indicate certain food groups or key nutrients that need emphasis? Are there overweight or underweight family members? Do the family members exhibit signs of good health? Ask if the participant or any of their children are enrolled in the Women, Infants, and Children Program (WIC). If yes, find out which health risk factors qualified each participant for the program. Check the participant s progress records to note any questions or confusing concepts from the previous lesson that should be reviewed. Review the NEP publication for the lesson. Refer to the curriculum guide for additional background reading to develop additional understanding of the topic. Select an icebreaker activity from the curriculum guide and gather supplies and materials needed for the activity. For the Keep Foods Safe for Every Body unit, the following icebreakers are suggested: Food Safety Scenarios Ball Toss Searching for Good Risky Choices Food Safety Practices Select a recipe to demonstrate from the curriculum guide and gather food, supplies and tools needed for the food demonstration. Set up the food demonstration station before beginning the lesson. For the Keep Foods Safe for Every Body unit, the following recipes are suggested: Hawaiian Turkey Sliders with Mango-Pineapple Salsa Pineapple Pork (pictured at left) Thai Vegetable Stir Fry with Brown Rice and Chicken Select a physical activity tip from the curriculum guide to share with the group. Copy all printed materials listed above. Remember to also print the recipe for the food dish that is being demonstrated that day. Gather teaching activity supplies listed above. Arrive at the facility early and set up the meeting space. No special meeting facilities are needed to conduct this lesson; however, a work table will be needed to present the food demonstration.

3 Presenting the Unit Lesson Introduction & Icebreaker Welcome everyone to the class. Introduce yourself and explain your position with the Nutrition Education Program. If you have presented before, review the previous lesson and ask if there are questions. Ask if anyone tried anything new as a result of the last class. Explain that food safety will be the topic for the day. Tell participants the class will focus on: Buying, storing and preparing food using safe food-handling practices. Discussing how participants can add 30 minutes of moderate physical activity every day. Introduce the icebreaker activity and give directions to the group. Conduct the icebreaker, then transition to the lesson. Major Points & Learning Activities NOTE: Use a flip chart or the PowerPoint presentation as a visual aid during teaching to explain these major concepts related to the lesson objectives: Explain how to buy, store and prepare foods safely. Bacteria (germs) are everywhere in the air, on hands and in food. You can t see them, smell them or taste them. Some bacteria are helpful. Other bacteria, when allowed to grow in food, can cause foodborne illness. It is easy to mistake foodborne illness for stomach flu because symptoms are similar (nausea, vomiting, stomach cramps and diarrhea). Taking simple precautions when your buy, store, prepare, cook and preserve food can prevent foodborne illness. BUYING SAFE FOOD: Beware of food that may be spoiled at the grocery store. Never buy or use food in cans with bulges; cans with large dents; badly rusted or pitted cans or cans with other signs of leakages. Be sure package wrappers are not torn. Do not buy cold foods that aren t refrigerated or that are not cold. Do not use cracked eggs. Do not use frozen foods that are soft or have ice crystals (previously thawed and refrozen). Go directly home after shopping and store foods at once. If it is a long distance home from the grocery store, use a cooler with ice to keep cold foods cold. Do not let foods sit in a hot car. Many food products have dates stamped on them to help prevent foodborne illness. The use by date is the last date a product will be at peak quality. The sell by date is the last date a store may sell the product. Use the product or freeze it within a day or two of this date. This date is stamped on fresh products made from milk. The best if used by date is not related to safety. It is the last guaranteed date for high product quality or freshness. ACTIVITY: Place several food model examples of perishable and nonperishable food items in a grocery bag. Ask a volunteer to unpack the groceries and tell you where and how she would store each item. Ask the group if this is where and how they would store their groceries. Discuss. STORING FOODS SAFELY: As a general rule, store foods at home as they are stored in the grocery store. Foods that should be stored in the refrigerator include liquid milk, cheese, eggs, meat, canned goods that have been opened (fruits, vegetables, peanut butter, mayonnaise), foods in bottles that have been

