INTRODUCTION TO FOOD SASDFASDFSDF

AFETY INTRO
Module 1

Welcome to the Small Scale Food

Processing Manual designed for people
with disabilities and low literacy levels.

The objective of this course is to cover the

The objectives for Module 1: basic requirements of hygiene and good
Introduction to Food Safety are for manufacturing practices for individuals
participants to understand the basics with disabilities.

of: This training is essential to ensuring food

 Common food hazards safety using a HACCP based system of
 Consequences of poor Good Manufacturing Practices.
standards and food hygiene
 Common symptoms of food This course is set up in six modules. There
poisoning will be a review at the end of each
 Examples of populations at Module in order to ensure that the
risk material is being understood. Also, as part
 The benefits of good of the material for this course are some
standards additional information, including: a
 Understand their individual glossary of terms, frequently asked
responsibilities towards question and references.
food safety

Open Access Permitted: © 2012 Small Scale Food Processor Association

 Introduction to Food Safety: Module 1
Why?

Why are you here today?

To gain an understanding the

employee’s impact of the safety of everyone’s
food. You can have a very negative impact on
people’s lives by simply not washing your
hands before you start your shift.

Prior Knowledge
Active Learning:
Have participants think about food
Visit the Vancouver Island Health safety at:
Authority hand washing website. Watch
videos and read fact sheets. Proper hand  Home – wash hands before
washing techniques should be reviewed we eat, use different cutting
throughout the course. boards, looking at Best Before
Dates
Website:  Day Program – wash hands
http://www.viha.ca/health_info/handwashing.htm
before preparing meals,
wearing gloves, staying away
from food when they are sick
 Work (in a small scale food
processor setting) – wear
protective clothing (hair nets,
gloves), use special sanitizers
and cleaners

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Introduction to Food Safety: Module 1

Food Safety

 Have participants think about a

time when they were sick (vomiting,
diarrhea, or nausea) or a friend was
sick. Have participants know that
following food safety guidelines
reduces the risk that they or others
will get sick.

 It is important for participants to

know that not only can people get
sick from food that is not properly
prepared and stored but that in
some cases death can occur.

Contamination

Contamination means the presence

of hazards in food that could cause injury or
death.

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Introduction to Food Safety: Module 1

Introductory Slide

This Introduction slide will be used

throughout Module 1 to provide participants
with a visual reminder of why food safety is
important: to prevent food borne illness,
food hazards and cross contamination.

Think about a time…

Highlighted Words
Keep reading
Each time this slide appears,
There will be additional have students think about the
information regarding each main highlighted words and possible
point coming up throughout this examples that they can share with the
Module. class. As we talked with self-advocates
about this project they emphasized
that we include participants and give
them opportunity to share their
experiences as much as possible.

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Introduction to Food Safety: Module 1

Food Poisoning

Food poisoning refers to

contamination of food during the
processing part which can result in
sickness or death.

Food Borne Illness

In this course, food borne illness

and food poisoning are used
interchangeably.

Food borne illness refers to

anything that contaminates food,
biological, chemical, or physical properties,
which can result in people getting sick or
worse, death.
Common Symptoms

 Food borne illness is

another word for food
poisoning. Symptoms of
food borne illness can
include nausea, vomiting,
and diarrhea (Canadian
Food Inspection Agency,
2011).

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Introduction to Food Safety: Module 1

Who are trying to protect?

 As people age, it becomes harder

for the immune system to fight
bacteria.
 Chronic illnesses, such as diabetes
and cancer, can affect the immune
system as well resulting in a
weakened immune system which
cannot fight harmful bacteria.
 Dehydration is a concern when
children and babies suffer from
the symptoms of food borne
illness

While many people think about

the actual symptoms of food
borne illness as a consequence,
employees and employers can
also be affected.

Employees who do not practice

safe food handling can lose their
jobs.
Food Poisoning
Employers can become bankrupt
due to loss of income as a result
of negative publicity, inability to
sell their product and possible
shutdowns of their facilities due
to health hazards.

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Introduction to Food Safety: Module 1

Death

This is a sensitive area as many

people with disabilities have
compromised immune systems.
Explain that while death is one of
the consequences of food borne
illness, it is not common.

Background Info

The story of contaminated

spinach is being told to educate
participants about real instances of
food borne illness that affected
many people recently.

E.coli is a biological food

hazard. E.coli was found in the
spinach, most likely through a
contaminated water source.

