ACTIVITY BOOK FOR TEACHERS - SICA...• Escuela Oficial Urbana Mixta No. 619, El Jagüey, Canalitos,...

ACTIVITY BOOK FOR

TEACHERS:

FIVE KEYS TO SAFER FOOD

Veterinary Public Health Unit of PAHO Institute of Nutrition of Central America and Panamá (INCAP)

Guatemala, April 2008

Publication INCAP MDI/ 009

Coordinated by:Genaro García, PAHO/ WHORegional Advisor in Food Safety. Veterinary Public Health Unit, PAHO/ WHO.

Adapted by:María José Coto Fernández, INCAP/ PAHOKathryn Janzen, PAHO/ WHO

Revised by:Verónika Molina, INCAP/ PAHOMagda Fischer, INCAP/ PAHO

Acknowledgements:This document is a product of the Project “The Adaptation and Validation of the WHO Five Keys to Safer Food Manual for Elementary Schools in Guatemala”. Funds for its implementation were provided by the UK Department of International Development (DFID) through the WHO Department of Food Safety, Zoonoses and Foodborne Diseases.

An interdisciplinary team participated in the preparation and implementation of the project. This team consisted of professionals from the Ministries of Education, Health and Agriculture; Municipality of Guatemala; Non-Governmental Organizations such as INTERVIDA and Catholic Relief Services (CRS), with the coordination and technical assistance of professionals from PAHO/WHO and INCAP. We are grateful for the following participants’ support in the technical revision of the manuals and in the validation process:

Angel Fulladolsa Gabriela RosasLaura Teresa Rodríguez Ana Virginia Palma EscobarRosalina Villeda Retolaza Ana Lucrecia BarrascoutAnnette Salamanca Hilda María WalterMarvin Sánchez

A special acknowledgement is given to the directors, teachers, students and parents of the following elementary schools that provided us with their support, interest, dedication and valuable contributions during the validation process:

• Escuela Panamericana, Colonia La Florida, Guatemala

• Escuela Oficial Rural Mixta, Santa María Dolores, Ixcán, Quiché

• Colegio Ecológico de Guatemala, San Raymundo, Sacatepéquez

• Escuela Oficial Urbana Mixta, Caserío Berlín II, Coatepeque, Quetzaltenango

• Escuela Oficial Urbana Mixta No. 112, Félix Hernández Andrino, Guajitos, Guatemala

• Escuela Oficial Urbana Mixta, Club Rotario, Lotificación San Isidro, Coatepeque, Quetzaltenango

• Escuela Oficial Urbana Mixta No. 619, El Jagüey, Canalitos, Guatemala

• Escuela Oficial Urbana Mixta, Santa Ana Berlín, Coatepeque, Quetzaltenango

• Escuela Oficial Rural Mixta, Esperanza de la Comunidad, Chinautla, Guatemala

• Escuela Oficial Rural Mixta No. 605, Aldea Las Canoas, Guatemala.

• Escuela Oficial Rural Mixta No. 910, Aldea Sabana 3, Chinautla, Guatemala

• Escuela Oficial Rural Mixta, Choaxán, Aldea Montúfar, San Raymundo, Sacatepéquez

MDI/009

INCAP/ PAHO/ WHOActivity Book for Teachers: Five Keys to Safer Food. INCAP/ PAHO/ WHO. Guatemala: INCAP, 2008.llus. 75 pagesISBN 978-99922-960-2-81. MANUALS 2. FOOD

3. FOOD HANDLING 4. NUTRITIONAL EDUCATION

This is the english version of the document “Manual de actividades para el maestro: Las 5 claves para mantener los alimentos seguros”. Publication INCAP MDE/167, Guatemala. 2007.

v

TABLE OF CONTENTS

INTRODUCTION: What are germs? 1

Activity #1: How do germs multiply? 3

Activity #2: How are germs spread? 6

KEY #1:USE SAFE WATER AND FOOD FOR YOUR CONSUMPTION

Activity #3: Installing a SODIS system in our school 8

Activity #4: Which are safe water sources? 11

Activity #5: Word search: the importance of safe water 15

KEY #2:KEEP CLEANActivity #6: Look at the amount of germs on my hands! 18 Activity #7: Wash your hands with soap and water 25

Activity #8: What should I do when preparing food? 27

KEY #3:SEPARATE RAW MEAT, POULTRY AND SEAFOOD FROM OTHER FOODS

Activity #9: What is cross-contamination? 30

Activity #10: Let’s avoid cross-contamination! 32

vi

KEY #4:COOK FOOD THOROUGHLY

Activity #11: What did I eat last night? 35

Activity #12: Independence Day Celebration at my school 37

Activity #13: Answer and you will win! 40

KEY #5:KEEP FOOD AT SAFE TEMPERATURES (VERY COLD OR VERY HOT)

Activity #14: Where should we keep food? 43

Activity #15: Boiled milk is safe! 48

Activity #16: Yeast balloons 50

EVALUATION Activity #17: What can we do to prevent foodborne disease? 53

Activity #18: Five Keys to Safer Food 56

Activity #19: Identifying germs 58

Activity #20: Food Safety Inspector 61

ANSWER KEY: WORKSHEETS 67

BIBLIOGRAPHIC REFERENCES 75

1

Introduction

IntroductionThe “Activity Book for Teachers: Five Keys to Safer Food” is an educational tool to facilitate the teaching of the contents of the “Five Keys to Safer Food” manual to elementary school students.

This educational manual constitutes part of “The Adaptation and Validation of the WHO Five Keys to Safer Food Manual for Elementary Schools in Gua-temala” project, coordinated by the Pan American Health Organization (PAHO). This project is a component of the Global School Health Initiative promoted by the World Health Organization (WHO), Pan American Health Organization (PAHO) and the Institute of Nutrition of Central America and Panamá (INCAP).

The purpose of this manual is to provide teachers with resource material to help students understand the five keys to safer food in an entertaining, participative and dynamic way. It will help students incorporate this knowledge into their daily life, to promote behavioral changes in both the students and their families, and improve their health and well being.

The manual includes activities with worksheets aimed for two specific grade groupings in elementary schools: one group is from first to third grade and the second, fourth to sixth grade. Each activity includes information about the purpose of the activity, lecture that should be given before starting the activity, materials needed, methods, and discussion questions so students can reflect on what they have learned.

The activities are designed so that through games, demonstrations and experiments students can put into practice what they have learned, evaluate and reinforce their knowledge and visualize the various concepts being taught. Teachers can select the activities which best meet the needs of their class and adapt them based on their students´ abilities and resources available.

WE HOPE THIS ACTIVITY BOOK IS A USEFUL REFERENCE FOR YOU IN YOUR CLASSROOM!!

3

Introduction

Activity # 1How do germs multiply?1

Level: 4th to 6th grade

Purpose:

For students to:

• Visualize how germs multiply.

• Identify the ideal places and conditions for germs to multiply.

Lecture before the activity:

Teachers should explain that:

• Germs are living organisms that need warmth, air, humidity and food to live, just like humans do. Without this, they cannot multiply since these are fundamental conditions for their growth and multiplication.

• If high temperatures are sustained over a long period of time (such as when water is boiled) germs are killed. If temperatures are really cold germs may not die but they will not be able to multiply.

• Germs find a warm and humid environment ideal for

their multiplication in foods such as milk, cheese, cream, mayonnaise, meat (especially raw meats) and cooked

food if they are not stored properly.

Methods:

1. Divide the class into small groups (a maximum of 5 students per group).

1 Taken and adapted from: Williams, T. et al. 1991. Alimentos, medio ambiente y salud: Guía para maestros de enseñanza primaria. WHO, Geneva, Switzerland, page 27.