4 opened (salad dressing, catsup, mustard, juice), leftover cooked foods and margarine and butter. Ask participants if other foods should be stored in the refrigerator. Foods that should be stored on a shelf in a cupboard include cereal, dry beans, pasta, flour, sugar, spices, powdered (dry) milk and unopened canned goods. Some foods must be stored in tightly sealed containers to keep out air, dust and bugs. These foods include dry beans, pasta, flour, dry milk, spices and sugar. Ask participants if there are other foods that should be stored in airtight containers. A cool, dry, dark place, such as a cellar, is the best place to store potatoes, onions, turnips and canned goods that will not be used for several months. Foods that were purchased frozen should be stored in the freezer. Raw meat, fish or poultry that will not be eaten within two or three days should be stored in the freezer. How long a food can be stored safely in the refrigerator or freezer depends upon the food and storage conditions. Consult labels for storage recommendations. Many disposable items make excellent storage containers. Some examples are empty bread wrappers, margarine tubs, coffee cans and baby food jars. Do not store foods above the stove, under the sink or with household cleaning supplies. Household insects and pets carry harmful bacteria. Keep them out of your kitchen. Put screens on all doors and windows. Cover garbage pails. Empty trash frequently. PREPARING FOODS SAFELY: Germs hate soap and water. Clean hands, equipment and work surfaces help to keep food safe to eat. Germs are easily transported from raw meat and poultry to other foods. Clean cutting boards, knives and equipment with hot soapy water after cutting raw meat and poultry. Wash hands thoroughly. Sanitize cutting boards and all surfaces with a bleach solution of 1 tablespoon chlorine bleach per gallon of water. Germs grow fastest at room temperature. For this reason, thaw frozen foods in the refrigerator, not on the counter; serve food soon after cooking; refrigerate any leftovers at once; never let foods sit out at room temperature for more than two hours; and, keep hot foods hot and cold foods cold. Harmful bacteria grows quickly in foods that are high in protein, such as meat, poultry, fish, eggs and milk. Foodborne bacteria grow quickly at temperatures between 40 F and 140 F. This means you must plan to keep cold foods cold and hot foods hot at picnics, cookouts and holiday feasts and in sack lunches. Spoiled food does not always look, taste or smell spoiled. Be aware of the common causes of spoiled food--improper food temperature during storage, thawing or cooking; food at room temperature too long; and, dirt, dust and germs. When in doubt, throw it out. Take special care in cooking, serving and storing stuffing, gravy, luncheon meats, cream pies, sandwich fillings, potato salad and meat or egg salad. Cooking food to the done stage is the best way to prevent foodborne illness. Whenever possible, use a meat thermometer and check meat before serving it. Poultry, pork and ground meat should not be pink and their juices should run clear. Larger meat roasts may be slightly pink in the middle. ACTIVITY: Demonstrate the proper way to use a meat thermometer. Discuss the read point, how to insert the meat thermometer, how to calibrate and appropriate temperatures for doneness. Use a hamburger patty food model to demonstrate these concepts. CROSS CONTAMINATION: Avoid cross-contamination. That means cleaning cutting boards, work surfaces, utensils, platters and hands between uses. For example, don t chop vegetables with a knife or on a cutting board that was just used to cut raw meat. Thoroughly wash that knife, cutting board and

5 your hands after the meat is cut and before you chop the vegetables. If possible, use separate cutting boards for meat and other foods. Another solution is to use one side of the cutting board for meat and the other side for other foods. FOOD DEMONSTRATION: Select one of the recommended food demonstration recipes that best meets the needs of the participants. During the presentation, reinforce the main ideas of the lesson do not cross-contaminate, store foods properly, use meat thermometers and clean utensils, cutting boards and hands. Encourage participants to be involved by asking volunteers to cut, measure and mix ingredients. PHYSICAL ACTIVITY TIP: Remind participants they need 30 minutes of moderate physical activity every day. Share the selected physical activity tip of the day. Lesson Review At the conclusion of the lesson, ask participants, what are the take-home messages from today s lesson? Specifically, remind participants: Use food safety guidelines for buying, storing and preparing foods to prevent foodborne illness. Participate in at least 30 minutes of moderate physical activity every day. Ask participants if they have questions or if anything should be explained further. Ask participants to talk about what they will try at home based on what they learned during the lesson. After the Program Reflection If the concepts and information presented seemed to confuse participants follow up with them and make a note on the participant s progress report of key concepts to review during the next session. Document strengths and weaknesses of the program for future improvements. Use questions from participants to assess your teaching and lessons and work to improving discussions and teaching concepts more clearly. Note additional needs, props and other items needed for future lessons. Incorporate participant ideas to improve future presentations. Author(s): Brooke Jenkins-Howard, MS Copyright 2015 for materials developed by University of Kentucky Cooperative Extension. This publication may be reproduced in portions or its entirety for educational or nonprofit purposes only. Permitted users shall give credit to the author(s) and include this copyright notice. Educational programs of Kentucky Cooperative Extension serve all people regardless of race, color, age, sex, religion, disability or national origin. Revised 2015.