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Introduction to Food Safety: Module 1

The story

In 2006, a huge recall of packaged spinach

occurred in many areas of the US and Canada.
The spinach in question was contaminated
with E.coli. The contaminated spinach resulted
in hundreds of cases of illness and 3 deaths.
The cost was $7 million.

The source of contaminated spinach

was investigated and determined to have
come from one section of the field. The
product was packaged on the same date with
the same code. Possible sources of
contamination were animal feces or
contaminated irrigation water.

The company, Natural Selection Foods,

packaged the spinach under many labels,
therefore many companies were impacted.
Spinach sales everywhere dropped
immediately with the media coverage and
have only recovered by 86%. As a result,
California Leafy Greens GAP guidelines were
finalized in June 2007.

Watch Video

Watch a news broadcast

about the contaminated spinach
recalled by a Salinas distributor in
California.
http://www.youtube.com/watch
?v=kIBsG_QO77w

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Introduction to Food Safety: Module 1

Introductory Slide
Food safety is based
on understanding the hazards
in food processing areas,
(including storage, handling,
production and packaging),
and managing them to
minimize the risks.

Food Hazards

At this time, participants

will be learning about various food
hazards that can affect food.

A hazard is defined as a biological,

chemical or physical agent in, or
condition of, food with the
potential to cause an adverse
effect on health.

(SSFPA, unknown)

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Introduction to Food Safety: Module 1

Food Hazards
A food hazard can be anything that
enters into the food whether
visible, such as hair, or invisible,
such as bacteria and pathogens.
There are three different kinds of
food hazards which include
biological, chemical, and physical.

Biological Hazards

 Salmonella
 E. Coli
 Norwalk

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Introduction to Food Safety: Module 1

What is a microbe?

A microbe is a microscopic
organism, such as a bacterium, virus or
parasite (excluding the large ones).
Microbes are so small that you need to
use a microscope and special staining
techniques to see them. The word microbe
is often more convenient to use than the
word microorganism, and it pretty much
means the same thing. In many situations,
though, microbe refers to just the harmful
microorganisms (the ones that cause
disease), whereas microorganisms refer to
all microscopic life.

(SSFPA, unknown)

Chemical Hazards

Chemical hazards are any

chemicals that are used in and
around the processing of food that
are poisonous to humans or can
adversely affect human health.

Chemical Hazards

 Sanitizers
 Cleaners
 Food additives

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Introduction to Food Safety: Module 1

Chemical Hazards

Food additives are substances

added to food to preserve flavour
or enhance its taste and
appearance.

Physical Hazards

 Hair
 Metal pieces
 Dirt

A real story

Thrifty Foods in Colwood, BC

recalled ground beef in August 2011
after an employee name tag was
ground into a batch of meat. For more
information see the training manual
or check this website:

http://www.goldstreamgazette.com/n
ews/127541783.html.

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Introduction to Food Safety: Module 1

Any other ideas?

Have participants think

about other possible physical
hazards they may encounter in
their workplace.

Common sources

Primarily, there is the food itself and the

microbes that come in the food. Storage and
handling, if improperly done, can contribute
further contamination. Microbes can multiply to
levels that infect the consumer and the worker.
Also, spoilage can start, creating new toxins.
Inadequate cooking /preparation, if not
effective, may not remove hazards as expected.
The worker could be infected, contributing
farther hazards through the food. Finally, all of
these sources could be spread to other foods
through the avenues of cross contamination.
Further Detail

All of these hazards will

be discussed in further detail in
the upcoming modules.

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 Introduction to Food Safety: Module 1

Activities

Take time to read through the following three pages of activities. It is not necessary to
do all activities. Choose activities that best suit the participants’ learning styles and interests.
To ensure success, be prepared prior to your lesson with all the necessary materials.

Activities

 Physical, biological and chemical: Fill a clear jar with coloured water (blue works great).
Hold 2-3 stalks of celery beside the jar and ask participants to share with a partner what
they think may happen to the celery. Place the celery in the jar. Depending time, you may
want to prepare ahead of time a second jar the night before to show what happens to the
celery over 24 hours. Explain to students that bacteria acts like the coloured water. The
coloured water traveled up the celery stalk. Bacteria and cleaners (and other food
hazards as well) will spread through food.

 Biological: Give each participant a piece of paper. Have participants rip the paper in half
then rip both halves in half, and so on. While students are ripping the paper, explain that
the increasing number of paper pieces is similar to the increasing number of bacteria in
food.