Go to the Content

Manual:

What are Microbes or Germs?

Page 5

Materials:

Flipchart paper Grains such as dried beans, lentils or chickpeas

Crayons

4

2. Give each group a sheet of flipchart paper and ask them to fold it to form 8 squares.

3. Tell students that each member

of their group should draw a food that bacteria would find ideal for their multiplication in one of the squares. Each student should make their drawing in a different square on the sheet of paper. Examples of foods include milk, fresh cheese, meat, cream, ham, chicken, etc.

4. Give each group a container filled with grains and explain to the students that each grain represents a germ.

5. Once the students have finished their drawings, ask for a representative from each group to place the first “germ” on the first square on the upper left-hand side of the sheet of paper.

6. Another member of the group should multiply the first germ by two and put that amount of grains on the second square, and follow the procedure des-cribe below: on the first square put 1 grain, on the second squa-re 2, on the third 4, on the fourth 8, on the fifth 16 and so forth until

all the squares have been used up.

All group members should par-ticipate at least once, placing the right amount of grains on the corresponding square.

Amount of grains that should be placed on each square:

1 1 X 2 = 2 2 X 2 = 4 4 X 2 = 8

8 X 2 = 16 16 X 2 = 32 32 X 2= 64 64 X 2= 132

7. After placing the grains on all of the squares, students should glue the grains onto the paper and present to their classmates.

5

Introduction

8. When finished, ask the discussion questions. Ask students to raise their hands if they know the answer.

Discussion questions:

• What happened to the first

germ?

• Why did this happen?

• What should be done to

prevent this from happening?

• Where are ideal places for

germs to multiply?

Important notes about this activity

6

Activity # 2How are germs spread?2 Level: 1st to 6th grade

Purpose:

For students to:

• Identify their hands as a source of contamination.

• Understand the importance of washing their hands to prevent contamination of foods and foodborne diseases.

• Observe that germs can multiply rapidly on their hands and other places.


Teachers should:

• Talk about the importance of washing your hands in order to prevent the contamination of food, utensils and areas where

food is prepared.

• Point out that even though germs cannot be seen with the naked eye, if we do not wash our hands properly germs can multiply on them. Hands are also a way for germs to contaminate other surfaces, putting our health

at risk. Clothes are another vehicle for the transportation of germs; therefore, it is very important to wash them

regularly.

2 Taken and adapted from: Williams, T. et al. 1991. Alimentos, medio ambiente y salud: Guía para maestros de enseñanza primaria. WHO, Geneva, Switzerland, page 30.

Go to the Content

Manual:

How do germs move? Page 7

Materials:

Flour or plaster

7

Introduction

• Emphasize that with proper personal hygiene (taking a bath, washing your hands and clothes and brushing your teeth regularly) we can help prevent foodborne diseases.

• Explain that germs multiply easily and if we don’t do something to prevent this from happening they can contaminate the areas where we prepare food and the food we eat.

Methods:*

1. Ask students to go out to the playground.

2. Randomly choose a student and tell him/her to fill his/her hands with flour or plaster. This student should chase his/her classmates and touch them with his/her hands that are covered in flour, therefore “infecting” the other student.

3. Tell students that they have a certain amount of time (for example 20 minutes) and that during this time, the student that was chosen to “infect” the others

will try and touch as many other students as possible.

4. When a student is touched, he/she must stand still since he/she is now “infected” (he/she will be stained with flour).

5. When the students return to the classroom, count how many children were “infected” and explain to them that the flour or plaster represent germs.

6. Ask the discussion questions.

* Another option for showing how germs move from one place to another is with a sponge and some washable paint (the paint represents the germs). Paint the sponge and pass it from one student to another until every student has had a chance to touch it. Afterwards, ask the discussion questions.


• What happened during the

activity?

• What was the vehicle used by the

germs to spread and contami-

nate others?

• What should we do to prevent the

spread of germs and contamina-

tion? Explain with details.

• What other vehicles or means

are used by germs to spread (ask

the students to give some exam-

ples)?

8

Key #1

Activity # 3Installing a SODIS system in our schoolLevel: 1st to 6th grade

Purpose:

For students to:

• Learn about the SODIS method.


Teachers should explain that:

• Untreated water may be conta-minated with dangerous germs and should therefore be treated (treatment methods include: boi-ling water, adding chlorine or applying the SODIS method).

• That water that does not have any taste, color, or smell may seem safe, but if it has not been treated, it can cause foodborne diseases.

• Water used for drinking, preparing food or cleaning utensils must be safe in order to avoid getting a foodborne sickness.

• The SODIS method is a simple way to purify water and uses readily accessible materials such as sunlight and plastic bottles.

• If water is exposed to sunlight for a long enough period of time the ultraviolet rays and the rise in the

Go to the Content

Manual:

SODIS method Page 18

Materials:

Transparent (see-through) 2 liter plastic bottles with a cap

Dish detergent

Clear water (not cloudy)

Masking tape

Marker or pen

An area to place the bottles

Sheets of white paper

Crayons

9

Use safe water and food for your consumption

temperature of the water generated by the sunlight, destroys the dangerous germs found in the water, therefore disinfecting it.

Methods:*

1. Ask students to bring a transpar-ent 2 lt. plastic bottle with a cap to school on the day you have decided to perform this activity.

2. Give each student a small amount of dish detergent and ask them to wash their bottle.

3. Ask students to fill their bottles with clear water (not cloudy) and tightly close with the cap.

4. Give each student some mask-ing tape and ask them to write their name on the tape with a marker. Tell them to put the tape

on the cap of the bottle. They should not place the tape on the bottle because the tape could block the sunlight from destroying the germs in the water.

5. Ask students to place their plastic bottles in a place where direct sunlight will shine on them for at least 6 hours if it is a clear day**

• From 9:00 to 15:00 hrs. • Or for 2 consecutive days if it is cloudy.

6. When the bottles have been under the sun for the specified amount of time, ask students to bring their bottles into the classroom to let them cool. When the water is no longer warm, students can drink their safe water.

* Go to page 19 in the Content Manual to see an illustration of how to treat water using SODIS.

** We suggest starting this activity in the morning so that the bottles are exposed to sunlight for at least 6 hours. If the school day is less than 6 hours long, place the bottles in the sunlight for two days (if the day is sunny) and at the end of the second day, remove them from the sunlight.

10

Key #1

7. When the activity has ended, give each student a sheet of paper and ask them to draw the different steps of the SODIS method.

8. Ask four students to come to the front of the class. Each one should draw one of the steps of this water treatment method on the chalkboard.

9. Ask students in your class to take

the diagram they drew home so that they can explain the SODIS method to their parents.


• How does the SODIS method

function? How does it kill

germs?

• After applying the SODIS

method, either at school or

at home, how should we

properly store this safe

water?

• What other purification

method can we use to make

sure the water we drink is

safe?

• What can we do at our

school to make sure there is

safe water to drink?

11


Activity # 4Which are safe water sources?Level: 1st to 3rd grade

Purpose:

For students to:

• Identify which are safe water sources, and which are unsafe to use for preparing food and for drinking.


Teachers should reinforce:

• The concept of “safe water and food”, giving examples of safe water sources as well as unsafe water sources.

• That water may be contaminated with dangerous germs if it has not been treated (for example boiling water, using chlorine or the SODIS method).

• That water that does not have any taste, color, or smell may seem safe, but if it has not been treated, it can cause

foodborne diseases.

• That in order to prevent foodborne diseases water used for drinking, preparing food and cleaning utensils must be safe.

Go to the Content

Manual:

Summary of water sourcesPage 24

Materials:

Worksheet

Pencil or crayons

12

Key #1

• That containers used for stor-ing drinking water or water that will be used for preparing food should have certain characteris-tics to avoid contamination. This container should have a lid or be covered with a clean cloth, placed in a high place (such as a table) so it is out of reach of pets.

• That when safe water is stored in a container that is not covered, it can become contaminated by dust or insects. Also water

can become contaminated by introducing contaminated utensils into it.

Methods:

1. Give each student the work-sheet “Which are safe water sources?”

2. Read the instructions aloud or ask a student to do it. Ask stu-dents if they have any questions about the instructions.

3. Give the students 20 minutes to complete the worksheet.

• For students that know how to write (2nd and 3rd grade), ask them to write a sentence on the back of the sheet about how each water source that was marked as unsafe could be made safe.

4. Ask each student to read aloud one of the sentences he/she wrote.

5. Then, ask them to hand in the completed worksheet.

6. Ask the discussion questions, inviting students to participate by raising their hand when they know the answer.

13



• Why do you consider the illustrations that you marked with an “X”

unsafe water sources?

• How could these unsafe water sources become safe?

• What is being done at your school or in your house to ensure that the

water you drink is safe?

• What can you do at home so that animals do not have

access to the water used for drinking or preparing

food? What can you do at your school?


14

Key #1

Name:

Date:

Which are safe water sources?

Instructions: A series of illustrations are presented below. Color the drawings which represents safe water sources. Make an ( ) on the drawings which are NOT safe water sources.

Worksheet

15


Activity # 5Word search: the importance of safe waterLevel: 4th to 6th grade

Purpose

For students to:

• Reinforce their knowledge about key #1: Use safe water and food for your consumption.


Teachers should:

• Explain the methods that can be used to purify water (boiling, adding chlorine or applying the SODIS method).

• Talk about how to properly store treated water (for example: the

characteristics the container should have).

• Explain about foodborne diseases and their symptoms.

Methods:

1. Hand out the worksheet “Word search: the impor-tance of safe water”.

Go to the Content

Manual:

Use safe water and food for your

consumption Pages 13-26

Materials:

Worksheet

Pencil or pen

16

Key #1

2. Read the instructions aloud or ask a student to do it. Ask students if they have any questions about the instructions.

3. Give the students 30 minutes to complete the worksheet.

4. Ask each student to read aloud one of the sentences he/she wrote.

5. Ask them to hand in the completed worksheet.



• What does the term “safe” mean?

• When can we consider food safe?

In the case of water, how do we

know it is safe?

• Why is it important to have safe wa-

ter and food?

• If food and water are not safe, why

could this be? When that happens,

what should we do?

17


Name:

Date:

Word search: the importance of safe water

Instructions: Below you will find a word search. Circle the words in the list below in the word search. Words can be found vertically, horizontally or diagonally.

WATER DIARRHEABOIL ICEWASH RAINPEEL CHEMICALSCONTAINERS SODISCOVER

Using 5 of the words found in the word search, write 5 sentences about the importance of using safe water and food.

1.______________________________________________________________________

2.______________________________________________________________________

3.______________________________________________________________________

4.______________________________________________________________________

5.______________________________________________________________________

X E L J O K S Q J H B O I L RP J T R D S Y O U U A T G T OP E E L R C C X D I X R G M AV O D O N W J H Z I M P N E XR C O N T A I N E R S I D G DE M E D T E M B K M I V C I RL L R A I N K Y J U I U Z O WG R N Z D F R K I Z V C I I SD D R N I D E R W H W M A I ZX D I G A V D N A P A E M L EP Y E Z R H P E T A S Z W R SY C Z F R B I K E G H E E F RG X H U H J N C R V R J K M DB R S J E A C U E C O V E R M

X Z Q O A B S H H O X F A U S

Worksheet

18

Key #2

Activity # 6Look at the amount of germs on my hands!3

Level: 1st to 4th grade*

Purpose:

For students to:

• Visualize the amount of germs that could be found on their hands after touching specific foods and doing specific activi-ties at school and home.

• Understand the importance of washing their hands properly to eliminate germs that could make them sick.


Teachers should:

• Explain that hands frequently transport germs from one place to another; therefore, it is important to wash your hands before eating and after handling certain objects or foods.

* For 5th and 6th grade, use the illustrations as introductory material to

explain how germs use hands as a form of transportation.

3 Photographs taken and adapted from: Public Health Laboratory Service and Food and Drink Federation. 2002. Food link: Your Complete Guide to Food Safety. http://www.foodlink.org.uk

Go to the Content

Manual:

The importance of washing your hands

Page 29

Materials:

Illustrations of the hands with germs (pages 22-24)

Masking tape

Blank sheets of paper

Pencil or pen

19

Keep clean

• Emphasize that washing your hands properly can help prevent foodborne diseases.

• Reinforce that some raw foods, for example chicken and beef may contain dangerous germs; and therefore, it is very impor-tant to wash your hands after handling these foods.

• Reiterate the importance of washing your hands properly

with safe water and soap for at least 20 seconds (the teacher can use a popular song to measure this time).

Methods:

1. Tape the six illustrations of the hands with germs on the chalkboard or wall.

2. Ask students to take a piece of blank paper, fold it in half, cut it and share the other half with a classmate.

3. Explain the instructions for the game:

• For 3rd and 4th grade:

a. Explain that each illustration represents a different situa-tion (i.e. a person’s hands af-ter handling raw chicken) and that the black spots on the il-lustrations represent germs.

b. The teacher should read aloud the story on the following page. This story presents different scenarios where hands are being contaminated by germs.

Students have to guess which illustration, from those on the chalkboard, corresponds to each scenario. Tell students to write the letter of the corresponding illustration on their piece of paper.

20

Key #2

“Once upon a time there was a boy named John who loved to have his photo taken. But one day when he was taking photos of his hands, they turned out different… the photos were magical, he was able to see the germs on his hands after doing different activities”.

The different scenarios when the magical photos were taken of

John’s hands are described below…

- John was in such a hurry to go to his friend Mary’s house to play that he did not wash his hands properly. Which illustration do you think represents this situation? (Answer: Illustration C)

- While helping his mother prepare food, John picked up a piece of raw chicken. Which illustration do you think represents this situation? (Answer: Illustration E)

- John wanted to help clean the kitchen, but he got confused and instead of picking up a clean cloth, he picked up a dirty one. Which illustration do you think represents this situation?

(Answer: Illustration D)

- Before having dinner, John went to the bathroom and afterwards washed his hands with soap and water for 20 seconds. Which illustration do you think represents this situation?

(Answer: Illustration A)

- John was tossing around a ball with his friends when he suddenly had to go to the bathroom. After going to the bathroom, he went back to playing without washing his hands because he did not want to miss any more of the game. Which illustration do you think represents this situation? (Answer: Illustration F)

- John went with his mother to the supermarket. When passing by the meat department, he became curious and picked up a piece of meat to feel its texture. Which illustration do you think represents this situation?

(Answer: Illustration B)

21

Keep clean

c. At the end of the activity, the teacher should tell the students the correct answers. The correct answers are: “Hands after…”

• Washing them thoroughly with soap for 20 seconds

(Illustration A)• Handling raw meat (Illustration B)• Washing them improperly*

(Illustration C)• Handling a dirty cloth (Illustration D)• Handling raw chicken (Illustration E)• Going to the bathroom (Illustration F)

d. Ask the discussion questions.

• For 1st and 2nd grade:

a. The teacher should tell the story on page 20 which presents different scenarios where hands are being contaminated by germs.

b. While telling the story, show students the corresponding illustration, explaining each of them.

c. Afterwards, hand out a piece of blank paper and ask students to

draw 2 hands (one on each side of the paper) that represent the following:

• A hand that has been thoroughly washed and therefore is FREE OF GERMS,

• A hand that is dirty and therefore FULL OF GERMS

d. Finish off the activity by asking students to hold up their drawing which best shows what their

hand would look like after playing with their pet (dog, cat, etc.)