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Introduction to Food Safety: Module 1

Activities

 Physical and chemical: Have students play a game of What Does Not Belong. Using a
bag of everyday items that could end up in food during processing, have 2-3
participants step out of the classroom and take something from the bag and wear it.
When the participants returns to the classroom, have other participants try to
identify the item that could be a food hazard. Have a discussion about the food
hazard and possible solutions of how to avoid each food hazard.

o Example: Participant A pulls a ring from the bag and places it on her finger.
When she returns to the classroom, her colleagues identify that she is wearing
jewelry. The discussion can be lead to the possibility of the worker losing the
ring in the food. Solution: don’t wear jewelry in a small scale food processing
facility.

o Example: Participant B pulls a shirt from the bag which is obviously dirty.
When he returns to the classroom, his colleagues identify that he is wearing a
dirty shirt and remark that the dirt from his shirt could fall into the food.
Solution – wear appropriate clothing.

o Example: Participant C pulls out a bottle of cologne. Explain to him that this is
a demonstration only and he should not spray the cologne as there could be
participants who are allergic or sensitive to smells. In the classroom
Participant C pretends to spray the cologne. His colleagues identify the
cologne and remark that the remnants of the spray could fall into the food.
Solution: do not wear perfume or colognes to work.

 Physical, biological, and chemical: Fill a clear jar with coloured water (blue works
great). Hold 2-3 stalks of celery beside the jar and ask participants to share with a
partner what they think may happen to the celery. Place the celery in the jar.
Depending time, you may want to prepare ahead of time a second jar the night
before to show what happens to the celery over 24 hours. Explain to students that
bacteria acts like the coloured water. The coloured water traveled up the celery
stalk. Bacteria and cleaners (and other food hazards as well) will spread through
food.

 Chemical: Give each participant a piece of paper. Have participants rip the paper in
half, then rip both halves in half, and so on. While students are ripping the paper,
explain that the increasing number of paper pieces is similar to the increasing number
of bacteria in food. 15
 Introduction to Food Safety: Module 1

Activities

A food hazard can be anything that enters into the food whether visible, such
as hair, or invisible, such as bacteria and pathogens. There are three different kinds
of food hazards which include biological, chemical and physical.

 Physical and biological: Have participants think about possible items that
could end up in the food by accident. Students can think about what could fall
of their clothing or themselves (buttons, hair, jewelry, germs from sneezing or
coughing).

 Physical, biological, and chemical: Using images in the appendix, have

students separate the pictures into three groups based on the type of food
hazard: physical, biological or chemical.

 Biological: Have students watch a VIDEO about the exponential growth of

bacteria. This is a clear example of how bacteria in food can grow and
become an invisible food hazard. The video is only 16 seconds long and shows
how bacteria can multiply very quickly. Explain to students that the bacteria
they are seeing is invisible to the eye, and that the video has used a
microscope to enable us to see the bacteria.

o Bacteria Multiplying:
http://www.youtube.com/watch?v=zrx7Xg0gkQ4&feature=related
o

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Introduction to Food Safety: Module 1

Cross contamination

Cross contamination occurs when

pathogens spread from one place to another.
Because pathogens are invisible, it is difficult to
track the progression of cross contamination. To
show how cross contamination can happen
involve students in activities.

 Video: Hand Washing and Risk of

Contamination: CLICK HERE

o http://www.youtube.com/watch?v
=32x65e9zTYo&feature=related

 Have students participate in a cross

contamination activity using Glo Germ and
a black light. Read about activity HERE
o http://tammy-
andrew.suite101.com/how-hands-
spread-germs-a139131

 Using washable ink, have participants wear

gloves and touch an ink pad and then
touch paper. Explain to participants that
the ink is like pathogens and can travel
from one place to another on our hands,
clothing, and from utensil to utensil.

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Introduction to Food Safety: Module 1

Customer Protection

There are three levels of

responsibility that food
processors use to protect
customers against food borne
illness and food hazards; the
employer, the employee, and
the customer.

Responsibility

Emphasize to
participants that the three
levels of responsibility include
themselves as workers, their
bosses, and the people that
consume the final product.

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Introduction to Food Safety: Module 1

Employer Responsibility

The employer is responsible to:

 Have a food safety plan

 Have a cleaning and sanitation plan

 Provide training

 Provide supervision

 Inspect the work place

 Provide first aid

 Provide personal protective

equipment
Activity

Visuals can be used to show each of these:

Have on hand:

 Examples of food safety plans, cleaning and sanitation plans,

examples of possible training (FoodSafe, WHMIS, First Aid), and
personal protective equipment (safety goggles, smock, gloves
and shoes).