• Which illustration (hand) has the

most germs?

• Which illustration (hand) has the

least germs?

• What other activities would

make your hands look like

illustrations B-F (i.e. with lots of

germs)?

• Do you think there are germs on

your hands right now? Why or

why not?

• What can you do to avoid

having germs on your hands?* Explain to students that people often forget to wash their thumbs when washing their hands.

22

Key #2

A

B

23

Keep clean

C

D

24

Key #2

E

F

25

Keep clean

Activity # 7Wash your hands with soap and water 4

Level: 1st to 6th grade

Purpose:

For students to:

• Pay attention to their personal hygiene.

• Identify hands as a source of contamination and a vehicle for spreading germs.

• Learn how to properly wash their hands.


Teachers should:

• Discuss the importance of washing your hands, the most important times to wash your hands (before and after what

types of activities) and the proper technique; emphasizing the importance of rubbing your hands together for 20 seconds.

• Emphasize the fact that even though our hands might appear clean to the naked eye, we may have germs

on our hands that we can’t see and that could make us sick.

4 Taken and adapted from: WHO. 2004. La inocuidad de los alimentos en el hogar: Cómo aplicar las 5 Claves de la OMS para la inocuidad de los alimentos para logar una capacitación efectiva del público destinatario. WHO, Geneva. 23 pp.

Go to the Content

Manual:

The importance of washing your hands

Page 29

Materials:

1 teaspoon of cooking oil or vaseline

Sand (that is fine and without stones) or cinnamon powder

Utensils or a glass

Basin

Soap

Paper towel

26

Key #2

• Emphasize that germs are so small that we cannot see them with our naked eye.

Methods:

1. Ask for three volunteers to help with this activity.

2. Ask these volunteers to rub their hands together with two drops of oil or vaseline.

3. They should then cover their hands with cinnamon powder or sand. The cinnamon / sand represents the germs.

4. Afterwards, the volunteers should touch some kitchen items such as utensils, a glass, a plate, etc. with their dirty hands (so that they can see how germs transfer from one place to another).

5. Ask the three students to wash their hands as described below:

- Student #1: wash his/her hands with just water

- Student #2: wash his/her hands with water and soap for 3 seconds

- Student #3: wash his/her hands with water and soap for 20 seconds

6. Ask the rest of the class to count to 20 aloud while student #3 is washing his/her hands to help him/her know when he/she should stop washing his/her hands. Instead of counting the class can also sing a song that lasts for the 20 seconds (i.e. “Happy Birthday”).

7. After washing their hands, the three students should show their hands to their classmates.



• How can we remove germs from

our hands?

• What happened when the volun-

teers touched the kitchen items?

Would you eat with the utensils?

• What happens when we wash

our hands with only water?


our hands with water and soap

and we rub our hands together

for 3 seconds?


our hands for 20 seconds?

27

Keep clean

Activity # 8What should I do when preparing food?Level: 1st to 3rd grade

Purpose:

For students to:

• Understand how to properly prepare food so that it doesn’t become contaminated with germs.

• Reinforce concepts learned in Key #2: Keep clean.


Teachers should:

• Explain that when students are helping prepare food at school or at home, utensils used to prepare and serve food need to be handled properly.

• Explain that if our hands are not clean, we could contaminate the surfaces and utensils used in food preparation; therefore, it is important

to be careful when handling dishes, silverware, glasses, etc.

• Emphasize the importance of keeping animals and pests away from the areas where food is prepared to avoid contamination.

• Emphasize that certain sicknesses caused by germs can be prevented if we learn how to keep the areas where we prepare food clean.

Go to the Content

Manual:

How to properly clean dishes and utensils?

Page 34

Materials:

Worksheet

Pencils or crayons

28

Key #2

Methods:

1. Hand out the worksheet “What should I do when preparing food?”

2. Read the instructions aloud or ask a student to do it. Ask students if they have any questions about the instructions.

3. Give them 20 minutes to answer the worksheet.

4. When students have finished the worksheet, ask them to color the drawings.

5. Ask the discussion questions, tell-ing students to raise their hands if they know the answers.


• Which drawings did you mark

with an “X”? Why?

• What can you do to make

these situations safe?

• What else have you seen that

would be considered unsafe

when food is being prepared?

(Give examples)

• What could be done to make

these situations safe?

29

Keep clean

Name:

Date:

What should I do when preparing food?

Instructions: Mark with a check ( ) the illustrations that are correct (things that should be done when we prepare food). Mark with an ( ) the situations that we should not do in the kitchen or when food is being prepared.

Worksheet

30

Key #3

Activity # 9What is cross-contamination?5


Purpose:

For students to:

• Identify raw meat, poultry and seafood as possible sources of contamination.

• Learn about sources of contami-nation.

• Learn effective ways to prevent cross-contamination when pre-paring and storing food.


Teachers should:

• Start the class by inviting students to exchange ideas about the concept of “germs” and write them on the chalkboard.

• Classify ideas by categories (a category might be about germs and food or diseases, i.e.)

5 Taken and adapted from: WHO. 2004. La inocuidad de los alimentos en el hogar: cómo aplicar las 5 Claves de la OMS para la inocuidad de los alimentos para lograr una capacitación efectiva del público destinatario. WHO, Geneva. 23 pp.

Go to the Content

Manual:

Key #3: Separate raw meat, poultry and

seafood from other foods

Page 41

Materials:

Two clean sponges

Red paint or another bright color

Cutting board

A piece of lettuce

A disposable plastic plate

Knife

Washbasin or small container

Glass of water

31

Separate raw meat, poultry andseafood from other foods

Methods:

1. Divide students in small groups.

2. Dampen the two sponges with water. One of the sponges represents a piece of “cooked chicken/meat” and should be kept away from the other sponge that represents a piece of “raw chicken/meat”.

3. Paint one of the sponges with the red paint. Use enough paint to cover both sides of the sponge (the paint represents the blood of the raw chicken/meat that is contaminated with dangerous germs).

4. Place the painted sponge (raw chicken/meat) on the cutting board and cut it in half with the knife.

5. Place the two halves on the plate. Do not wash the cutting board, knife or your hands.

6. Cut the piece of lettuce in half using the same cutting board and knife.

7. Cut the sponge without paint (cooked chicken/meat) in half on the same cutting board with the same knife (without washing them).

8. Place the two halves of the sponge that represent the “cooked chicken/meat” on the same plate where the “raw chicken/meat” is.

9. Observe the transfer of the paint to the other objects.



• What happened when the

cooked chicken/meat was

placed on the same plate as the

raw chicken/meat?

• What would happen if we ate

the lettuce?

• What happened after handling...

- the utensils?

- the raw food?

- the knife without washing it?

• How can we destroy the germs

on the cutting board, knife, plate

and our hands?

• What should we do to avoid

contamination between raw

and cooked food?

32

Key #3

Activity # 10Let’s avoid cross-contamination!


Purpose:

For students to:

• Identify raw meat, poultry and seafood as a source of contami-nation.

• Learn effective ways to prevent cross-contamination when pre-paring and storing food.


Teachers should:

• Explain that contact between raw meat (such as chicken, fish, beef or pork) and other foods, like vegetables, bread and cooked food; should be avoided because dangerous germs found in raw foods

could transfer to other foods.

• Emphasize the importance of using different utensils and dishes (knives, cutting boards, containers) for raw meat and other foods (vegetables or fruits).

• Remind students that hands should be washed thoroughly with soap and water after handling raw meat and before handling other foods.

Materials:

Worksheet

Pencil or pen

Go to the Content

Manual:

Key #3: Separate raw meat, poultry and

seafood from other foods

Page 41

33

Separate raw meat, poultry andseafood from other foods

• Emphasize that any surface that has been used to prepare raw meat should be washed carefully with soap and water.

Methods:

1. Give each student the worksheet “Let’s avoid cross-contamina-tion!”

2. Read the instructions on the worksheet together with the class and explain what each food is (onion, fish, tomato and so forth) so that it is clear to them.

3. Give students 20 minutes to complete the worksheet.*

4. Ask students to share with their classmates which cutting boards they marked.

5. Tell students to hand in the com-pleted worksheet.



• For each cutting board, why

did you mark it the way you

did?

• Give some examples of other

foods which you should keep

separate?

* In those grades where students can not read and/or write, ask them to mark and color the incorrect situations.

34

Key #3

Name:Date:

Let’s avoid cross-contamination! Instructions: Below are illustrations of six cutting boards with different types of foods on each. Place an ( ) on the cutting board that have foods that should NOT be together on the same cutting board in order to avoid cross- contamination. Using the lines below, explain why you marked some of the cutting boards.

1 2

3 4

5 6

Worksheet

35

Cook Food Thoroughly

Activity # 11What did I eat last night? Level: 1st to 3rd grade

Purpose:

For students to:

• Understand that heat kills dangerous germs that can be found in food, making the food safe to eat.

• Identify foods that should be thoroughly cooked.


Teachers should:

• Explain that there are certain foods that are more likely to contain dangerous germs, such as raw meat, chicken, eggs and milk. These foods should be cooked thoroughly at a high temperature in order to

kill any germs they may have, making them safe to eat.

• Emphasize that these foods can contaminate other foods that are eaten raw (i.e. fruits and vegetables) or are already prepared. This contamination may produce foodborne diseases.

• Remind students that certain foods such as meat, milk and eggs and water are ideal for the multiplication

of germs; therefore, it is important to boil or cook them

Materials: Sheets of white paper

Old magazines

Crayons

Markers

Pencils

Glue

Scissors

Go to the Content

Manual:

Key # 4: Cook foods thoroughly

Page 45

36

Key #4

thoroughly to make them safe for consumption. (See page 5 in the Content Manual for more information on germs).

Methods:

1. Ask students to PAY ATTENTION and observe how their dinner is prepared that evening at home. Ask them to make a drawing about what they eat that evening.

2. The next day, ask students to volunteer to come to the front of the class and explain their drawing to their classmates (what they observed and ate the night before).

The rest of the class should help identify wich foods in each volunteer’s drawings, should be cooked thoroughly to prevent foodborne sickness.

3. At the end of the activity, the teacher should ask the discussion questions.


• Why should we cook food thoroughly?

• What does heat do to food?

• What foods should be cooked thoroughly in order to kill potentially

dangerous germs that they might contain?

37


Go to the Content Manual:

Key #4: Cook food thoroughly

Page 45

Activity # 12Independence Day Celebration at my school6


Purpose:

For students to:

• Understand the importance of cooking foods thoroughly in order to prevent foodborne diseases.

• Identify different situations where food can be easily contaminated.

• Reinforce their knowledge about germ multiplication from key #1: (Use safe water and foods for your consumption), key #2: (Keep clean) and key #3: (Separate raw meat, poultry and seafood from other foods).


Teachers should:

• Talk about the importance of cooking foods thoroughly.

• Emphasize that cooked foods can become contaminated if kept for too long at room temperature

before consuming them or if are left uncovered (remind about germ multiplication).

6 Taken and adapted from: Williams, T et al. 1991. Alimentos, medio ambiente y salud: guía para maestros de enseñanza primaria. WHO, Geneva, Switzerland, page 27.

Materials:

Worksheet

Pencil or pen

38

Key #4

• Reinforce concepts about perishable foods (i.e. milk and cheese) which should be boiled, in the case of milk, or stored in a cool environment.

• Remind students that safe water and food should always be

used when preparing food, and that raw food should never be mixed with cooked foods because germs from raw foods such as meat, chicken, fish, etc. could spread to the cooked

food (cross-contamination).

• Remind students that food should be covered to avoid contact with dust or animals that could cause food contamination.

Methods:

1. Hand out the worksheet “Inde-pendence Day Celebration at my school”.*

2. Read instructions aloud or ask a student to do it.

3. Give students 20 minutes to complete the worksheet.

4. Ask students to share the errors they underlined on the worksheet with their classmates.



• Why did the people at the

celebration get sick?

• What errors were made by

the people who prepared the

food?

• How could these errors have

been avoided?

• What would you have done

differently?

* If you prefer to not hand out a worksheet to each student, you can read the story aloud or have one or several students read it to the rest of the class.

39


Name:

Date:

Independence Day Celebration at my school

Instructions: A story is presented below. Read it thoroughly, paying attention to the details and underline the sentences where errors were made that could cause the contamination of the food.

One week before, the students began preparing the food: plantains with cream, ham and cheese sandwiches, tortillas with roasted meat, potato salad with mayonnaise and various desserts including cream filled donuts and different flavored cakes …mmm, delicious!!

The 1st was in charge of bringing the ham and cheese sandwiches with butter which they brought prepared the day before the celebration. But John forgot to store the sandwiches in a cold place and instead left them on the teacher’s desk, where the sun shone on them the whole afternoon.

LET’S CELEBRATE INDEPENDENCE DAY! At school everyone was talking about the Independence Day Celebration, about the planning of the fair, the food stands and the dances were going to be prepared, who would participate, and what each class would do to celebrate the day.

The principal distributed the list about which class would bring which type of foods to sell at the Fair.

The potato salad with mayonnaise was delicious, but warm because it was a sunny day. Since there were not enough tables, the potato salad was placed on the floor. Fruits such as mango were also being sold and cut with the same knife that was used to cut the raw chicken. Everything was going well but then suddenly everyone started feeling bad and having stomach pains, fever and vomiting. Such a beautiful day which unfortunetly ended badly.

Worksheet

A delicious chicken with vegetables was also being sold at the fair. Such a large amount was needed and the mothers had so much to do that they prepared the dish the day before. On the day of the celebration, they realized they had forgotten to add the CHICKEN.

The students were so anxious to eat, the mothers added the raw chicken and only let it boil a few seconds.

On the day of the fair, the 6th class brought the meat to barbecue. They gave the meat to their teacher to BBQ. There was such a long line and all the students were so hungry that the cooks started handing out the tortillas with meat that was still pink in the inside and really juicy!

The 2nd class had a stand where they where selling plantains with cream. It was so hot out that the cream melted. The food smelled so good that it started attracting flies.

1

3

2

4

5

40

Key #4

Activity # 13Answer and you will win!

Level: 1st to 6th grade *

Purpose:

For students to:

• Reinforce their knowledge about key #1: (Use safe water and food for your consumption), key #2: (Keep clean), key #3: (Separate raw meat, poultry and seafood from other foods) and key #4: (Cook food thoroughly).

• Understand that cooking food thoroughly kills germs, making the food safe to eat.


Teachers should:

• Review concepts learned in keys #1 to #4. Explain and clarify any questions students have.

Go to the Content

Manual:

Key # 4: Cook food thoroughly

Page 45

Materials:

List of questions

* Depends on the type of questions asked. Easier questions can be asked in order to adapt the activity for 1st to 3rd grade students.

41


Methods:

1. Divide students in small groups and ask each group to choose a team name. Write the team names on the chalkboard.

2. Explain that you will ask a series of questions to the groups (some examples of questions that can be asked during this activity are presented below).