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Introduction to Food Safety: Module 1

Employer Responsibility

The employer is responsible in having:

 Have a food safety plan

 Have a cleaning and sanitation

plan

 Provide training

 Provide supervision

 Inspect the work place

 Provide first aid

 Provide personal protective

equipment

Active Learning

Sanitation Standard Operating

Procedures describe how to clean and
sanitize equipment. Bring in copies of
plans and practice going through the plan
and checking off each task when
completed.

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Introduction to Food Safety: Module 1

Employee Responsibility

The employee is responsible for:

 Practicing safe food handling

 Working safely

 Using the personal protective

equipment

 Telling the employer about a

potential or existing hazard,
accident, or injury

 You must refuse to do a task

where you are at undue risk of
injury or disease
Active Learning o Undue risk – great danger

 If you see a hazard

If leading a general
workshop, have students  If you see an accident
practice putting on
protective equipment prior  If you get hurt
to making a sandwich for a  If you feel sick
friend. If leading a custom
class for a specific
workplace, ask the
employer for examples of
each piece of protective
gear that workers will be
expected to wear and have
the participant practice
wearing them while
working in the kitchen.

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Introduction to Food Safety: Module 1

Important

Emphasize to
participants that it is their
responsibility to notify their
employers about an unsafe
work environment or task. If
a worker feels that they
cannot do the job safely,
they should be encouraged
to ask for more training.

Responsibility

Emphasize to
participants that the three
levels of responsibility include
themselves as workers, their
bosses, and the people that
consume the final product.

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Introduction to Food Safety: Module 1

Customer Responsibility

Why do customers need to check the food

ingredients?

 Many people have food allergies

and could have an allergic
reaction if they eat certain foods.
A customer is ultimately
responsible for knowing what
they are eating.

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Introduction to Food Safety: Module 1

An awareness of allergens

Many companies offer nut free or

dairy free food products. Bring in a variety
of different packaging to provide an
awareness of different kinds of allergens.
Have a discussion on the importance of
labeling all food products and listing what
kind of allergens may have come in contact
with during production.

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Introduction to Food Safety: Module 1

References

Andrew, T. (2009, August 14). How Hands Spread Germs: A Science Activity That Can
be Adapted for K-12 Classrooms. Retrieved from http://tammy-
andrew.suite101.com/how-hands-spread-germs-a139131.

Canadian Food Inspection Agency. (2011, September 01). Causes of Food Poisoning.
Retrieved from
http://www.inspection.gc.ca/english/fssa/concen/causee.shtml

Government of Alberta. (2012). Common Foodborne illness. Retrieved from:

http://www.health.alberta.ca/health-info/foodborne-illness-common.html

Health Canada. (2011). Safe Food Handling Tips. Retrieved from: http://www.hc-
sc.gc.ca/fn-an/securit/kitchen-cuisine/index-eng.php

Huber, C. (2011, August 11). Ground name tag spurs ground beef recall. Retrieved
from http://www.goldstreamgazette.com/news/127541783.html

Lopes, A. (2009, October 17). Bacteria Multiplying [Video file]. Retrieved from
http://www.youtube.com/watch?v=zrx7Xg0gkQ4&feature=related

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Introduction to Food Safety: Module 1

Resources

Small Scale Food Processors (unknown). Basic Hygiene Training for Food Processor
Workers – Module 2 Regulations.

The New Brunswick Beacon. (2011, November 18). Entire line of Woody’s alcohol
product recalled. Retrieved from
http://www.newbrunswickbeacon.ca/2011/11/18/entire-line-of-
woody%E2%80%99s-alcohol-products-recalled/

The Vancouver Sun. (2011, December 21). Recall alert: jalapeno pepper sold in B.C.
may contain salmonella bacteria. Retrieved from
http://www.vancouversun.com/health/b1o+peppers+sold+contain+salmone
lla+bacteria/5893110/story.html

Vancouver Island Health Authority. (2011). Hand Washing. Retrieved from

http://www.viha.ca/health_info/handwashing.htm

You Tube. (2009, September 18). Spinach Recalled by Salinas Distributor. Retrieved
from http://www.youtube.com/watch?v=kIBsG_QO77w

[Untitled photograph of vegetables]. Retrieved February 21, 2012, from:

dgl.microsoft.com

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