3. Groups must answer YES or NO and explain WHY.

4. Each group will be given one minute to discuss their answer (were they have to reach a consensus during that time).

5. The teacher will give one point on the chalkboard to groups that answer correctly.

6. After asking all the questions, the group with the most points will receive a big applause!

NOTE: A list with more questions can be made, based on the teacher’s criteria and the concept he/she wants to review or emphasize. This activity can also be carried out at the end of each key, asking questions related to that specific key.

42

Key #4

Questions / Statements Answers Explanations

Is it true that the inside of meat and chicken that you are going to eat should not be pink?

YES

Meat and chicken are thoroughly cooked when their juices are clear and the inside is no longer pink

Is it true that only the outside of chicken may contain dangerous germs?

NOBoth the outside and the centre can have germs

If you boil soup for thirty seconds will all germs be killed?

NOYou need to boiled it for 5 minutes

Is it possible to see germs with the naked eye?

NONo, we cannot, we need a microscope

Are nausea or vomiting symptoms of foodborne diseases caused by dangerous germs found in food?

YES

Should you drink water when you have diarrhea or stomach problems?

YESYes, to rehydrate our body. An oral rehydration solution can also be drunk.

Washing your hands for 10 seconds is enough time?

NOYou should wash them for at least 20 seconds

It is alright to cut an orange with the same knife that you used to cut raw meat?

NO

A different knife should be used for each, or you should wash the knife with water and soap before cutting the orange

Is there a difference between the terms cleaning and disinfecting? Explain it.

YES

Cleaning wipes away dirt, crumbs, grease or other substances; disinfecting kills germs completely

Are rats an example of a pests? YESOther examples are: cockroaches, flies, ants, etc.

Is it true that fish does not have to be cooked thoroughly since it does not contain many germs?

NO

Fish, as well as poultry, seafood and meat (beef) can have many dangerous germs; therefore, it is important to cook them thoroughly until their juices run clear

43

Keep food at safe temperatures

Activity # 14Where should we keep food?

Level: 1st to 3rd grade

Purpose:

For students to:

• Review the concept of keep-ing food at safe temperatures to avoid the multiplication of dan-gerous germs.

• Identify foods that should be kept in a cold place and those that can be left at room temper-ature (in a cupboard).

• Understand that germs cannot easily multiply in cold tempera-tures.


Teachers should:

• Discuss the importance of keeping certain foods at very cold temperatures and that foods can be kept safe if we properly control the temperatures that they are kept in.

• Emphasize that at very hot temperatures, i.e. when liquids are boiled, germs die, therefore making the food

safe to eat. Also emphasize that germs do not multiply in very cold temperatures, therefore keeping food safe.

Materials:

The illustrations of ice and a cupboard (found on pages 46-47)

Masking tape

Go to the Content

Manual:

What should we do to ensure that

food is kept at safe temperatures?

44

Key #5

• Explain that when students are helping prepare food at home or at school, it is important to remember which foods need to be stored in a cold place (i.e. fresh milk) and which not (i.e. raw vegetables such as carrots).

Methods:

1. Using the masking tape, tape the illustrations of the ice and cupboard on two different walls in the classroom.* This activity can also be performed outside the classroom (i.e. in the play-ground).

2. Explain to students that you are going to say a food and that they should decide where that food should be stored and then run towards the corresponding illustration as described below:

• If the food mentioned should be stored in a cold place (such as fresh milk), students should run to the wall where the illustration of ice is taped.

• If the food mentioned can be stored in a cupboard, stu-

dents should run to the wall where the illustration of the cupboard is taped.

3. After students have run to the illustration they believe is correct, discuss their decision with them.

4. Repeat the activity with another food.

Examples of foods:

Fresh cheese (cold) Cooked chicken (cold) Tomatoes (cupboard) Cream (cold) Cooked pork (cold) Raw chicken (cold) Raw carrots (cupboard) Dried or uncooked beans

(cupboard) Fresh milk (cold) Powdered milk (cupboard) Dried oatmeal (cupboard) Mangos (cupboard) Prepared oatmeal (porridge)

(cold) Raw beef (cold) Papaya (cupboard) Oranges (cupboard) Uncooked rice (cupboard) Tortillas from yesterday (cold)

* Make sure that the students desks are moved to one side of the classroom so that students have enough room to run to the walls.

45



• What are some examples of

foods that should be stored in

a cold place?

• What happens if foods such

as fresh milk are not stored in

a cold place?

• If you do not have a

refrigerator at home or at

school, what can you do to

keep perishable food fresh?

Important notes about the activity


46

Key #5

COLD

47


CUPBOARD

48

Key #5

Activity # 15Boiled milk is safe!7


Purpose:

For students to:

• Identify that germs spoil certain foods if they are not stored prop-erly.

• Understand the importance of cooking food thoroughly.

• Visualize the consequences of not boiling and properly storing a perishable food, such as milk.

• Identify the difference between a perishable and a non-perishable food.

• Identify the importance of boiling and cooking foods such as meat, seafood, eggs or milk thoroughly to eliminate germs.


Teachers should:

• Explain that food cooked at high temperatures for a long period of time kills any germs it might contain.

7 Taken and adapted from: INCAP. 1961. Manual de experimentos y actividades en nutrición para uso en la escuela primaria. INCAP, Guatemala.

Materials:

1 small pot with a lid

1 stove

1 container with some water in the bottom

2 glasses of milk

1 carrot or other vegetable

Go to the Content

Manual:



Page 49

49


• Explain that certain foods (such as perishable foods) have the perfect conditions for germs to grow and multiply and therefore it is important to cook them thoroughly.

• Emphasize that foods such as

raw carrots (or other vegetables) do not spoil easily, but before eating them they should be washed with safe water in order to kill any germs they might contain.

Methods:

1. Fill two glasses with the same amount of milk.

2. Pour the milk from one of the glasses into a pot and place the pot on the stove. Boil the milk for 5 minutes.

3. After boiling the milk, cover the pot with a lid and place the pot inside the container with water.

4. Leave the glass with the milk that has not been boiled uncovered for the rest of the day and over-night.

5. Ask students to leave the carrot (or another vegetable) beside the glass of milk, as well as the boiled milk.

6. Two days later, observe the changes that happened in the unboiled milk in the glass and the milk in the pot, as well as the carrot.



• What should we do with perish-

able foods? How should they be

stored?

• What about non-perishable

foods? Are they free of germs?

• What happened to the glass of

unboiled milk that was left uncov-

ered?

• What happened to the glass of

milk that was boiled and placed

inside the container with water?

• What happens when milk is

boiled?

• Why did the glass of unboiled milk

go bad?

• What happened to the carrot?

• Why do you think these foods (the

carrot and the milk) conserve dif-

ferently?

50

Key #5

Activity # 16Yeast balloons8

Level: 3rd to 6th grade

Purpose:

For students to:

• Understand that foods kept at safe temperatures (very cold or very hot) helps protect from germ spreading.

• Visualize the multiplication of germs at certain temperatures.


Teachers should:

• Discuss the importance of keeping food at safe temperatures (very cold / very hot), since proper temperature control helps keep food safe.

• Emphasize that germs die in very hot temperatures

(such as in boiling water), making food safe to eat.

• Review the concept that at very cold temperatures germs do not find an environment in which they can multiply, keeping food safe. On the other hand, germs

find the perfect environment to survive and multiply in warm temperatures (room temperature).

8 Taken and adapted from: USDA. 1999. Your game plan for food safety: teacher’s activity and experimental guide. The Partnership for Food Safety Education. United States of America.

Materials:

2 deflated balloons

3 washbasins

2 clean plastic or glass bottles with a small opening (i.e. soda bottles)

1/4 cup of sugar

1 package of yeast (used to make bread)

Water at room temperature, hot water and water with ice

Masking tape

1 marker

Go to the Content

Manual:



Page 49

51


• Reinforce the four conditions germs need in order to grow and spread (humidity, air, warmth and food).

• Explain that yeast contains ben-eficial germs that help bread grow, but like other germs, it needs a certain type of environ-ment to grow. Yeast is a good example for observing the be-havior of germs.

Methods:

1. Using the tape and marker, label one washbasin “cold bath” and the other “warm bath”.

2. In the third washbasin, place half a liter of room temperature water. Add the sugar and stir

until dissolved. Then add the package of yeast, mixing it slowly into the sugar mixture.

3. Divide the sugar and yeast solution into two equal parts and pour into the two plastic or glass bottles.

4. Inflate the balloons, and then de-flate them to help stretch them out. Place one balloon over the opening of each bottle.

5. Place a bottle upright in each of the labeled washbasins.

6. Add hot water to the basin labeled “warm bath”. Add just enough water to cover the sugar and yeast solution in the bottle.

7. Follow the same procedure, adding the ice water to the basin labeled “cold bath”.

8. Observe and write down what happens after 5 min., 30 min. and 1 hour.

9. The teacher should explain what is happening:

• The microorganisms found in yeast (which are good germs) behave differently at certain temperatures.

• The germs do not multiply as fast in the yeast solution placed in the cold water be-cause this is not the perfect environment for them.

• But in the warm water, the germs in the yeast solution, find a perfect environment for them to grow and spread. These growing germs

52

Key #5

produce gases, making the balloon inflate. The sugar in the solution acts as food for the germs. Therefore, in the warm water the yeast germs find both food and a perfect environment to multiply rapidly.


• What happened to the balloon in the “warm bath”?

• What happened to the balloon in the “cold bath”?

• In what way do yeast and bad germs that could be found in food act

the same?

• If yeast were a dangerous germ, what would happen if we were to

store it in a warm environment?

• If yeast were a dangerous germ, what would happen if we were to

store it in a cold environment?

• What effect did the cold temperature of the ice water have on the

yeast?

53

Activity # 17What can we do to prevent foodborne diseases?9

Level: 1st to 3rd grade

Purpose:

For students to:

• Visualize different ways they can make their school a healthier envi-ronment.

• Review concepts learned about the prevention of foodborne sick-nesses.


Teachers should:

• Review what can be done to prevent foodborne sicknesses; i.e. eating healthy, caring for their

personal hygiene and washing fruits and vegetables with safe water.

• Remind students that the ingredients and water used in the preparation of food may be contamina-ted with germs. It is therefore important to take pre-ventive measures to avoid putting our health at risk.

• Ask students what they do at school and at home to help prevent foodborne sicknesses. What do their tea-

chers, parents, brothers, sisters and other relatives do?

9 Taken and adapted from: Agua Fuente de Paz. Educación sanitaria: cuaderno escolar No. 1, page 19.

Materials:

Worksheet

Pencil

Crayons

Go to the Content

Manual:

How can we prevent foodborne diseases?

Page 54

54

Methods:

1. Hand out the worksheet “What can we do to prevent foodborne diseases?”

2. Read the instructions aloud or ask a student to read them. Clarify any questions students have about the instructions.

3. If students are not able to read well, the teacher can read each sentence on the worksheet aloud, leaving enough time between sentences so that stu-dents can connect the sentence to the correct drawing.

4. In classes where students read well, give them 20 minutes to complete the worksheet.

5. When students have finished the worksheet, ask them to color the drawings.



• Which activities on the worksheet

are we doing at our school to

make sure our school is healthy?

• Which activities are we not

doing?

• Which of these should we be

doing and how can we ensure

that we do them?

• Which activities on the worksheet

should we also be doing in our

homes to prevent foodborne

diseases?

55

Name:

Date:

What can we do to prevent foodborne diseases?

Instructions: Connect each sentence on the left hand side of the page with the corresponding drawing on the right hand side of the page.

Wash your hands

Wash fruits and vegetables with safe water

Sweep the floors in the school

Put garbage in the garbage can

Keep water covered

Boil water

Worksheet

56

Activity # 185 Keys to Safer Food


Purpose:

For students to:

• Put into practice knowledge acquired about the “Five Keys to Safer Food”.

Methods:

1. Explain students that they will be making 5 flash cards about the “Five Keys to Safer Food”.

2. Ask students to fold and cut a blank sheet of paper in half. Repeat until each student has 5 flash cards.

3. Ask students to write one key on the top part of each piece of paper (as the title of each flash card). Explain to students that they will complete this activity at home as homework, with the help of their parents.

4. On each flash card, they will write the most important concepts they remember about each of the keys studied in class.*

5. Tell students to use their creativity to decorate the flash cards with drawings and/or magazine or newspaper clippings.

Materials:

Blank paper (letter size)

Pencil or pen

Crayons

Magazines or newspapers

Scissors

Glue

Complete this activity after

teaching all the contents in the

Content Manual, Page 56

57

6. The next day, ask students to share their “Five keys to Safer Food” flash cards with the rest of the class.


• What are the five keys to safer

food?

• What are the most important

concepts of each key?

Recommendations:

To promote cultural and ethnic diversity, teachers may tell students they can write their flash cards in their native language and/or; use examples of foods found in the region where they live or come from, and describe food storage and preservation techniques that they use at home.

* With 1st to 3rd grade classes, to help students, teacher can dictate or put on the board the most important concepts of each key so that students can write them on their flash cards; and then students can decorate the cards at home with their parents’ help.

58

Activity # 19Identifying germs10


Purpose:

For students to:


• Identify situations in which food can become easily contaminated.

• Learn how to prevent food from becoming contaminated with germs.

Métodos:

1. Hand out the worksheet “Identifying germs”.

2. Read the instructions on the worksheet aloud.

3. Give students 20 minutes to complete the worksheet.

4. Ask for volunteers to share with the rest of the class one of the errors that they found in the illustration and their suggestions to solve the error.

5. Ask students to hand in their completed worksheet.

10 Taken and adapted from: Williams, T. et al. 1991. Alimentos, medio ambiente y salud: guía para maestros de enseñanza primaria. WHO, Geneva, Switzerland, page 34.

Materials:

Worksheet

Pencil

Crayons



Content Manual, page 56

59


• What errors related to the hygiene of surfaces (table, floor etc.) did

you find? What should be done to correct these situations?

• What errors related to safe water and food did you find? What should

be done to prevent these errors from occurring?

• What do you think could happen to the child? Why? What can be done

to prevent this?

• Which of the five keys are not being followed in the illustration?


60

Name:

Date:

Identifying germs

Instructions: Below is an illustration of an area where food is prepared. Mark with an ( ), everything that might contaminate food or be an area where germs could easily spread. For each error found, write about what should be done to prevent this error.

Figure taken from: Williams, T. et al. 1991. Alimentos, medio ambiente y salud: guía para maestros de enseñanza primaria. WHO, Geneva, Switzerland, 34 pp.

Evaluation worksheet

61

Activity # 20Food Safety Inspector11


Purpose:

For students to:

• Identify food handling situations that could lead to foodborne diseases.

• Learn the difference between good and bad hygiene habits.

• Learn how to prevent the contami-nation of food.


Methods:

1. Divide the class into groups (up to 5 members per group).

2. Explain that they will be food safety inspectors and that they will be doing an assessment of an area where food is prepared.

11 Taken and adapted from: FAO. 2003. Educación en alimentación y nutrición para la enseñanza básica: guía del profesor. FAO, Chile.

Materials:

Assessment guide

Pencil or pen



Content Manual, page 56

62

3. Examples of places that could be inspected include:

• The school store.• The area where the recess snack

is prepared.• The area where food is prepared

in a group member´s home.• A food stand near the school.

4. Hand out the “Inspector’s Guide”.

5. To complete the guide, students should put a check ( ) beside the items that they see the people preparing the food doing, and an ( ) beside the items they are not doing.

6. Each group should present the results of their assessment to the rest of the class. Each group’s presentation should include in-formation about:

a) The place where they carried

out their assessment.

b) Results.

c) Recommendations of how to correct errors observed (when the five keys were not followed).

Important notes about

this activity

63

Name of Group Members: Date of Assessment:

Food Safety Inspector

Instructions: Below you will find the INSPECTOR’S GUIDE, which will help you assess the food safety of an area where food is prepared. Places you could inspect include: the school store, the kitchen of a group member’s home, a food stand near your school or the area where food is prepared at your school.

Inspector’s Guide

PRACTICE OBSERVED YES NO

Food and water is covered to protect them from flies, other insects, rodents and pets

Hands are washed before handling food

Safe water is used to prepare the food

Safe water is used for all beverages

Raw meat, chicken and seafood is separated from other foods

Food is kept at safe temperatures (very cold or very hot)

Clean silverware is used each time food is tasted

Utensil are carefully washed before and after each preparation

Surfaces where food is peeled, cut, chopped or prepared are washed before and after using them

Dishes, silverware and glasses used for serving food are washed with safe water and soap

The garbage can is covered

In general the area where the food is prepared, and surrounding areas, are tidy

Food is stored away from chemicals and cleaning products

Animals are not allowed in or near the area where the food is prepared or sold

Assessment Guide

Answer Key

67


Name:

Date:

Which are safe water sources?

Instructions: A series of illustrations are presented below. Color the drawings which represents safe water sources. Make an ( ) on the drawings which are NOT safe water sources.

Worksheet

68

Key #1

Name:

Date:

Word search: the importance of safe water

Instructions: Below you will find a word search. Circle the words in the list below in the word search. Words can be found vertically, horizontally or diagonally.

WATER DIARRHEABOIL ICEWASH RAINPEEL CHEMICALSCONTAINERS SODISCOVER

Using 5 of the words found in the word search, write 5 sentences about the importance of using safe water and food.

1.______________________________________________________________________

2.______________________________________________________________________

3.______________________________________________________________________

4.______________________________________________________________________

5.______________________________________________________________________

X E L J O K S Q J H B O I L RP J T R D S Y O U U A T G T OP E E L R C C X D I X R G M AV O D O N W J H Z I M P N E XR C O N T A I N E R S I D G DE M E D T E M B K M I V C I RL L R A I N K Y J U I U Z O WG R N Z D F R K I Z V C I I SD D R N I D E R W H W M A I ZX D I G A V D N A P A E M L EP Y E Z R H P E T A S Z W R SY C Z F R B I K E G H E E F RG X H U H J N C R V R J K M DB R S J E A C U E C O V E R M

X Z Q O A B S H H O X F A U S

Worksheet

69

Keep cleanWorksheet

Name:

Date:

What should I do when preparing food?

Instructions: Mark with a check ( ) the illustrations that are correct (things that should be done when we prepare food). Mark with an ( ) the situations that we should not do in the kitchen or when food is being prepared.

70

Key #3Worksheet

Name:Date:

Let’s avoid cross-contamination! Instructions: Below are illustrations of six cutting boards with different types of foods on each. Place an ( ) on the cutting board that have foods that should NOT be together on the same cutting board in order to avoid cross- contamination. Using the lines below, explain why you marked some of the cutting boards.

1 2

3 4

5 6

71

Cook Food ThoroughlyWorksheet

Name:

Date:

Independence Day Celebration at my school

Instructions: A story is presented below. Read it thoroughly, paying attention to the details and underline the sentences where errors were made that could cause the contamination of the food.

One week before, the students began preparing the food: plantains with cream, ham and cheese sandwiches, tortillas with roasted meat, potato salad with mayonnaise and various desserts including cream filled donuts and different flavored cakes …mmm, delicious!!

The 1st was in charge of bringing the ham and cheese sandwiches with butter which they brought prepared the day before the celebration. But John forgot to store the sandwiches in a cold place and instead left them on the teacher’s desk, where the sun shone on them the whole afternoon.

LET’S CELEBRATE INDEPENDENCE DAY! At school everyone was talking about the Independence Day Celebration, about the planning of the fair, the food stands and the dances were going to be prepared, who would participate, and what each class would do to celebrate the day.

The principal distributed the list about which class would bring which type of foods to sell at the Fair.

The potato salad with mayonnaise was delicious, but warm because it was a sunny day. Since there were not enough tables, the potato salad was placed on the floor. Fruits such as mango were also being sold and cut with the same knife that was used to cut the raw chicken. Everything was going well but then suddenly everyone started feeling bad and having stomach pains, fever and vomiting. Such a beautiful day which unfortunetly ended badly.

A delicious chicken with vegetables was also being sold at the fair. Such a large amount was needed and the mothers had so much to do that they prepared the dish the day before. On the day of the celebration, they realized they had forgotten to add the CHICKEN.

The students were so anxious to eat, the mothers added the raw chicken and only let it boil a few seconds.

On the day of the fair, the 6th class brought the meat to barbecue. They gave the meat to their teacher to BBQ. There was such a long line and all the students were so hungry that the cooks started handing out the tortillas with meat that was still pink in the inside and really juicy!

The 2nd class had a stand where they where selling plantains with cream. It was so hot out that the cream melted. The food smelled so good that it started attracting flies.

1

3

2

4

5

72

Name:

Date:

What can we do to prevent foodborne diseases?

Instructions: Connect each sentence on the left hand side of the page with the corresponding drawing on the right hand side of the page.

Wash your hands

Wash fruits and vegetables with safe water

Sweep the floors in the school

Put garbage in the garbage can

Keep water covered

Boil water

Worksheet

73

Name:

Date:

Identifying germs

Instructions: Below is an illustration of an area where food is prepared. Mark with an ( ), everything that might contaminate food or be an area where germs could easily spread. For each error found, write about what should be done to prevent this error.

Figure taken from: Williams, T. et al. 1991. Alimentos, medio ambiente y salud: guía para maestros de enseñanza primaria. WHO, Geneva, Switzerland, 34 pp.

Evaluation sheet

75

Bibliographical references:

• Agua Fuente de Paz. Educación Sanitaria: cuaderno escolar No. 1, page 19.

• Food and Drink Federation. 2002. Foodlink: your complete guide to food safety. http://www.foodlink.org.uk/resources_imagebank.asp?cat=3

• FAO. 2003. Educación en alimentación y nutrición para la enseñanza básica: guía del profesor. FAO, Chile.

• Fusté, O. 1994. Cuidado y manejo de los alimentos en el hogar. Cooperative Extension Washington State University. http://cru.cahe.wsu.edu/CEPublications/ eb1785/eb1785.html.

• INCAP. 1961. Manual de experimentos y actividades en nutrición para uso en la escuela primaria. INCAP, Guatemala.

• WHO. 2004. La inocuidad de los alimentos en el hogar: cómo aplicar las 5 Claves de la OMS para la inocuidad de los alimentos para lograr una capacitación efectiva del público destinatario. WHO, Geneva, Switzerland.

• USDA. 1999. Your game plan for food safety: teacher´s activity and experimental guide. The Partnership for Food Safety Eduction, United States.

• Williams, T. et al. 1991. Alimentos, medio ambiente y salud: guía para maestros de enseñanza primaria. WHO, Geneva, Switzerland.

ACTIVITY BOOK FOR TEACHERS - SICA...• Escuela Oficial Urbana Mixta No. 619, El Jagüey, Canalitos,...

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